Last modified: 24 May 2018 14:31
This course considers the geographical patterns that characterise the Earth’s physical and human environments and landscapes, and the processes that operate within and lead to changes in these. It is also concerned with the ways in which people occupy the Earth’s surface, their movements and settlements, and their perceptions and use of landscapes, resources and space. Lecture material is presented in study blocks covering: glaciology and palaeoclimates; biogeography and soils; economic, social and cultural geographies; and sustainable transport. Key concepts and skills are reinforced through small tutor-led classes (workgroups).
| Study Type | Undergraduate | Level | 1 |
|---|---|---|---|
| Session | Second Sub Session | Credit Points | 15 credits (7.5 ECTS credits) |
| Campus | Online | Sustained Study | No |
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This course examines how global processes produce and reflect local-scale changes. Related study blocks will address: Environmental change and landscape response. Topography, climate, reconstruction of past relationships between humans, plants and animals. Landscape and society. Environment - opportunity or risk? Resources and hazards as local manifestations of global drivers. People, land, water, soils - who controls what? Globalisation - the economics and politics of urban industrial change. Agents and scales of change: nations and states; local government; multinational corporations and local entrepreneurialism. Regional development and the post-industrial economy. New social and cultural spaces. Mobility and difference; poverty and exclusion; imaginative geographies: unequal power relationships; memories, places and nations.
This course may not be included in a graduating curriculum with GG1506, GG1507, GG1501 or KL equivalents.
Information on contact teaching time is available from the course guide.
1st Attempt: coursework, 50%, plus exam, 50%. Resit: Original coursework carried forward, 50%, plus exam, 50%.
Feedback will be provided by dedicated tutor.
The course includes a workgroup exercise on assessment of essays. Students must sit a mock exam in-class. However, with just 12 weeks, 6 workgroups and a degree exam exemption system that requires summative assessment of coursework, it is difficult to arrange stand-alone formative assessment. It makes more sense to consider feedback/feedforward in terms of onwards progression: e.g. students write just one coursework essay which is summatively assessed, but comments provided on this should help students to improve their performance next time: e.g., in the follow-up Level 2 courses.
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