|
Geography |
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| ESC-10039 | Fundamentals of Physical Geography | C | M | 7.5 | 15 | |
| This module offers a self-contained introduction to physical geography for students from a variety of backgrounds (including students with no previous experience in the subject), and a foundation in the subject for those students who wish to pursue it to a higher level. The main learning outcomes for the successful student will be: knowledge and understanding of core material in Physical Geography; appreciation of the dynamic and research-based nature of the discipline; ability to use geographical evidence to explain features of the physical environment. | ||||||
| GEG-10013 | Human Geographies | C | M | 7.5 | 15 | |
| The module seeks to provide students with an understanding and appreciation of the diversity of approaches and content of Human Geography, ranging from human's impact on the environment to the challenges faced by contemporary societies in the forms of class, race, gender, age and sexuality. It seeks to understand the range of Human Geographical processes that have shaped and are shaping the human environment about us from agricultural and rural developments through the processes of modernization, urbanization and population growth to the problems presented by regionalism, nationalism, and globalization. It seeks to demonstrate the importance of changing and differing readings and interpretations of the human environment from large-scale empirical analyses of major human activities to small-scale qualitative appreciations of the individual's interaction with space. | ||||||
| Semester 1-2 | C/O | TYP | ECTS | CATS | ||
| ESC-10035 | Geographical Skills | C | C | 7.5 | 15 | |
| This module introduces students to a core set of essential geographical techniques and basic study skills and provides hands-on opportunity for practical engagement with such skills in both laboratory and field-based environments. As such, the module is intended to equip participants with the appropriate skills and expertise to enable real world problems to be approached with confidence and practical competence. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| ESC-10041 | People and the Environment | C | M | 7.5 | 15 | |
| This module enables students to develop an understanding and appreciation of a range of environmental issues and different approaches to tackling these issues (from the natural and social science persepctives) , in particular addressing questions of how we use the environment as a resource, the impacts we have on the environment, environmental hazards, and how we can try and manage our impact on the environment. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| ESC-20029 | Practical Physical Geography | O | C | 7.5 | 15 | |
| This module provides a comprehensive introduction to a variety of specialist field, laboratory and computer-based techniques of particular relevance to physical geography. It builds upon core concepts and techniques introduced in the level 1 practical programme whilst providing a portfolio of skills applicable to level 3 independent research projects. Training and first-hand experience is provided in practical classes, which are supplemented by a tutorial programme that highlight the real-world applications of the techniques through in-class discussion and directed reading. In both teaching environments, particular effort is made to emphasise the relevance of the techniques covered to appropriate careers pathways. | ||||||
| ESC-20050 | Dynamic Geographies (15 Credits) | C | C | 7.5 | 15 | |
| This module builds upon the core concepts introduced within the first year programme and provides students with a comprehensive introduction to a range of specialist geographical disciplines and issues. Through engagement with specialist literature, students are encouraged to explore the dynamic nature of the subject as expressed through its varied research themes, recent developments and modern-day debates. | ||||||
| GEG-20002 | Geography - Study Abroad II | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| GEG-20006 | Geography - Study Abroad I | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| GEG-20010 | Practical Human Geography | O | C | 7.5 | 15 | |
| This module has been designed to build upon the basic practical skills established in year 1 and will play an important role in the preparation of the dissertation which all students submit as part of their degree assessment. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| ESC-20030 | Regional Landsystems | O | M | 7.5 | 15 | |
| The Earth's surface is characterised by a diverse assemblage of contrasting landscapes that reflect complex interactions between various factors including global climate, tectonic processes and variations in earth surface materials. This module explores our planet's diverse physical landscape by examining the processes and landforms responsible for the generation of distinctive "Regional Landsystems", investigating the fundamental controls on their geographical variability and considering their implications for human society. The module includes both lectures that focus upon various global case studies including permafrost, desert, ice-marginal, tropical and coastal environments, and tutorial sessions associated with guided reading that highlights active research in the environments covered. | ||||||
| GEG-20009 | Geographical Research Training | C | C | 7.5 | 15 | |
| This module focuses on developing geographical research skills and culminates in a research proposal and overseas field course. Recent locations have included Singapore, Barcelona, Almeria and Iceland. The module also serves as important training and preparation for students going on to do Geography dissertations in the third year. This module involves a broad range of teaching and learning activities including literature searching, research design, project planning, field work and geographical investigation in an unfamiliar setting. Through this module you will acquire and develop important skills such as data collection, data analysis, group work, individual work, time management and presentation skills. | ||||||
| GEG-20015 | Space and Society | O | M | 7.5 | 15 | |
| This module is concerned with the interrelationship between space, culture and society. Drawing together theoretical perspectives and empirical case-study examples, the module explores how societal relationships and formations shape spaces and places, whilst they are also shaped by them. Attention will be given to the built environment in terms of both public and private spheres. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| + | ESC-30006 | Glaciers and Glacial Geomorphology | EP | M | 7.5 | 15 |
| This course gives students the opportunity to develop a high level of expertise in a specific field of geography: the study of glaciers and glacial landscapes. The main themes of the course are: the characteristics and behaviour of glaciers; the role of glaciers as part of the global system; and the impact of glaciers on the landscape. In recent Earth history 30 per cent of the Earth's land surface has been covered by glaciers. At present, glaciers cover about 10 per cent of the land. Seventy five per cent of the world's fresh water is contained in glaciers, which provide irrigation water for some of the most densely populated areas of the world. The development potential of large areas of our planet is dependent on our ability to mitigate glacial hazards, to harness glacial resources, and to penetrate the glacial barrier to the immense terrestrial and marine resources of the polar regions. The whole global environmental system is dominated by the planet's glacial character, and an understanding of the Earth's surface is impossible without an understanding of the characteristics of glaciers. This module explores those characteristics. | ||||||
| + | ESC-30006 | Glaciers and Glacial Geomorphology | O | M | 7.5 | 15 |
| This course gives students the opportunity to develop a high level of expertise in a specific field of geography: the study of glaciers and glacial landscapes. The main themes of the course are: the characteristics and behaviour of glaciers; the role of glaciers as part of the global system; and the impact of glaciers on the landscape. In recent Earth history 30 per cent of the Earth's land surface has been covered by glaciers. At present, glaciers cover about 10 per cent of the land. Seventy five per cent of the world's fresh water is contained in glaciers, which provide irrigation water for some of the most densely populated areas of the world. The development potential of large areas of our planet is dependent on our ability to mitigate glacial hazards, to harness glacial resources, and to penetrate the glacial barrier to the immense terrestrial and marine resources of the polar regions. The whole global environmental system is dominated by the planet's glacial character, and an understanding of the Earth's surface is impossible without an understanding of the characteristics of glaciers. This module explores those characteristics. | ||||||
| ESC-30009 | Natural Hazards | EA | M | 7.5 | 15 | |
| This module examines the causes and characteristics of a broad variety of natural hazards and their destructive impact on human society. These hazards range from small-scale to large-scale events, from relatively minor disturbances to catastrophic disasters, and are associated with both environmental and anthropogenic triggers. Particular attention is paid to the assessment of risk and the steps that can be taken to prevent or mitigate the damage and disruption associated with these processes. This module examines the causes of a variety of natural hazards, to investigate their potential impacts on human society and infrastructure, and to evaluate the measures that can be taken to mitigate their destructive effects. Upon successful completion of the course, you will be able to: • Describe, illustrate and explain with reference to specific examples the causes and dangers associated with a range of natural hazards. • Assess the level of risk posed by natural hazards in a variety of real and hypothetical situations. • Describe the techniques that can be used to predict and mitigate the impacts of natural hazards, and evaluate which techniques are most appropriate in a variety of circumstances. The principal component of this module is a series of lectures. The coursework component involves two separate assignments: (1) an individual poster (25%), and; (2) a group-led, problem-based exercise, involving the submission of a technical report (25%), with end semester examinations (50%) completing module assessments. | ||||||
| + | ESC-30017 | Applied Environmental GIS | EP | M | 7.5 | 15 |
| Geographical Information Systems (GIS) are of increasing importance to our understanding and management of environmental problems. This module introduces fundamental GIS concepts and capabilities and examines a variety of environmental applications ranging from natural resources management to the disposal of toxic waste. The applied nature of the course is reinforced by appropriate training in the use of industry-standard GIS software and an opportunity is presented for students to apply their new skills to addressing a specific environmental case study. | ||||||
| + | ESC-30017 | Applied Environmental GIS | O | M | 7.5 | 15 |
| Geographical Information Systems (GIS) are of increasing importance to our understanding and management of environmental problems. This module introduces fundamental GIS concepts and capabilities and examines a variety of environmental applications ranging from natural resources management to the disposal of toxic waste. The applied nature of the course is reinforced by appropriate training in the use of industry-standard GIS software and an opportunity is presented for students to apply their new skills to addressing a specific environmental case study. | ||||||
| + | ESC-30027 | Coastal Environments | EP | M | 7.5 | 15 |
| The coastal zone is a highly dynamic and diverse environment. It contains a wide variety of geomorphic landforms and is influenced by numerous processes which operate over a range of temporal and spatial scales. This module explores the processes that drive coastal morphological changes, such as sea-level change, tides and ocean waves, discusses the nature of a range of coastal landforms and examines the links between form and process at a variety of temporal and spatial scales. The final part of this module, addressed predominately through the major coursework assignment, deals with the issue of coastal zone management. The module includes both lectures, which incorporate examples of active research in the areas covered, and practical activities, which seek to reinforce the material covered in lectures and through the guided reading. | ||||||
| + | ESC-30027 | Coastal Environments | O | M | 7.5 | 15 |
| The coastal zone is a highly dynamic and diverse environment. It contains a wide variety of geomorphic landforms and is influenced by numerous processes which operate over a range of temporal and spatial scales. This module explores the processes that drive coastal morphological changes, such as sea-level change, tides and ocean waves, discusses the nature of a range of coastal landforms and examines the links between form and process at a variety of temporal and spatial scales. The final part of this module, addressed predominately through the major coursework assignment, deals with the issue of coastal zone management. The module includes both lectures, which incorporate examples of active research in the areas covered, and practical activities, which seek to reinforce the material covered in lectures and through the guided reading. | ||||||
| GEG-30015 | Postcolonialism in South Asia | EP | M | 7.5 | 15 | |
| This module aims to provide students with an understanding of the present-day relevance of postcolonial concepts and workings in Human Geography. It seeks to introduce students to some of the key issues within postcolonial studies and provide them with an assessment of those issues in a geographical context. It will enable students to generate a geographical framework through which they can deconstruct the power structures of the past and present, deconstructing not only institutional structures, but mental ones as well, and to understand their spatial implications and expressions for landscapes and societies. South Asia will be used as the case study for the module, providing illustrations of the various types and levels of colonial workings, impacts, and geographical outcomes. | ||||||
| GEG-30015 | Postcolonialism in South Asia | O | M | 7.5 | 15 | |
| This module aims to provide students with an understanding of the present-day relevance of postcolonial concepts and workings in Human Geography. It seeks to introduce students to some of the key issues within postcolonial studies and provide them with an assessment of those issues in a geographical context. It will enable students to generate a geographical framework through which they can deconstruct the power structures of the past and present, deconstructing not only institutional structures, but mental ones as well, and to understand their spatial implications and expressions for landscapes and societies. South Asia will be used as the case study for the module, providing illustrations of the various types and levels of colonial workings, impacts, and geographical outcomes. | ||||||
| SOC-30032 | Home: belonging, locality and material culture | EA | C | 7.5 | 15 | |
| This module will critically explore the idea of home as a socio-cultural concept. Using an interdisciplinary approach, broadly located in sociology, but appealing to students interested in geography, english, marketing, psychology and media/cultural studies, it asks a number of difficult but fascinating questions about why we are all so obsessed with home cultures. Why are we obsessed with the homes of celebrities? What dreams are we pursuing when we seek to nosy around their wine cellars and their marble bathtubs? Is this dream telling us something about our own narratives of belonging, or do we realise we will never achieve what they have? And how can we understand this obsession with homes in a social context: have we always been like this, or is this only since home buying became a central part of the British economy? What is the significance of stuff? We're surrounded by it, but it is often mute and difficult to understand. We will be exploring the relationship of people to their things - displaying, collecting, disposing: the objects that make up home have enormous social, personal, cultural and psychological significance which needs unravelling. Is it true that the only good music and art comes from 'running away from home'? From the Modernist avant garde, to punk, to Hirst and Emin, to grime - it seems that inspiration comes not from the stifling normality of homely life, but from city streets. Home spaces are often seen as the evil 'other' of creativity, yet they are as much a part of the modern city as shiny glass buildings and exciting public spaces. What does the idea of home do to obscure the real social relations that go on behind closed doors? In what ways does the concept of the 'domestic' shelter us from the gritty reality of home life? And how is this ideology promoted and defended? The dark, uncanny side of home will be explored and themes from sociology, geography and cultural studies blended to examine how home is a key motif in notions of evil. | ||||||
| Semester 1-2 | C/O | TYP | ECTS | CATS | ||
| # | GEG-30006 | Geography Double Dissertation - ISP | O | C | 15 | 30 |
| The geography dissertation is a research project on a geographical topic of the student&©s choice. It may be based on either primary data or secondary sources, and should demonstrate competence in dealing with geographical data or source material appropriate to the topic. The dissertation provides an opportunity for students to put into practice a wide range of skills and knowledge learned during their degree programme. Students are given a free choice of topic, and are allocated to an adviser with whom to discuss research strategy, analysis of the results and presentation of the work. The double dissertation is a substantial project, typically 8-11,000 words long, with an 11,000 word limit. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| + | ESC-30018 | Global Environmental Change | EP | M | 7.5 | 15 |
| The Earth’s environment has been constantly changing throughout the history of the planet, and continuing change will have a serious impact on human activity. However, our understanding of how the environment changes is incomplete, and thus our ability to predict and adapt to future change is limited. This module aims to examine the key issues and debates about global environmental change. In particular, it aims to highlight the relationships between global environmental change and the characteristics of the Earth's surface processes and landscapes, and to recognize the contested and limited nature of knowledge in this very dynamic subject. | ||||||
| + | ESC-30018 | Global Environmental Change | O | M | 7.5 | 15 |
| The Earth’s environment has been constantly changing throughout the history of the planet, and continuing change will have a serious impact on human activity. However, our understanding of how the environment changes is incomplete, and thus our ability to predict and adapt to future change is limited. This module aims to examine the key issues and debates about global environmental change. In particular, it aims to highlight the relationships between global environmental change and the characteristics of the Earth's surface processes and landscapes, and to recognize the contested and limited nature of knowledge in this very dynamic subject. | ||||||
| + | ESC-30020 | Water Resources | EP | M | 7.5 | 15 |
| Water is a vital resource to life on Earth. Pressures on water resources in many regions are growing due to increasing population, decreasing quality of water and anticipated climate change. In order to effectively manage water resources it is important to understand hydrological processes and both problems and potential solutions surrounding both water quantity and water quality, and the requirements of the human and ecological water users. | ||||||
| + | ESC-30020 | Water Resources | O | M | 7.5 | 15 |
| Water is a vital resource to life on Earth. Pressures on water resources in many regions are growing due to increasing population, decreasing quality of water and anticipated climate change. In order to effectively manage water resources it is important to understand hydrological processes and both problems and potential solutions surrounding both water quantity and water quality, and the requirements of the human and ecological water users. | ||||||
| GEG-30008 | Geography (Single) Dissertation - ISP | O | C | 7.5 | 15 | |
| The geography dissertation is a research project on a geographical topic of the student&©s choice. It may be based on either primary data or secondary sources, and should demonstrate competence in dealing with geographical data or source material appropriate to the topic. The dissertation provides an opportunity for students to put into practice a wide range of skills and knowledge learned during their degree programme. Students are given a free choice of topic, and are allocated to an adviser with whom to discuss research strategy, analysis of the results and presentation of the work. The single dissertation is a substantial project, typically 5-6,000 words long, with a 6,000 word limit. | ||||||
| GEG-30014 | Inspirational Landscapes | EP | C | 7.5 | 15 | |
| The idea of landscape is at the heart of Geography. This module explores landscape from a variety of different perspectives to see how core concepts in Geography tie together in the context of this overarching theme. Marcel Proust wrote that the true voyage of discovery involves not seeing new lands but seeing through new eyes and seeing through the eyes of different people. In this module we look at landscape both through geographers&© eyes and through the eyes of artists, poets, explorers, novelists, and composers. The assessment is project-based (no exam), and students can submit work either as a conventional written report, in another medium such as video, or in a multimedia format. Students are free to tie the project directly to their own interests in areas such as music, film or literature or to adopt a more traditional geomorphological, historical, cultural or applied approach to landscape. The module encourages students to explore the boundaries of the discipline of Geography, both internal (for example between scientific and aesthetic geographical writing and between physical and human geography) and external (for example where geography meets the creative arts). | ||||||
| GEG-30014 | Inspirational Landscapes | O | C | 7.5 | 15 | |
| The idea of landscape is at the heart of Geography. This module explores landscape from a variety of different perspectives to see how core concepts in Geography tie together in the context of this overarching theme. Marcel Proust wrote that the true voyage of discovery involves not seeing new lands but seeing through new eyes and seeing through the eyes of different people. In this module we look at landscape both through geographers&© eyes and through the eyes of artists, poets, explorers, novelists, and composers. The assessment is project-based (no exam), and students can submit work either as a conventional written report, in another medium such as video, or in a multimedia format. Students are free to tie the project directly to their own interests in areas such as music, film or literature or to adopt a more traditional geomorphological, historical, cultural or applied approach to landscape. The module encourages students to explore the boundaries of the discipline of Geography, both internal (for example between scientific and aesthetic geographical writing and between physical and human geography) and external (for example where geography meets the creative arts). | ||||||
| GEG-30016 | Economic Development and Environmental Transformation | EP | C | 7.5 | 15 | |
| Are economic development and environmental concerns always opposed? Why doesn't environmental conservation seem to work? And what areas should be conservation priorities to sustain global ecosystems? What does international development assistance do for the people who depend most directly on their local environments for their livelihoods? This module helps students find their own answers to some of these pressing questions by introducing them to development geography. Students explore key ideas from this subdiscipline including political ecology - the study of environments as products of social action - and performative economy - the idea of 'economy' as an abstract realm we bring into being by describing it. Their own examinations of in-depth case studies of economy and ecology enable students to come to original conclusions about the probity and feasibility of different pathways towards - and definitions of - 'development.' | ||||||
| GEG-30016 | Economic Development and Environmental Transformation | O | C | 7.5 | 15 | |
| Are economic development and environmental concerns always opposed? Why doesn't environmental conservation seem to work? And what areas should be conservation priorities to sustain global ecosystems? What does international development assistance do for the people who depend most directly on their local environments for their livelihoods? This module helps students find their own answers to some of these pressing questions by introducing them to development geography. Students explore key ideas from this subdiscipline including political ecology - the study of environments as products of social action - and performative economy - the idea of 'economy' as an abstract realm we bring into being by describing it. Their own examinations of in-depth case studies of economy and ecology enable students to come to original conclusions about the probity and feasibility of different pathways towards - and definitions of - 'development.' | ||||||
| GEG-30019 | Geographies of Children and Youth | EP | C | 7.5 | 15 | |
| Children's and youth geographies have emerged as an important sub-discipline in recent years. This module reviews the current status of research on children and youth with a particular focus on the role of space and place in the social construction of childhood. The module draws on theoretical debates concerning childhood and youth, as well as using empirical case studies from both the 'majority' and 'minority' worlds. These case studies include issues to do with children and families, children, environment and development, child labour and children's and young people's political engagement. | ||||||
| GEG-30019 | Geographies of Children and Youth | O | C | 7.5 | 15 | |
| Children's and youth geographies have emerged as an important sub-discipline in recent years. This module reviews the current status of research on children and youth with a particular focus on the role of space and place in the social construction of childhood. The module draws on theoretical debates concerning childhood and youth, as well as using empirical case studies from both the 'majority' and 'minority' worlds. These case studies include issues to do with children and families, children, environment and development, child labour and children's and young people's political engagement. | ||||||
| PIR-30139 | Sustainability and Social Justice | EA | M | 7.5 | 15 | |
| How is poverty related to population growth? Why have indigenous peoples been disproportionately affected by the nuclear industry? Why are women more likely than men to die in natural disasters? Is it true that rich white men are more sceptical of the existence of climate change than any other social group? Such questions highlight what scholars of environmental justice have known for decades: that all humans are not in the same boat when confronting the most pressing environmental problems of our time. This module provides an interdisciplinary introduction to the complex inter-connections between social injustice/ inequality and environmental problems and, conversely, between the goals of sustainability and social justice. It examines a range of social scientific approaches to understanding these connections and draws in particular on 'environmental justice' literature written from feminist, post-colonial, political economy and 'green' perspectives. Social categories of class, race and gender, and unequal/unjust power relations between people, are placed at the centre of debate and provide a framework for critically analysing a range of environmental problems found in the UK and in a range of different parts of the world. In all cases, the root causes of the problem and potential policy/political solutions for bringing about more just and sustainabile outcomes are considered. The module consists of 11 2-hour seminars in which key readings and themes are discussed and debated, with active student participation and leadership. Assessments are: weekly written commentaries, a poster presentation, and a short essay during the exam period. There is a public poster session to showcase student research at the end of the semester. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| ESC-10039 | Fundamentals of Physical Geography | C | M | 7.5 | 15 | |
| This module offers a self-contained introduction to physical geography for students from a variety of backgrounds (including students with no previous experience in the subject), and a foundation in the subject for those students who wish to pursue it to a higher level. The main learning outcomes for the successful student will be: knowledge and understanding of core material in Physical Geography; appreciation of the dynamic and research-based nature of the discipline; ability to use geographical evidence to explain features of the physical environment. | ||||||
| GEG-10013 | Human Geographies | C | M | 7.5 | 15 | |
| The module seeks to provide students with an understanding and appreciation of the diversity of approaches and content of Human Geography, ranging from human's impact on the environment to the challenges faced by contemporary societies in the forms of class, race, gender, age and sexuality. It seeks to understand the range of Human Geographical processes that have shaped and are shaping the human environment about us from agricultural and rural developments through the processes of modernization, urbanization and population growth to the problems presented by regionalism, nationalism, and globalization. It seeks to demonstrate the importance of changing and differing readings and interpretations of the human environment from large-scale empirical analyses of major human activities to small-scale qualitative appreciations of the individual's interaction with space. | ||||||
| Semester 1-2 | C/O | TYP | ECTS | CATS | ||
| ESC-10035 | Geographical Skills | C | C | 7.5 | 15 | |
| This module introduces students to a core set of essential geographical techniques and basic study skills and provides hands-on opportunity for practical engagement with such skills in both laboratory and field-based environments. As such, the module is intended to equip participants with the appropriate skills and expertise to enable real world problems to be approached with confidence and practical competence. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| ESC-10041 | People and the Environment | C | M | 7.5 | 15 | |
| This module enables students to develop an understanding and appreciation of a range of environmental issues and different approaches to tackling these issues (from the natural and social science persepctives) , in particular addressing questions of how we use the environment as a resource, the impacts we have on the environment, environmental hazards, and how we can try and manage our impact on the environment. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| ESC-20029 | Practical Physical Geography | O | C | 7.5 | 15 | |
| This module provides a comprehensive introduction to a variety of specialist field, laboratory and computer-based techniques of particular relevance to physical geography. It builds upon core concepts and techniques introduced in the level 1 practical programme whilst providing a portfolio of skills applicable to level 3 independent research projects. Training and first-hand experience is provided in practical classes, which are supplemented by a tutorial programme that highlight the real-world applications of the techniques through in-class discussion and directed reading. In both teaching environments, particular effort is made to emphasise the relevance of the techniques covered to appropriate careers pathways. | ||||||
| ESC-20050 | Dynamic Geographies (15 Credits) | C | C | 7.5 | 15 | |
| This module builds upon the core concepts introduced within the first year programme and provides students with a comprehensive introduction to a range of specialist geographical disciplines and issues. Through engagement with specialist literature, students are encouraged to explore the dynamic nature of the subject as expressed through its varied research themes, recent developments and modern-day debates. | ||||||
| GEG-20002 | Geography - Study Abroad II | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| GEG-20006 | Geography - Study Abroad I | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| GEG-20010 | Practical Human Geography | O | C | 7.5 | 15 | |
| This module has been designed to build upon the basic practical skills established in year 1 and will play an important role in the preparation of the dissertation which all students submit as part of their degree assessment. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| ESC-20030 | Regional Landsystems | O | M | 7.5 | 15 | |
| The Earth's surface is characterised by a diverse assemblage of contrasting landscapes that reflect complex interactions between various factors including global climate, tectonic processes and variations in earth surface materials. This module explores our planet's diverse physical landscape by examining the processes and landforms responsible for the generation of distinctive "Regional Landsystems", investigating the fundamental controls on their geographical variability and considering their implications for human society. The module includes both lectures that focus upon various global case studies including permafrost, desert, ice-marginal, tropical and coastal environments, and tutorial sessions associated with guided reading that highlights active research in the environments covered. | ||||||
| GEG-20009 | Geographical Research Training | C | C | 7.5 | 15 | |
| This module focuses on developing geographical research skills and culminates in a research proposal and overseas field course. Recent locations have included Singapore, Barcelona, Almeria and Iceland. The module also serves as important training and preparation for students going on to do Geography dissertations in the third year. This module involves a broad range of teaching and learning activities including literature searching, research design, project planning, field work and geographical investigation in an unfamiliar setting. Through this module you will acquire and develop important skills such as data collection, data analysis, group work, individual work, time management and presentation skills. | ||||||
| GEG-20015 | Space and Society | O | M | 7.5 | 15 | |
| This module is concerned with the interrelationship between space, culture and society. Drawing together theoretical perspectives and empirical case-study examples, the module explores how societal relationships and formations shape spaces and places, whilst they are also shaped by them. Attention will be given to the built environment in terms of both public and private spheres. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| + | ESC-30006 | Glaciers and Glacial Geomorphology | EP | M | 7.5 | 15 |
| This course gives students the opportunity to develop a high level of expertise in a specific field of geography: the study of glaciers and glacial landscapes. The main themes of the course are: the characteristics and behaviour of glaciers; the role of glaciers as part of the global system; and the impact of glaciers on the landscape. In recent Earth history 30 per cent of the Earth's land surface has been covered by glaciers. At present, glaciers cover about 10 per cent of the land. Seventy five per cent of the world's fresh water is contained in glaciers, which provide irrigation water for some of the most densely populated areas of the world. The development potential of large areas of our planet is dependent on our ability to mitigate glacial hazards, to harness glacial resources, and to penetrate the glacial barrier to the immense terrestrial and marine resources of the polar regions. The whole global environmental system is dominated by the planet's glacial character, and an understanding of the Earth's surface is impossible without an understanding of the characteristics of glaciers. This module explores those characteristics. | ||||||
| + | ESC-30006 | Glaciers and Glacial Geomorphology | O | M | 7.5 | 15 |
| This course gives students the opportunity to develop a high level of expertise in a specific field of geography: the study of glaciers and glacial landscapes. The main themes of the course are: the characteristics and behaviour of glaciers; the role of glaciers as part of the global system; and the impact of glaciers on the landscape. In recent Earth history 30 per cent of the Earth's land surface has been covered by glaciers. At present, glaciers cover about 10 per cent of the land. Seventy five per cent of the world's fresh water is contained in glaciers, which provide irrigation water for some of the most densely populated areas of the world. The development potential of large areas of our planet is dependent on our ability to mitigate glacial hazards, to harness glacial resources, and to penetrate the glacial barrier to the immense terrestrial and marine resources of the polar regions. The whole global environmental system is dominated by the planet's glacial character, and an understanding of the Earth's surface is impossible without an understanding of the characteristics of glaciers. This module explores those characteristics. | ||||||
| ESC-30009 | Natural Hazards | EA | M | 7.5 | 15 | |
| This module examines the causes and characteristics of a broad variety of natural hazards and their destructive impact on human society. These hazards range from small-scale to large-scale events, from relatively minor disturbances to catastrophic disasters, and are associated with both environmental and anthropogenic triggers. Particular attention is paid to the assessment of risk and the steps that can be taken to prevent or mitigate the damage and disruption associated with these processes. This module examines the causes of a variety of natural hazards, to investigate their potential impacts on human society and infrastructure, and to evaluate the measures that can be taken to mitigate their destructive effects. Upon successful completion of the course, you will be able to: • Describe, illustrate and explain with reference to specific examples the causes and dangers associated with a range of natural hazards. • Assess the level of risk posed by natural hazards in a variety of real and hypothetical situations. • Describe the techniques that can be used to predict and mitigate the impacts of natural hazards, and evaluate which techniques are most appropriate in a variety of circumstances. The principal component of this module is a series of lectures. The coursework component involves two separate assignments: (1) an individual poster (25%), and; (2) a group-led, problem-based exercise, involving the submission of a technical report (25%), with end semester examinations (50%) completing module assessments. | ||||||
| ESC-30009 | Natural Hazards | O | M | 7.5 | 15 | |
| This module examines the causes and characteristics of a broad variety of natural hazards and their destructive impact on human society. These hazards range from small-scale to large-scale events, from relatively minor disturbances to catastrophic disasters, and are associated with both environmental and anthropogenic triggers. Particular attention is paid to the assessment of risk and the steps that can be taken to prevent or mitigate the damage and disruption associated with these processes. This module examines the causes of a variety of natural hazards, to investigate their potential impacts on human society and infrastructure, and to evaluate the measures that can be taken to mitigate their destructive effects. Upon successful completion of the course, you will be able to: • Describe, illustrate and explain with reference to specific examples the causes and dangers associated with a range of natural hazards. • Assess the level of risk posed by natural hazards in a variety of real and hypothetical situations. • Describe the techniques that can be used to predict and mitigate the impacts of natural hazards, and evaluate which techniques are most appropriate in a variety of circumstances. The principal component of this module is a series of lectures. The coursework component involves two separate assignments: (1) an individual poster (25%), and; (2) a group-led, problem-based exercise, involving the submission of a technical report (25%), with end semester examinations (50%) completing module assessments. | ||||||
| + | ESC-30017 | Applied Environmental GIS | EP | M | 7.5 | 15 |
| Geographical Information Systems (GIS) are of increasing importance to our understanding and management of environmental problems. This module introduces fundamental GIS concepts and capabilities and examines a variety of environmental applications ranging from natural resources management to the disposal of toxic waste. The applied nature of the course is reinforced by appropriate training in the use of industry-standard GIS software and an opportunity is presented for students to apply their new skills to addressing a specific environmental case study. | ||||||
| + | ESC-30017 | Applied Environmental GIS | O | M | 7.5 | 15 |
| Geographical Information Systems (GIS) are of increasing importance to our understanding and management of environmental problems. This module introduces fundamental GIS concepts and capabilities and examines a variety of environmental applications ranging from natural resources management to the disposal of toxic waste. The applied nature of the course is reinforced by appropriate training in the use of industry-standard GIS software and an opportunity is presented for students to apply their new skills to addressing a specific environmental case study. | ||||||
| + | ESC-30027 | Coastal Environments | EP | M | 7.5 | 15 |
| The coastal zone is a highly dynamic and diverse environment. It contains a wide variety of geomorphic landforms and is influenced by numerous processes which operate over a range of temporal and spatial scales. This module explores the processes that drive coastal morphological changes, such as sea-level change, tides and ocean waves, discusses the nature of a range of coastal landforms and examines the links between form and process at a variety of temporal and spatial scales. The final part of this module, addressed predominately through the major coursework assignment, deals with the issue of coastal zone management. The module includes both lectures, which incorporate examples of active research in the areas covered, and practical activities, which seek to reinforce the material covered in lectures and through the guided reading. | ||||||
| + | ESC-30027 | Coastal Environments | O | M | 7.5 | 15 |
| The coastal zone is a highly dynamic and diverse environment. It contains a wide variety of geomorphic landforms and is influenced by numerous processes which operate over a range of temporal and spatial scales. This module explores the processes that drive coastal morphological changes, such as sea-level change, tides and ocean waves, discusses the nature of a range of coastal landforms and examines the links between form and process at a variety of temporal and spatial scales. The final part of this module, addressed predominately through the major coursework assignment, deals with the issue of coastal zone management. The module includes both lectures, which incorporate examples of active research in the areas covered, and practical activities, which seek to reinforce the material covered in lectures and through the guided reading. | ||||||
| GEG-30015 | Postcolonialism in South Asia | EP | M | 7.5 | 15 | |
| This module aims to provide students with an understanding of the present-day relevance of postcolonial concepts and workings in Human Geography. It seeks to introduce students to some of the key issues within postcolonial studies and provide them with an assessment of those issues in a geographical context. It will enable students to generate a geographical framework through which they can deconstruct the power structures of the past and present, deconstructing not only institutional structures, but mental ones as well, and to understand their spatial implications and expressions for landscapes and societies. South Asia will be used as the case study for the module, providing illustrations of the various types and levels of colonial workings, impacts, and geographical outcomes. | ||||||
| GEG-30015 | Postcolonialism in South Asia | O | M | 7.5 | 15 | |
| This module aims to provide students with an understanding of the present-day relevance of postcolonial concepts and workings in Human Geography. It seeks to introduce students to some of the key issues within postcolonial studies and provide them with an assessment of those issues in a geographical context. It will enable students to generate a geographical framework through which they can deconstruct the power structures of the past and present, deconstructing not only institutional structures, but mental ones as well, and to understand their spatial implications and expressions for landscapes and societies. South Asia will be used as the case study for the module, providing illustrations of the various types and levels of colonial workings, impacts, and geographical outcomes. | ||||||
| SOC-30032 | Home: belonging, locality and material culture | EA | C | 7.5 | 15 | |
| This module will critically explore the idea of home as a socio-cultural concept. Using an interdisciplinary approach, broadly located in sociology, but appealing to students interested in geography, english, marketing, psychology and media/cultural studies, it asks a number of difficult but fascinating questions about why we are all so obsessed with home cultures. Why are we obsessed with the homes of celebrities? What dreams are we pursuing when we seek to nosy around their wine cellars and their marble bathtubs? Is this dream telling us something about our own narratives of belonging, or do we realise we will never achieve what they have? And how can we understand this obsession with homes in a social context: have we always been like this, or is this only since home buying became a central part of the British economy? What is the significance of stuff? We're surrounded by it, but it is often mute and difficult to understand. We will be exploring the relationship of people to their things - displaying, collecting, disposing: the objects that make up home have enormous social, personal, cultural and psychological significance which needs unravelling. Is it true that the only good music and art comes from 'running away from home'? From the Modernist avant garde, to punk, to Hirst and Emin, to grime - it seems that inspiration comes not from the stifling normality of homely life, but from city streets. Home spaces are often seen as the evil 'other' of creativity, yet they are as much a part of the modern city as shiny glass buildings and exciting public spaces. What does the idea of home do to obscure the real social relations that go on behind closed doors? In what ways does the concept of the 'domestic' shelter us from the gritty reality of home life? And how is this ideology promoted and defended? The dark, uncanny side of home will be explored and themes from sociology, geography and cultural studies blended to examine how home is a key motif in notions of evil. | ||||||
| Semester 1-2 | C/O | TYP | ECTS | CATS | ||
| # | GEG-30006 | Geography Double Dissertation - ISP | O | C | 15 | 30 |
| The geography dissertation is a research project on a geographical topic of the student&©s choice. It may be based on either primary data or secondary sources, and should demonstrate competence in dealing with geographical data or source material appropriate to the topic. The dissertation provides an opportunity for students to put into practice a wide range of skills and knowledge learned during their degree programme. Students are given a free choice of topic, and are allocated to an adviser with whom to discuss research strategy, analysis of the results and presentation of the work. The double dissertation is a substantial project, typically 8-11,000 words long, with an 11,000 word limit. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| + | ESC-30018 | Global Environmental Change | EP | M | 7.5 | 15 |
| The Earth’s environment has been constantly changing throughout the history of the planet, and continuing change will have a serious impact on human activity. However, our understanding of how the environment changes is incomplete, and thus our ability to predict and adapt to future change is limited. This module aims to examine the key issues and debates about global environmental change. In particular, it aims to highlight the relationships between global environmental change and the characteristics of the Earth's surface processes and landscapes, and to recognize the contested and limited nature of knowledge in this very dynamic subject. | ||||||
| + | ESC-30018 | Global Environmental Change | O | M | 7.5 | 15 |
| The Earth’s environment has been constantly changing throughout the history of the planet, and continuing change will have a serious impact on human activity. However, our understanding of how the environment changes is incomplete, and thus our ability to predict and adapt to future change is limited. This module aims to examine the key issues and debates about global environmental change. In particular, it aims to highlight the relationships between global environmental change and the characteristics of the Earth's surface processes and landscapes, and to recognize the contested and limited nature of knowledge in this very dynamic subject. | ||||||
| + | ESC-30020 | Water Resources | EP | M | 7.5 | 15 |
| Water is a vital resource to life on Earth. Pressures on water resources in many regions are growing due to increasing population, decreasing quality of water and anticipated climate change. In order to effectively manage water resources it is important to understand hydrological processes and both problems and potential solutions surrounding both water quantity and water quality, and the requirements of the human and ecological water users. | ||||||
| + | ESC-30020 | Water Resources | O | M | 7.5 | 15 |
| Water is a vital resource to life on Earth. Pressures on water resources in many regions are growing due to increasing population, decreasing quality of water and anticipated climate change. In order to effectively manage water resources it is important to understand hydrological processes and both problems and potential solutions surrounding both water quantity and water quality, and the requirements of the human and ecological water users. | ||||||
| GEG-30008 | Geography (Single) Dissertation - ISP | O | C | 7.5 | 15 | |
| The geography dissertation is a research project on a geographical topic of the student&©s choice. It may be based on either primary data or secondary sources, and should demonstrate competence in dealing with geographical data or source material appropriate to the topic. The dissertation provides an opportunity for students to put into practice a wide range of skills and knowledge learned during their degree programme. Students are given a free choice of topic, and are allocated to an adviser with whom to discuss research strategy, analysis of the results and presentation of the work. The single dissertation is a substantial project, typically 5-6,000 words long, with a 6,000 word limit. | ||||||
| GEG-30008 | Geography (Single) Dissertation - ISP | O | C | 7.5 | 15 | |
| The geography dissertation is a research project on a geographical topic of the student&©s choice. It may be based on either primary data or secondary sources, and should demonstrate competence in dealing with geographical data or source material appropriate to the topic. The dissertation provides an opportunity for students to put into practice a wide range of skills and knowledge learned during their degree programme. Students are given a free choice of topic, and are allocated to an adviser with whom to discuss research strategy, analysis of the results and presentation of the work. The single dissertation is a substantial project, typically 5-6,000 words long, with a 6,000 word limit. | ||||||
| GEG-30014 | Inspirational Landscapes | EP | C | 7.5 | 15 | |
| The idea of landscape is at the heart of Geography. This module explores landscape from a variety of different perspectives to see how core concepts in Geography tie together in the context of this overarching theme. Marcel Proust wrote that the true voyage of discovery involves not seeing new lands but seeing through new eyes and seeing through the eyes of different people. In this module we look at landscape both through geographers&© eyes and through the eyes of artists, poets, explorers, novelists, and composers. The assessment is project-based (no exam), and students can submit work either as a conventional written report, in another medium such as video, or in a multimedia format. Students are free to tie the project directly to their own interests in areas such as music, film or literature or to adopt a more traditional geomorphological, historical, cultural or applied approach to landscape. The module encourages students to explore the boundaries of the discipline of Geography, both internal (for example between scientific and aesthetic geographical writing and between physical and human geography) and external (for example where geography meets the creative arts). | ||||||
| GEG-30014 | Inspirational Landscapes | O | C | 7.5 | 15 | |
| The idea of landscape is at the heart of Geography. This module explores landscape from a variety of different perspectives to see how core concepts in Geography tie together in the context of this overarching theme. Marcel Proust wrote that the true voyage of discovery involves not seeing new lands but seeing through new eyes and seeing through the eyes of different people. In this module we look at landscape both through geographers&© eyes and through the eyes of artists, poets, explorers, novelists, and composers. The assessment is project-based (no exam), and students can submit work either as a conventional written report, in another medium such as video, or in a multimedia format. Students are free to tie the project directly to their own interests in areas such as music, film or literature or to adopt a more traditional geomorphological, historical, cultural or applied approach to landscape. The module encourages students to explore the boundaries of the discipline of Geography, both internal (for example between scientific and aesthetic geographical writing and between physical and human geography) and external (for example where geography meets the creative arts). | ||||||
| GEG-30016 | Economic Development and Environmental Transformation | EP | C | 7.5 | 15 | |
| Are economic development and environmental concerns always opposed? Why doesn't environmental conservation seem to work? And what areas should be conservation priorities to sustain global ecosystems? What does international development assistance do for the people who depend most directly on their local environments for their livelihoods? This module helps students find their own answers to some of these pressing questions by introducing them to development geography. Students explore key ideas from this subdiscipline including political ecology - the study of environments as products of social action - and performative economy - the idea of 'economy' as an abstract realm we bring into being by describing it. Their own examinations of in-depth case studies of economy and ecology enable students to come to original conclusions about the probity and feasibility of different pathways towards - and definitions of - 'development.' | ||||||
| GEG-30016 | Economic Development and Environmental Transformation | O | C | 7.5 | 15 | |
| Are economic development and environmental concerns always opposed? Why doesn't environmental conservation seem to work? And what areas should be conservation priorities to sustain global ecosystems? What does international development assistance do for the people who depend most directly on their local environments for their livelihoods? This module helps students find their own answers to some of these pressing questions by introducing them to development geography. Students explore key ideas from this subdiscipline including political ecology - the study of environments as products of social action - and performative economy - the idea of 'economy' as an abstract realm we bring into being by describing it. Their own examinations of in-depth case studies of economy and ecology enable students to come to original conclusions about the probity and feasibility of different pathways towards - and definitions of - 'development.' | ||||||
| GEG-30019 | Geographies of Children and Youth | EP | C | 7.5 | 15 | |
| Children's and youth geographies have emerged as an important sub-discipline in recent years. This module reviews the current status of research on children and youth with a particular focus on the role of space and place in the social construction of childhood. The module draws on theoretical debates concerning childhood and youth, as well as using empirical case studies from both the 'majority' and 'minority' worlds. These case studies include issues to do with children and families, children, environment and development, child labour and children's and young people's political engagement. | ||||||
| GEG-30019 | Geographies of Children and Youth | O | C | 7.5 | 15 | |
| Children's and youth geographies have emerged as an important sub-discipline in recent years. This module reviews the current status of research on children and youth with a particular focus on the role of space and place in the social construction of childhood. The module draws on theoretical debates concerning childhood and youth, as well as using empirical case studies from both the 'majority' and 'minority' worlds. These case studies include issues to do with children and families, children, environment and development, child labour and children's and young people's political engagement. | ||||||
| + | LSC-30017 | Trees in their Environment | EA | M | 7.5 | 15 |
| Trees are the world&©s biggest and longest-lived organisms, weighing up to several thousand tonnes and, in some cases, living for at least 5,000 years. Using what is known about the ecology of trees this module investigates how trees function and survive in often harsh environments. Subjects include the environmental problems of supplying up to half a million leaves with water, how environmental and mechanical factors dictate the shape of trees, and how they cope with wind and other extreme events for millennia. This is used as a base to explore how groups of trees interact with their environment, including the role that forests play in climate change mitigation and biodiversity conservation, and to look at the environmental issues associated with the exploitation of forests in forestry. The module is assessed by an individual essay (25%) based on a group project looking at a current problem faced by trees such as sudden oak death or squirrel damage, and an exam (75%). The module includes lectures and a mix of indoor tutorials used for the group projects and outdoor tutorials where we use the campus trees and woodland to demonstrate some of the issues discussed in the lectures. | ||||||
| PIR-30112 | The Northern Dimension: Resources, Environment and Security in the Arctic | EA | C | 7.5 | 15 | |
| Bringing the Arctic to Keele. Taking Keele to the Arctic! Drowning polar bears, crumbling shores on melting seas, resource races towards the North Pole and sovereignty disputes in the high Arctic - this is the stuff of current media content concerning the circumpolar North, the Arctic once sublime! The Arctic certainly is changing. Its resources, environment and security are gaining a much higher policy profile in North America, the EU and Asia as well as in global scientific, environmental and economic forums, not least in the context of rising awareness of the pace and consequences of global climate change. The indigenous (native) peoples of the Arctic itself would all agree that their homelands are becoming a "sacrifice zone" for climate change as they serve as human "canaries in the mine" for its consequences and for the effects of the long-range pollutants originating in the more temperate and tropical parts of the world. But is the Arctic region also set to become a cauldron of conflict, or will it remain a zone of low international tension, characterised by practical, cooperative endeavour? The Northern Dimension module allows students to investigate aspects of the politics and international relations of the Arctic. Students identify their own topic for investigation, exploring a research question using paper-based and web-based resources. They may also engage in email communication with any one of almost twenty experts in Arctic matters - academic professors, campaigning activists, technical experts etc - who together make up the module's "Experts' Gallery" and form the cutting edge of the Northern Dimension learning community established to support this module. Students deliver the developing fruits of their individual research project in a succession of ways - as an oral presentation to the seminar group; as a 2,500-word essay/article; and, finally, as a website of their own making, employing easily available website-editing software that is relatively simple to master and can be downloaded for free onto their computers/laptops. A range of generic employability skills including oral presentation and independent working are firmed up in this module, while some less familiar ones such as communicating effectively through websites, are developed. Students do not need to have had any prior experience in building webpages or websites - all you need is your own computer with internet access and a willingness to "get your feet wet!" Gaining a basic awareness of some very straightforward principles of good website design and utilising some of the simple functions in very user-friendly website editing software are experiences that virtually all past students in the module have found great fun. You will realise this as early as the very the first meeting of the class, when the Tutor directs you to the special archive in Blackboard containing almost 200 past student websites form this module for you to look at, learn from and be motivated by. Many of these even give you lots of tips on how to get the most out of the module in terms of creative satisfaction as well as intellectual stimulation! The assessment format is: 10% individual oral presentation; 50% 2,500 word essay/article; 40% individual website. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| ESC-10039 | Fundamentals of Physical Geography | C | M | 7.5 | 15 | |
| This module offers a self-contained introduction to physical geography for students from a variety of backgrounds (including students with no previous experience in the subject), and a foundation in the subject for those students who wish to pursue it to a higher level. The main learning outcomes for the successful student will be: knowledge and understanding of core material in Physical Geography; appreciation of the dynamic and research-based nature of the discipline; ability to use geographical evidence to explain features of the physical environment. | ||||||
| GEG-10013 | Human Geographies | C | M | 7.5 | 15 | |
| The module seeks to provide students with an understanding and appreciation of the diversity of approaches and content of Human Geography, ranging from human's impact on the environment to the challenges faced by contemporary societies in the forms of class, race, gender, age and sexuality. It seeks to understand the range of Human Geographical processes that have shaped and are shaping the human environment about us from agricultural and rural developments through the processes of modernization, urbanization and population growth to the problems presented by regionalism, nationalism, and globalization. It seeks to demonstrate the importance of changing and differing readings and interpretations of the human environment from large-scale empirical analyses of major human activities to small-scale qualitative appreciations of the individual's interaction with space. | ||||||
| Semester 1-2 | C/O | TYP | ECTS | CATS | ||
| ESC-10035 | Geographical Skills | C | C | 7.5 | 15 | |
| This module introduces students to a core set of essential geographical techniques and basic study skills and provides hands-on opportunity for practical engagement with such skills in both laboratory and field-based environments. As such, the module is intended to equip participants with the appropriate skills and expertise to enable real world problems to be approached with confidence and practical competence. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| ESC-10041 | People and the Environment | C | M | 7.5 | 15 | |
| This module enables students to develop an understanding and appreciation of a range of environmental issues and different approaches to tackling these issues (from the natural and social science persepctives) , in particular addressing questions of how we use the environment as a resource, the impacts we have on the environment, environmental hazards, and how we can try and manage our impact on the environment. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| ESC-20029 | Practical Physical Geography | O | C | 7.5 | 15 | |
| This module provides a comprehensive introduction to a variety of specialist field, laboratory and computer-based techniques of particular relevance to physical geography. It builds upon core concepts and techniques introduced in the level 1 practical programme whilst providing a portfolio of skills applicable to level 3 independent research projects. Training and first-hand experience is provided in practical classes, which are supplemented by a tutorial programme that highlight the real-world applications of the techniques through in-class discussion and directed reading. In both teaching environments, particular effort is made to emphasise the relevance of the techniques covered to appropriate careers pathways. | ||||||
| ESC-20050 | Dynamic Geographies (15 Credits) | C | C | 7.5 | 15 | |
| This module builds upon the core concepts introduced within the first year programme and provides students with a comprehensive introduction to a range of specialist geographical disciplines and issues. Through engagement with specialist literature, students are encouraged to explore the dynamic nature of the subject as expressed through its varied research themes, recent developments and modern-day debates. | ||||||
| GEG-20002 | Geography - Study Abroad II | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| GEG-20006 | Geography - Study Abroad I | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| GEG-20010 | Practical Human Geography | O | C | 7.5 | 15 | |
| This module has been designed to build upon the basic practical skills established in year 1 and will play an important role in the preparation of the dissertation which all students submit as part of their degree assessment. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| ESC-20030 | Regional Landsystems | O | M | 7.5 | 15 | |
| The Earth's surface is characterised by a diverse assemblage of contrasting landscapes that reflect complex interactions between various factors including global climate, tectonic processes and variations in earth surface materials. This module explores our planet's diverse physical landscape by examining the processes and landforms responsible for the generation of distinctive "Regional Landsystems", investigating the fundamental controls on their geographical variability and considering their implications for human society. The module includes both lectures that focus upon various global case studies including permafrost, desert, ice-marginal, tropical and coastal environments, and tutorial sessions associated with guided reading that highlights active research in the environments covered. | ||||||
| GEG-20009 | Geographical Research Training | C | C | 7.5 | 15 | |
| This module focuses on developing geographical research skills and culminates in a research proposal and overseas field course. Recent locations have included Singapore, Barcelona, Almeria and Iceland. The module also serves as important training and preparation for students going on to do Geography dissertations in the third year. This module involves a broad range of teaching and learning activities including literature searching, research design, project planning, field work and geographical investigation in an unfamiliar setting. Through this module you will acquire and develop important skills such as data collection, data analysis, group work, individual work, time management and presentation skills. | ||||||
| GEG-20015 | Space and Society | O | M | 7.5 | 15 | |
| This module is concerned with the interrelationship between space, culture and society. Drawing together theoretical perspectives and empirical case-study examples, the module explores how societal relationships and formations shape spaces and places, whilst they are also shaped by them. Attention will be given to the built environment in terms of both public and private spheres. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| + | ESC-30006 | Glaciers and Glacial Geomorphology | EP | M | 7.5 | 15 |
| This course gives students the opportunity to develop a high level of expertise in a specific field of geography: the study of glaciers and glacial landscapes. The main themes of the course are: the characteristics and behaviour of glaciers; the role of glaciers as part of the global system; and the impact of glaciers on the landscape. In recent Earth history 30 per cent of the Earth's land surface has been covered by glaciers. At present, glaciers cover about 10 per cent of the land. Seventy five per cent of the world's fresh water is contained in glaciers, which provide irrigation water for some of the most densely populated areas of the world. The development potential of large areas of our planet is dependent on our ability to mitigate glacial hazards, to harness glacial resources, and to penetrate the glacial barrier to the immense terrestrial and marine resources of the polar regions. The whole global environmental system is dominated by the planet's glacial character, and an understanding of the Earth's surface is impossible without an understanding of the characteristics of glaciers. This module explores those characteristics. | ||||||
| + | ESC-30017 | Applied Environmental GIS | EP | M | 7.5 | 15 |
| Geographical Information Systems (GIS) are of increasing importance to our understanding and management of environmental problems. This module introduces fundamental GIS concepts and capabilities and examines a variety of environmental applications ranging from natural resources management to the disposal of toxic waste. The applied nature of the course is reinforced by appropriate training in the use of industry-standard GIS software and an opportunity is presented for students to apply their new skills to addressing a specific environmental case study. | ||||||
| + | ESC-30027 | Coastal Environments | EP | M | 7.5 | 15 |
| The coastal zone is a highly dynamic and diverse environment. It contains a wide variety of geomorphic landforms and is influenced by numerous processes which operate over a range of temporal and spatial scales. This module explores the processes that drive coastal morphological changes, such as sea-level change, tides and ocean waves, discusses the nature of a range of coastal landforms and examines the links between form and process at a variety of temporal and spatial scales. The final part of this module, addressed predominately through the major coursework assignment, deals with the issue of coastal zone management. The module includes both lectures, which incorporate examples of active research in the areas covered, and practical activities, which seek to reinforce the material covered in lectures and through the guided reading. | ||||||
| GEG-30015 | Postcolonialism in South Asia | EP | M | 7.5 | 15 | |
| This module aims to provide students with an understanding of the present-day relevance of postcolonial concepts and workings in Human Geography. It seeks to introduce students to some of the key issues within postcolonial studies and provide them with an assessment of those issues in a geographical context. It will enable students to generate a geographical framework through which they can deconstruct the power structures of the past and present, deconstructing not only institutional structures, but mental ones as well, and to understand their spatial implications and expressions for landscapes and societies. South Asia will be used as the case study for the module, providing illustrations of the various types and levels of colonial workings, impacts, and geographical outcomes. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| + | ESC-30018 | Global Environmental Change | EP | M | 7.5 | 15 |
| The Earth’s environment has been constantly changing throughout the history of the planet, and continuing change will have a serious impact on human activity. However, our understanding of how the environment changes is incomplete, and thus our ability to predict and adapt to future change is limited. This module aims to examine the key issues and debates about global environmental change. In particular, it aims to highlight the relationships between global environmental change and the characteristics of the Earth's surface processes and landscapes, and to recognize the contested and limited nature of knowledge in this very dynamic subject. | ||||||
| + | ESC-30020 | Water Resources | EP | M | 7.5 | 15 |
| Water is a vital resource to life on Earth. Pressures on water resources in many regions are growing due to increasing population, decreasing quality of water and anticipated climate change. In order to effectively manage water resources it is important to understand hydrological processes and both problems and potential solutions surrounding both water quantity and water quality, and the requirements of the human and ecological water users. | ||||||
| GEG-30014 | Inspirational Landscapes | EP | C | 7.5 | 15 | |
| The idea of landscape is at the heart of Geography. This module explores landscape from a variety of different perspectives to see how core concepts in Geography tie together in the context of this overarching theme. Marcel Proust wrote that the true voyage of discovery involves not seeing new lands but seeing through new eyes and seeing through the eyes of different people. In this module we look at landscape both through geographers&© eyes and through the eyes of artists, poets, explorers, novelists, and composers. The assessment is project-based (no exam), and students can submit work either as a conventional written report, in another medium such as video, or in a multimedia format. Students are free to tie the project directly to their own interests in areas such as music, film or literature or to adopt a more traditional geomorphological, historical, cultural or applied approach to landscape. The module encourages students to explore the boundaries of the discipline of Geography, both internal (for example between scientific and aesthetic geographical writing and between physical and human geography) and external (for example where geography meets the creative arts). | ||||||
| GEG-30016 | Economic Development and Environmental Transformation | EP | C | 7.5 | 15 | |
| Are economic development and environmental concerns always opposed? Why doesn't environmental conservation seem to work? And what areas should be conservation priorities to sustain global ecosystems? What does international development assistance do for the people who depend most directly on their local environments for their livelihoods? This module helps students find their own answers to some of these pressing questions by introducing them to development geography. Students explore key ideas from this subdiscipline including political ecology - the study of environments as products of social action - and performative economy - the idea of 'economy' as an abstract realm we bring into being by describing it. Their own examinations of in-depth case studies of economy and ecology enable students to come to original conclusions about the probity and feasibility of different pathways towards - and definitions of - 'development.' | ||||||
| GEG-30019 | Geographies of Children and Youth | EP | C | 7.5 | 15 | |
| Children's and youth geographies have emerged as an important sub-discipline in recent years. This module reviews the current status of research on children and youth with a particular focus on the role of space and place in the social construction of childhood. The module draws on theoretical debates concerning childhood and youth, as well as using empirical case studies from both the 'majority' and 'minority' worlds. These case studies include issues to do with children and families, children, environment and development, child labour and children's and young people's political engagement. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| ESC-10039 | Fundamentals of Physical Geography | C | M | 7.5 | 15 | |
| This module offers a self-contained introduction to physical geography for students from a variety of backgrounds (including students with no previous experience in the subject), and a foundation in the subject for those students who wish to pursue it to a higher level. The main learning outcomes for the successful student will be: knowledge and understanding of core material in Physical Geography; appreciation of the dynamic and research-based nature of the discipline; ability to use geographical evidence to explain features of the physical environment. | ||||||
| ESC-10053 | Dinosaur Planet | EA | M | 7.5 | 15 | |
| Dinosaurs ruled the earth for over three times longer than mammals have been the dominant life forms on earth. They were not all huge, some were no larger than a chicken, although some were the largest animals ever to walk on land. Dinosaurs shared their world with other reptiles that flew in the air and swam in the sea. But how do we know what they were like and how they lived, just from some old bones? This module will answer these questions and discuss the latest discoveries. The study of dinosaurs will also be used to illustrate fundamental scientific concepts and problem-solving approaches will be taken to actual examples. This module is taught by the palaeontological researcher of the award-winning BBC Science series Walking with Dinosaurs; the most-watched science series of all time. Employability skills, including development of writing skills (short technical reports), problem solving, computing skills &individual presentations are also embedded within this module. | ||||||
| GEG-10011 | Geography & Geographers | C | C | 7.5 | 15 | |
| This module encourages students to identify and consider the influential roles played by key figures within both Human and Physical Geography. In so doing, students are encouraged to engage with independent and self-directed modes of learning, with additional support being provided through workshops, one-to-one supervision meetings and bespoke WebCT resources. | ||||||
| GEG-10013 | Human Geographies | C | M | 7.5 | 15 | |
| The module seeks to provide students with an understanding and appreciation of the diversity of approaches and content of Human Geography, ranging from human's impact on the environment to the challenges faced by contemporary societies in the forms of class, race, gender, age and sexuality. It seeks to understand the range of Human Geographical processes that have shaped and are shaping the human environment about us from agricultural and rural developments through the processes of modernization, urbanization and population growth to the problems presented by regionalism, nationalism, and globalization. It seeks to demonstrate the importance of changing and differing readings and interpretations of the human environment from large-scale empirical analyses of major human activities to small-scale qualitative appreciations of the individual's interaction with space. | ||||||
| Semester 1-2 | C/O | TYP | ECTS | CATS | ||
| ESC-10035 | Geographical Skills | C | C | 7.5 | 15 | |
| This module introduces students to a core set of essential geographical techniques and basic study skills and provides hands-on opportunity for practical engagement with such skills in both laboratory and field-based environments. As such, the module is intended to equip participants with the appropriate skills and expertise to enable real world problems to be approached with confidence and practical competence. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| ESC-10032 | Global Warming or a New Ice Age? | EA | C | 7.5 | 15 | |
| This module aims to provide non-specialists with a scientific context for contemporary debates about climate change. There are many myths and misunderstandings surrounding the topic of climate change and this module seeks to provide students with a scientific perspective on some of these issues. The module will provide students with basic information about climate change, global warming, and the impacts of both past and future climate change on sea level, glaciers, the oceans and terrestrial regions of the world. We will also address the ways in which styles of scientific communication, and the reporting of science in popular media, affect public understanding and peoples’ perceptions of climate change. | ||||||
| ESC-10038 | The Practice of Physical Geography | C | M | 7.5 | 15 | |
| This module provides a foundation of knowledge and understanding of the nature of the discipline of Physical Geography, including its context within a broader scientific framework, its professional conventions, and the principles and concepts underlying current approaches to the subject. The module is intended for students who plan to pursue Physical Geography to a higher level within the Single Honours Geography or Dual Honours Physical Geography programmes. Teaching includes ten 1-hour lectures (with web support and directed reading) and a 1-day field excursion. | ||||||
| ESC-10041 | People and the Environment | C | M | 7.5 | 15 | |
| This module enables students to develop an understanding and appreciation of a range of environmental issues and different approaches to tackling these issues (from the natural and social science persepctives) , in particular addressing questions of how we use the environment as a resource, the impacts we have on the environment, environmental hazards, and how we can try and manage our impact on the environment. | ||||||
| ESC-10043 | Greening Business: Employability and Sustainability | EA | C | 7.5 | 15 | |
| The 'Greening Business' module explores the environmental and sustainability responsibilities of businesses and will develop your skills and understanding in driving sustainability improvements in organisations. The module will provide opportunity for you to research and to drive recommendations for improvements in aspects of the University's sustainability performance. This is a module for all students who want to make a difference to the world and their place of work, providing a framework within which to consider employers' environmental responsibilities, and to provide the practical skills and knowledge to direct enhanced environmental performance in the workplace | ||||||
| GEG-10012 | Practising Human Geography | C | C | 7.5 | 15 | |
| The module introduces students to a range of approaches, skills and techniques that are relevant to the practice of Human Geography. It will allow students to develop an awareness of the process of human geography research practice, focusing particularly upon the relation between concepts and theories, research methodology and the articulation of arguments and debates within research presentation. Students will also have the opportunity to reflect on how they can articulate geographical skills and develop their subject specific and generic skills. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| ESC-20029 | Practical Physical Geography | C | C | 7.5 | 15 | |
| This module provides a comprehensive introduction to a variety of specialist field, laboratory and computer-based techniques of particular relevance to physical geography. It builds upon core concepts and techniques introduced in the level 1 practical programme whilst providing a portfolio of skills applicable to level 3 independent research projects. Training and first-hand experience is provided in practical classes, which are supplemented by a tutorial programme that highlight the real-world applications of the techniques through in-class discussion and directed reading. In both teaching environments, particular effort is made to emphasise the relevance of the techniques covered to appropriate careers pathways. | ||||||
| ESC-20049 | Dynamic Geographies (30 Credits) | C | C | 15 | 30 | |
| This module builds upon the core concepts introduced within the first year programme and provides students with a comprehensive introduction to a range of specialist geographical disciplines and issues. Through engagement with specialist literature, students are encouraged to explore the dynamic nature of the subject as expressed through its varied research themes, recent developments and modern-day debates. | ||||||
| GEG-20002 | Geography - Study Abroad II | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| GEG-20006 | Geography - Study Abroad I | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| GEG-20007 | Geography - Study Abroad III | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| GEG-20008 | Geography - Study Abroad IV | EP | C | 7.5 | 15 | |
| This is a module that is automatically allocated to the records our Keele level II students who are going to Study Abroad at a partner University for a semester of their second year and cannot be selected by any other level II students. | ||||||
| GEG-20010 | Practical Human Geography | C | C | 7.5 | 15 | |
| This module has been designed to build upon the basic practical skills established in year 1 and will play an important role in the preparation of the dissertation which all students submit as part of their degree assessment. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| ESC-20030 | Regional Landsystems | C | M | 7.5 | 15 | |
| The Earth's surface is characterised by a diverse assemblage of contrasting landscapes that reflect complex interactions between various factors including global climate, tectonic processes and variations in earth surface materials. This module explores our planet's diverse physical landscape by examining the processes and landforms responsible for the generation of distinctive "Regional Landsystems", investigating the fundamental controls on their geographical variability and considering their implications for human society. The module includes both lectures that focus upon various global case studies including permafrost, desert, ice-marginal, tropical and coastal environments, and tutorial sessions associated with guided reading that highlights active research in the environments covered. | ||||||
| GEG-20009 | Geographical Research Training | C | C | 7.5 | 15 | |
| This module focuses on developing geographical research skills and culminates in a research proposal and overseas field course. Recent locations have included Singapore, Barcelona, Almeria and Iceland. The module also serves as important training and preparation for students going on to do Geography dissertations in the third year. This module involves a broad range of teaching and learning activities including literature searching, research design, project planning, field work and geographical investigation in an unfamiliar setting. Through this module you will acquire and develop important skills such as data collection, data analysis, group work, individual work, time management and presentation skills. | ||||||
| GEG-20015 | Space and Society | C | M | 7.5 | 15 | |
| This module is concerned with the interrelationship between space, culture and society. Drawing together theoretical perspectives and empirical case-study examples, the module explores how societal relationships and formations shape spaces and places, whilst they are also shaped by them. Attention will be given to the built environment in terms of both public and private spheres. | ||||||
| GEG-20018 | Concepts and Debates in Geography | C | C | 7.5 | 15 | |
| This module is a core component of the level 2 programme for Single Honours Geography programmes that encourages students to actively engage with the geographical research undertaken by the Geography staff members. The first part of the module involves a series of lectures delivered by various members of the Geography staff that serve to highlight the ongoing research, debates and methodologies associated within their own specialist research areas. Students subsequently chose a subject area of particular interest and with the assistance of the staff member concerned, undertaking extensive research that culminates in the production of a comprehensive literature review. | ||||||
| Semester 1 | C/O | TYP | ECTS | CATS | ||
| + | ESC-30006 | Glaciers and Glacial Geomorphology | EP | M | 7.5 | 15 |
| This course gives students the opportunity to develop a high level of expertise in a specific field of geography: the study of glaciers and glacial landscapes. The main themes of the course are: the characteristics and behaviour of glaciers; the role of glaciers as part of the global system; and the impact of glaciers on the landscape. In recent Earth history 30 per cent of the Earth's land surface has been covered by glaciers. At present, glaciers cover about 10 per cent of the land. Seventy five per cent of the world's fresh water is contained in glaciers, which provide irrigation water for some of the most densely populated areas of the world. The development potential of large areas of our planet is dependent on our ability to mitigate glacial hazards, to harness glacial resources, and to penetrate the glacial barrier to the immense terrestrial and marine resources of the polar regions. The whole global environmental system is dominated by the planet's glacial character, and an understanding of the Earth's surface is impossible without an understanding of the characteristics of glaciers. This module explores those characteristics. | ||||||
| + | ESC-30006 | Glaciers and Glacial Geomorphology | O | M | 7.5 | 15 |
| This course gives students the opportunity to develop a high level of expertise in a specific field of geography: the study of glaciers and glacial landscapes. The main themes of the course are: the characteristics and behaviour of glaciers; the role of glaciers as part of the global system; and the impact of glaciers on the landscape. In recent Earth history 30 per cent of the Earth's land surface has been covered by glaciers. At present, glaciers cover about 10 per cent of the land. Seventy five per cent of the world's fresh water is contained in glaciers, which provide irrigation water for some of the most densely populated areas of the world. The development potential of large areas of our planet is dependent on our ability to mitigate glacial hazards, to harness glacial resources, and to penetrate the glacial barrier to the immense terrestrial and marine resources of the polar regions. The whole global environmental system is dominated by the planet's glacial character, and an understanding of the Earth's surface is impossible without an understanding of the characteristics of glaciers. This module explores those characteristics. | ||||||
| ESC-30009 | Natural Hazards | EA | M | 7.5 | 15 | |
| This module examines the causes and characteristics of a broad variety of natural hazards and their destructive impact on human society. These hazards range from small-scale to large-scale events, from relatively minor disturbances to catastrophic disasters, and are associated with both environmental and anthropogenic triggers. Particular attention is paid to the assessment of risk and the steps that can be taken to prevent or mitigate the damage and disruption associated with these processes. This module examines the causes of a variety of natural hazards, to investigate their potential impacts on human society and infrastructure, and to evaluate the measures that can be taken to mitigate their destructive effects. Upon successful completion of the course, you will be able to: • Describe, illustrate and explain with reference to specific examples the causes and dangers associated with a range of natural hazards. • Assess the level of risk posed by natural hazards in a variety of real and hypothetical situations. • Describe the techniques that can be used to predict and mitigate the impacts of natural hazards, and evaluate which techniques are most appropriate in a variety of circumstances. The principal component of this module is a series of lectures. The coursework component involves two separate assignments: (1) an individual poster (25%), and; (2) a group-led, problem-based exercise, involving the submission of a technical report (25%), with end semester examinations (50%) completing module assessments. | ||||||
| ESC-30009 | Natural Hazards | O | M | 7.5 | 15 | |
| This module examines the causes and characteristics of a broad variety of natural hazards and their destructive impact on human society. These hazards range from small-scale to large-scale events, from relatively minor disturbances to catastrophic disasters, and are associated with both environmental and anthropogenic triggers. Particular attention is paid to the assessment of risk and the steps that can be taken to prevent or mitigate the damage and disruption associated with these processes. This module examines the causes of a variety of natural hazards, to investigate their potential impacts on human society and infrastructure, and to evaluate the measures that can be taken to mitigate their destructive effects. Upon successful completion of the course, you will be able to: • Describe, illustrate and explain with reference to specific examples the causes and dangers associated with a range of natural hazards. • Assess the level of risk posed by natural hazards in a variety of real and hypothetical situations. • Describe the techniques that can be used to predict and mitigate the impacts of natural hazards, and evaluate which techniques are most appropriate in a variety of circumstances. The principal component of this module is a series of lectures. The coursework component involves two separate assignments: (1) an individual poster (25%), and; (2) a group-led, problem-based exercise, involving the submission of a technical report (25%), with end semester examinations (50%) completing module assessments. | ||||||
| + | ESC-30017 | Applied Environmental GIS | EP | M | 7.5 | 15 |
| Geographical Information Systems (GIS) are of increasing importance to our understanding and management of environmental problems. This module introduces fundamental GIS concepts and capabilities and examines a variety of environmental applications ranging from natural resources management to the disposal of toxic waste. The applied nature of the course is reinforced by appropriate training in the use of industry-standard GIS software and an opportunity is presented for students to apply their new skills to addressing a specific environmental case study. | ||||||
| + | ESC-30017 | Applied Environmental GIS | O | M | 7.5 | 15 |
| Geographical Information Systems (GIS) are of increasing importance to our understanding and management of environmental problems. This module introduces fundamental GIS concepts and capabilities and examines a variety of environmental applications ranging from natural resources management to the disposal of toxic waste. The applied nature of the course is reinforced by appropriate training in the use of industry-standard GIS software and an opportunity is presented for students to apply their new skills to addressing a specific environmental case study. | ||||||
| + | ESC-30027 | Coastal Environments | O | M | 7.5 | 15 |
| The coastal zone is a highly dynamic and diverse environment. It contains a wide variety of geomorphic landforms and is influenced by numerous processes which operate over a range of temporal and spatial scales. This module explores the processes that drive coastal morphological changes, such as sea-level change, tides and ocean waves, discusses the nature of a range of coastal landforms and examines the links between form and process at a variety of temporal and spatial scales. The final part of this module, addressed predominately through the major coursework assignment, deals with the issue of coastal zone management. The module includes both lectures, which incorporate examples of active research in the areas covered, and practical activities, which seek to reinforce the material covered in lectures and through the guided reading. | ||||||
| + | ESC-30027 | Coastal Environments | EP | M | 7.5 | 15 |
| The coastal zone is a highly dynamic and diverse environment. It contains a wide variety of geomorphic landforms and is influenced by numerous processes which operate over a range of temporal and spatial scales. This module explores the processes that drive coastal morphological changes, such as sea-level change, tides and ocean waves, discusses the nature of a range of coastal landforms and examines the links between form and process at a variety of temporal and spatial scales. The final part of this module, addressed predominately through the major coursework assignment, deals with the issue of coastal zone management. The module includes both lectures, which incorporate examples of active research in the areas covered, and practical activities, which seek to reinforce the material covered in lectures and through the guided reading. | ||||||
| GEG-30015 | Postcolonialism in South Asia | EP | M | 7.5 | 15 | |
| This module aims to provide students with an understanding of the present-day relevance of postcolonial concepts and workings in Human Geography. It seeks to introduce students to some of the key issues within postcolonial studies and provide them with an assessment of those issues in a geographical context. It will enable students to generate a geographical framework through which they can deconstruct the power structures of the past and present, deconstructing not only institutional structures, but mental ones as well, and to understand their spatial implications and expressions for landscapes and societies. South Asia will be used as the case study for the module, providing illustrations of the various types and levels of colonial workings, impacts, and geographical outcomes. | ||||||
| GEG-30015 | Postcolonialism in South Asia | O | M | 7.5 | 15 | |
| This module aims to provide students with an understanding of the present-day relevance of postcolonial concepts and workings in Human Geography. It seeks to introduce students to some of the key issues within postcolonial studies and provide them with an assessment of those issues in a geographical context. It will enable students to generate a geographical framework through which they can deconstruct the power structures of the past and present, deconstructing not only institutional structures, but mental ones as well, and to understand their spatial implications and expressions for landscapes and societies. South Asia will be used as the case study for the module, providing illustrations of the various types and levels of colonial workings, impacts, and geographical outcomes. | ||||||
| SOC-30032 | Home: belonging, locality and material culture | EA | C | 7.5 | 15 | |
| This module will critically explore the idea of home as a socio-cultural concept. Using an interdisciplinary approach, broadly located in sociology, but appealing to students interested in geography, english, marketing, psychology and media/cultural studies, it asks a number of difficult but fascinating questions about why we are all so obsessed with home cultures. Why are we obsessed with the homes of celebrities? What dreams are we pursuing when we seek to nosy around their wine cellars and their marble bathtubs? Is this dream telling us something about our own narratives of belonging, or do we realise we will never achieve what they have? And how can we understand this obsession with homes in a social context: have we always been like this, or is this only since home buying became a central part of the British economy? What is the significance of stuff? We're surrounded by it, but it is often mute and difficult to understand. We will be exploring the relationship of people to their things - displaying, collecting, disposing: the objects that make up home have enormous social, personal, cultural and psychological significance which needs unravelling. Is it true that the only good music and art comes from 'running away from home'? From the Modernist avant garde, to punk, to Hirst and Emin, to grime - it seems that inspiration comes not from the stifling normality of homely life, but from city streets. Home spaces are often seen as the evil 'other' of creativity, yet they are as much a part of the modern city as shiny glass buildings and exciting public spaces. What does the idea of home do to obscure the real social relations that go on behind closed doors? In what ways does the concept of the 'domestic' shelter us from the gritty reality of home life? And how is this ideology promoted and defended? The dark, uncanny side of home will be explored and themes from sociology, geography and cultural studies blended to examine how home is a key motif in notions of evil. | ||||||
| Semester 1-2 | C/O | TYP | ECTS | CATS | ||
| # | GEG-30006 | Geography Double Dissertation - ISP | O | C | 15 | 30 |
| The geography dissertation is a research project on a geographical topic of the student&©s choice. It may be based on either primary data or secondary sources, and should demonstrate competence in dealing with geographical data or source material appropriate to the topic. The dissertation provides an opportunity for students to put into practice a wide range of skills and knowledge learned during their degree programme. Students are given a free choice of topic, and are allocated to an adviser with whom to discuss research strategy, analysis of the results and presentation of the work. The double dissertation is a substantial project, typically 8-11,000 words long, with an 11,000 word limit. | ||||||
| Semester 2 | C/O | TYP | ECTS | CATS | ||
| + | ESC-30018 | Global Environmental Change | EP | M | 7.5 | 15 |
| The Earth’s environment has been constantly changing throughout the history of the planet, and continuing change will have a serious impact on human activity. However, our understanding of how the environment changes is incomplete, and thus our ability to predict and adapt to future change is limited. This module aims to examine the key issues and debates about global environmental change. In particular, it aims to highlight the relationships between global environmental change and the characteristics of the Earth's surface processes and landscapes, and to recognize the contested and limited nature of knowledge in this very dynamic subject. | ||||||
| + | ESC-30018 | Global Environmental Change | O | M | 7.5 | 15 |
| The Earth’s environment has been constantly changing throughout the history of the planet, and continuing change will have a serious impact on human activity. However, our understanding of how the environment changes is incomplete, and thus our ability to predict and adapt to future change is limited. This module aims to examine the key issues and debates about global environmental change. In particular, it aims to highlight the relationships between global environmental change and the characteristics of the Earth's surface processes and landscapes, and to recognize the contested and limited nature of knowledge in this very dynamic subject. | ||||||
| + | ESC-30020 | Water Resources | EP | M | 7.5 | 15 |
| Water is a vital resource to life on Earth. Pressures on water resources in many regions are growing due to increasing population, decreasing quality of water and anticipated climate change. In order to effectively manage water resources it is important to understand hydrological processes and both problems and potential solutions surrounding both water quantity and water quality, and the requirements of the human and ecological water users. | ||||||
| + | ESC-30020 | Water Resources | O | M | 7.5 | 15 |
| Water is a vital resource to life on Earth. Pressures on water resources in many regions are growing due to increasing population, decreasing quality of water and anticipated climate change. In order to effectively manage water resources it is important to understand hydrological processes and both problems and potential solutions surrounding both water quantity and water quality, and the requirements of the human and ecological water users. | ||||||
| GEG-30008 | Geography (Single) Dissertation - ISP | O | C | 7.5 | 15 | |
| The geography dissertation is a research project on a geographical topic of the student&©s choice. It may be based on either primary data or secondary sources, and should demonstrate competence in dealing with geographical data or source material appropriate to the topic. The dissertation provides an opportunity for students to put into practice a wide range of skills and knowledge learned during their degree programme. Students are given a free choice of topic, and are allocated to an adviser with whom to discuss research strategy, analysis of the results and presentation of the work. The single dissertation is a substantial project, typically 5-6,000 words long, with a 6,000 word limit. | ||||||
| GEG-30014 | Inspirational Landscapes | EP | C | 7.5 | 15 | |
| The idea of landscape is at the heart of Geography. This module explores landscape from a variety of different perspectives to see how core concepts in Geography tie together in the context of this overarching theme. Marcel Proust wrote that the true voyage of discovery involves not seeing new lands but seeing through new eyes and seeing through the eyes of different people. In this module we look at landscape both through geographers&© eyes and through the eyes of artists, poets, explorers, novelists, and composers. The assessment is project-based (no exam), and students can submit work either as a conventional written report, in another medium such as video, or in a multimedia format. Students are free to tie the project directly to their own interests in areas such as music, film or literature or to adopt a more traditional geomorphological, historical, cultural or applied approach to landscape. The module encourages students to explore the boundaries of the discipline of Geography, both internal (for example between scientific and aesthetic geographical writing and between physical and human geography) and external (for example where geography meets the creative arts). | ||||||
| GEG-30014 | Inspirational Landscapes | O | C | 7.5 | 15 | |
| The idea of landscape is at the heart of Geography. This module explores landscape from a variety of different perspectives to see how core concepts in Geography tie together in the context of this overarching theme. Marcel Proust wrote that the true voyage of discovery involves not seeing new lands but seeing through new eyes and seeing through the eyes of different people. In this module we look at landscape both through geographers&© eyes and through the eyes of artists, poets, explorers, novelists, and composers. The assessment is project-based (no exam), and students can submit work either as a conventional written report, in another medium such as video, or in a multimedia format. Students are free to tie the project directly to their own interests in areas such as music, film or literature or to adopt a more traditional geomorphological, historical, cultural or applied approach to landscape. The module encourages students to explore the boundaries of the discipline of Geography, both internal (for example between scientific and aesthetic geographical writing and between physical and human geography) and external (for example where geography meets the creative arts). | ||||||
| GEG-30016 | Economic Development and Environmental Transformation | EP | C | 7.5 | 15 | |
| Are economic development and environmental concerns always opposed? Why doesn't environmental conservation seem to work? And what areas should be conservation priorities to sustain global ecosystems? What does international development assistance do for the people who depend most directly on their local environments for their livelihoods? This module helps students find their own answers to some of these pressing questions by introducing them to development geography. Students explore key ideas from this subdiscipline including political ecology - the study of environments as products of social action - and performative economy - the idea of 'economy' as an abstract realm we bring into being by describing it. Their own examinations of in-depth case studies of economy and ecology enable students to come to original conclusions about the probity and feasibility of different pathways towards - and definitions of - 'development.' | ||||||
| GEG-30016 | Economic Development and Environmental Transformation | O | C | 7.5 | 15 | |
| Are economic development and environmental concerns always opposed? Why doesn't environmental conservation seem to work? And what areas should be conservation priorities to sustain global ecosystems? What does international development assistance do for the people who depend most directly on their local environments for their livelihoods? This module helps students find their own answers to some of these pressing questions by introducing them to development geography. Students explore key ideas from this subdiscipline including political ecology - the study of environments as products of social action - and performative economy - the idea of 'economy' as an abstract realm we bring into being by describing it. Their own examinations of in-depth case studies of economy and ecology enable students to come to original conclusions about the probity and feasibility of different pathways towards - and definitions of - 'development.' | ||||||
| GEG-30019 | Geographies of Children and Youth | EP | C | 7.5 | 15 | |
| Children's and youth geographies have emerged as an important sub-discipline in recent years. This module reviews the current status of research on children and youth with a particular focus on the role of space and place in the social construction of childhood. The module draws on theoretical debates concerning childhood and youth, as well as using empirical case studies from both the 'majority' and 'minority' worlds. These case studies include issues to do with children and families, children, environment and development, child labour and children's and young people's political engagement. | ||||||
| GEG-30019 | Geographies of Children and Youth | O | C | 7.5 | 15 | |
| Children's and youth geographies have emerged as an important sub-discipline in recent years. This module reviews the current status of research on children and youth with a particular focus on the role of space and place in the social construction of childhood. The module draws on theoretical debates concerning childhood and youth, as well as using empirical case studies from both the 'majority' and 'minority' worlds. These case studies include issues to do with children and families, children, environment and development, child labour and children's and young people's political engagement. | ||||||
| + | LSC-30017 | Trees in their Environment | EA | M | 7.5 | 15 |
| Trees are the world&©s biggest and longest-lived organisms, weighing up to several thousand tonnes and, in some cases, living for at least 5,000 years. Using what is known about the ecology of trees this module investigates how trees function and survive in often harsh environments. Subjects include the environmental problems of supplying up to half a million leaves with water, how environmental and mechanical factors dictate the shape of trees, and how they cope with wind and other extreme events for millennia. This is used as a base to explore how groups of trees interact with their environment, including the role that forests play in climate change mitigation and biodiversity conservation, and to look at the environmental issues associated with the exploitation of forests in forestry. The module is assessed by an individual essay (25%) based on a group project looking at a current problem faced by trees such as sudden oak death or squirrel damage, and an exam (75%). The module includes lectures and a mix of indoor tutorials used for the group projects and outdoor tutorials where we use the campus trees and woodland to demonstrate some of the issues discussed in the lectures. | ||||||
| PIR-30112 | The Northern Dimension: Resources, Environment and Security in the Arctic | EA | C | 7.5 | 15 | |
| Bringing the Arctic to Keele. Taking Keele to the Arctic! Drowning polar bears, crumbling shores on melting seas, resource races towards the North Pole and sovereignty disputes in the high Arctic - this is the stuff of current media content concerning the circumpolar North, the Arctic once sublime! The Arctic certainly is changing. Its resources, environment and security are gaining a much higher policy profile in North America, the EU and Asia as well as in global scientific, environmental and economic forums, not least in the context of rising awareness of the pace and consequences of global climate change. The indigenous (native) peoples of the Arctic itself would all agree that their homelands are becoming a "sacrifice zone" for climate change as they serve as human "canaries in the mine" for its consequences and for the effects of the long-range pollutants originating in the more temperate and tropical parts of the world. But is the Arctic region also set to become a cauldron of conflict, or will it remain a zone of low international tension, characterised by practical, cooperative endeavour? The Northern Dimension module allows students to investigate aspects of the politics and international relations of the Arctic. Students identify their own topic for investigation, exploring a research question using paper-based and web-based resources. They may also engage in email communication with any one of almost twenty experts in Arctic matters - academic professors, campaigning activists, technical experts etc - who together make up the module's "Experts' Gallery" and form the cutting edge of the Northern Dimension learning community established to support this module. Students deliver the developing fruits of their individual research project in a succession of ways - as an oral presentation to the seminar group; as a 2,500-word essay/article; and, finally, as a website of their own making, employing easily available website-editing software that is relatively simple to master and can be downloaded for free onto their computers/laptops. A range of generic employability skills including oral presentation and independent working are firmed up in this module, while some less familiar ones such as communicating effectively through websites, are developed. Students do not need to have had any prior experience in building webpages or websites - all you need is your own computer with internet access and a willingness to "get your feet wet!" Gaining a basic awareness of some very straightforward principles of good website design and utilising some of the simple functions in very user-friendly website editing software are experiences that virtually all past students in the module have found great fun. You will realise this as early as the very the first meeting of the class, when the Tutor directs you to the special archive in Blackboard containing almost 200 past student websites form this module for you to look at, learn from and be motivated by. Many of these even give you lots of tips on how to get the most out of the module in terms of creative satisfaction as well as intellectual stimulation! The assessment format is: 10% individual oral presentation; 50% 2,500 word essay/article; 40% individual website. | ||||||
| PIR-30139 | Sustainability and Social Justice | EA | M | 7.5 | 15 | |
| How is poverty related to population growth? Why have indigenous peoples been disproportionately affected by the nuclear industry? Why are women more likely than men to die in natural disasters? Is it true that rich white men are more sceptical of the existence of climate change than any other social group? Such questions highlight what scholars of environmental justice have known for decades: that all humans are not in the same boat when confronting the most pressing environmental problems of our time. This module provides an interdisciplinary introduction to the complex inter-connections between social injustice/ inequality and environmental problems and, conversely, between the goals of sustainability and social justice. It examines a range of social scientific approaches to understanding these connections and draws in particular on 'environmental justice' literature written from feminist, post-colonial, political economy and 'green' perspectives. Social categories of class, race and gender, and unequal/unjust power relations between people, are placed at the centre of debate and provide a framework for critically analysing a range of environmental problems found in the UK and in a range of different parts of the world. In all cases, the root causes of the problem and potential policy/political solutions for bringing about more just and sustainabile outcomes are considered. The module consists of 11 2-hour seminars in which key readings and themes are discussed and debated, with active student participation and leadership. Assessments are: weekly written commentaries, a poster presentation, and a short essay during the exam period. There is a public poster session to showcase student research at the end of the semester. | ||||||