| ADVANCED QUALITATIVE RESEARCH AND ANALYSIS | DEV-M094 | 20 |
| The Advanced Qualitative Research and Analysis module (AQRA) is designed to provide a more advanced training in qualitative methods than its predecessor Research Skills for Social Analysis. It represents a progression from Research Techniques and Analysis in the first semester or an extension of previous experience/ training. Areas covered include bringing social theory into qualitative research, designing research using qualitative and mixed methods, data cleaning and management, data analysis, representing others, and applying qualitative research. There will be three lectures on core qualitative methods such as participant observation, however, the module assumes participants have previous experience or training. |
| APPLIED METHODS FOR IMPACT EVALUATION | DEV-M096 | 20 |
| This module aims to provide a comprehensive overview of the most important methods of impact evaluation. For that purpose, it provides instruction in and hands on experiences of the main quantitative and qualitative impact evaluation methods, with an emphasis on the quantitative. |
| ATMOSPHERIC CHEMISTRY AND GLOBAL CHANGE | ENV-MA37 | 20 |
| Atmospheric chemistry is in the news: stratospheric ozone depletion, acid rain, greenhouse gases, and global scale air pollution are seen as some of the most significant environmental problems of our age. Chemical composition and transformations underlie these issues, and drive many important atmospheric processes. This module covers the fundamental chemical principles and underlying physical processes in the atmosphere from the stratosphere to the surface, and considers the role of chemistry in current issues of atmospheric chemical change through a series of lectures, seminars, laboratory sessions and some field work. A secure background in maths and chemistry (e.g. AS-level or equivalent) is recommended. ENV-MA80 and ENV-MA02 are natural follow-on modules, and build on some of the concepts introduced here. |
| ATMOSPHERIC COMPOSITION: MEASUREMENT AND MODELLING | ENV-MA80 | 20 |
| Emissions of gases and other pollutants from human activities are critical drivers of phenomena such as climate change, stratospheric ozone depletion, degradation of air quality in urban and rural areas, long-range transport of air pollution, and changes in aerosol and cloud physical properties. To understand these impacts it is necessary to make atmospheric measurements of chemical composition and physical parameters, and to interpret these observations with a range of statistical, conceptual, and computer-based models. In this module you will be introduced to a range of modern atmospheric measurements techniques, both those used in the field and in the laboratory. Consideration will be given to the relevant chemical and physical processes that are required to understand these observations. You will also learn about a range of interpretive techniques including numerical models, and you will put some of these in to practice. Co-taught with ENV-3A80. It is recommended that students have previously taken ENV-MA97. MSci STUDENTS NOTE, TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A80 OR EQUIVALENT |
| BIODIVERSITY CONSERVATION AND HUMAN SOCIETY | ENV-MA17 | 20 |
| This is an inter-disciplinary module focusing on the interaction between ecology, biodiversity and human societies. It examines the human drivers of biodiversity loss, the importance of biodiversity to human society, conflicts between human society and conservation and how these can be resolved, and institutions for biodiversity conservation and environmental management. It is designed for students of Biology, Ecology, Environmental Science, Environmental Geography and International Development. This inter-disciplinary module does not require previous detailed knowledge of ecological mechanisms: where a simple understanding of key ecological processes is important, this will be reviewed and taught in class. Key principles, issues and theory are covered in lectures by UEA faculty. These are supported by case studies from external speakers working in conservation, environmental and resource management agencies and NGOs. The module will comprise two core lectures plus one workshop / seminar / outside speaker each week. Co-taught with ENV-3A17. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A17 OR EQUIVALENT |
| CATCHMENT WATER RESOURCES | ENV-MA60 | 20 |
| This module will adopt an integrated approach to studying surface water and groundwater resources in river basins. Approaches to catchment management will be considered in the context of improving water-dependent terrestrial and aquatic ecosystems. Topics of climate change impacts on water resources in terms of droughts and floods, as well as water quality issues arising from changing land-use patterns will be considered, together with the engineering and socio-economic methods necessary to adapt to future pressures on water resources. Co-taught with ENV-3A60. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A60 OR EQUIVALENT |
| CATCHMENT WATER RESOURCES | ENV-MA60C | 20 |
| This module will adopt an integrated approach to studying surface water and groundwater resources in river basins. Approaches to catchment management will be considered in the context of improving water-dependent terrestrial and aquatic ecosystems. Topics of climate change impacts on water resources in terms of droughts and floods, as well as water quality issues arising from changing land-use patterns will be considered, together with the engineering and socio-economic methods necessary to adapt to future pressures on water resources. Co-taught with ENV-3A60 & ENV-MA60. THIS MODULE IS ONLY AVAILABLE STUDENTS ENROLLED ONTO THE VISITING STUDIES ENVIROMENTAL SCIENCES (EMAE). |
| CLIMATE CHANGE POLICY FOR DEVELOPMENT | DEV-M093 | 20 |
| Via practical, conceptual and theoretical perspectives, this module aims to develop critical knowledge of the contextual and policy components of climate change (CC) and development issues. Teaching is mainly through weekly lectures and workshops, supplemented by seminars and video presentations. Policy topics include: understanding policy processes; policy actors; policy instruments; assessing impacts of policy; integrating policy objectives; and research and science in policy processes. Subject areas may include: International policy frameworks on climate change; Adaptation and Mitigation choices and pathways; Adaptation and National Responses (NAPA etc.); Linking CC mitigation and development (CDM and beyond); The carbon trade: markets and development; CC and Poverty reduction, trade-offs and synergies; Local responses to extreme events and disasters; adaptation and mitigation impacts in Africa; Sectoral responses (e.g. Managing coastal / water resources). |
| CLIMATE CHANGE: PHYSICAL SCIENCE BASIS | ENV-MA49 | 20 |
| Climate change and variability has played a major role in shaping human history and the prospect of a warming world as a result of human activities (global warming) presents society with an increasing challenge over the coming decades. This module covers the science of climate change and our current understanding of anthropogenic effects on climate. It provides details about the approaches, methods and techniques for understanding the history of climate change and for developing climate projections for the next 100 years, supporting further study of the scientific or policy aspects of the subject in either an academic or applied context. Co-taught with ENV-3A49. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A49 OR EQUIVALENT |
| CLIMATE CHANGE: PHYSICAL SCIENCE BASIS | ENV-MA51 | 20 |
| Climate change and variability has played a major role in shaping human history and the prospect of a warming world as a result of human activities (principally via changing atmospheric composition) presents society with an increasing challenge over the coming decades. This module covers the science of climate change and our current understanding of anthropogenic effects on climate. It provides details about the approaches, methods and techniques for understanding the history of climate change and for developing climate projections for the next 100 years, supporting further study of the scientific or policy aspects of the subject in either an academic or applied context. Co-taught with ENV-3A51. MSci STUDENTS NOTE, TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A49/51 OR EQUIVALENT |
| CLIMATE CHANGE: PHYSICAL SCIENCE BASIS | ENV-MA49 | 20 |
| Climate change and variability has played a major role in shaping human history and the prospect of a warming world as a result of human activities (global warming) presents society with an increasing challenge over the coming decades. This module covers the science of climate change and our current understanding of anthropogenic effects on climate. It provides details about the approaches, methods and techniques for understanding the history of climate change and for developing climate projections for the next 100 years, supporting further study of the scientific or policy aspects of the subject in either an academic or applied context. Co-taught with ENV-3A49. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A49 OR EQUIVALENT |
| CONFLICT GOVERNANCE AND INTERNATIONAL DEVELOPMENT: EXAM | DEV-M054 | 20 |
| Thi is a 3 hour exam taken by all students on the MA Conflict Governance and International Development. |
| CONFLICT, PEACE AND SECURITY | DEV-M052 | 20 |
| In the post-Cold War era, organised and violent political conflicts are more likely to be intra-state than inter-state in character. Intra-state conflicts or civil wars typically involve clashes between regular security forces and paramilitary, terrorist and insurgent organisations and/or confrontations between armed sub-state groups. Moreover, civil wars are more likely to be fought using low cost light weapons and terrorist and guerrilla methods of engagement. Additionally, a great majority of civil wars are likely to be found in the developing world, mainly in failed states. Civil Wars are disastrous for human security and development, both through short-term impacts and longer term problems of recovery. Why has “civil war” emerged as the dominant form of organised and violent political conflict in the post-Cold War era? What is state failure and why are failed states more likely to witness violent civil wars? What are the developmental costs and implications of civil war? What are the political and security risks of civil war and how can these be minimised? How can civil wars be successfully managed or resolved? How can failed and collapsed states be reconstructed? The main objective of this unit is to enable students to engage with and seek answers to these questions. It is hoped that students who take this unit would be able to understand, analyze and explain the nature, sources and consequences of state failure and violent civil conflicts that pose a serious threat to national, regional and global security and development. Students would also be able to suggest ways through which failed or collapsed states can be reconstructed and civil wars successfully prevented, managed and resolved. |
| CONTEMPORARY WORLD DEVELOPMENT | DEV-M002 | 20 |
| This module is guided by the premise that theoretical perspectives about development are shaped by historical contexts and conditions that shape them. These contexts critically influence the issues and processes that are identified as the key concerns of development. They also impact upon the nature of the agency that is chosen to offer solutions to these concerns. Contemporary World Development explores how key development perspectives inform the most important issues in development today and different kinds of agency. |
| DEVELOPMENT PERSPECTIVES | DEV-M003 | 20 |
| The objective of this module is to explore different theoretical ideas and debates about development in a historical perspective. It focuses on key processes that seek to challenge prevailing ideas of development and the theoretical responses that they continually elicit in response. A key point of the module is to show how development is a resilient and changing ideology, theoretical framework, and set of practices. |
| DISSERTATION | DEV-M04X | 40 |
| Production of a short (8000-12000) dissertation on an approved topic. |
| DISSERTATION | ENV-MB4X | 60 |
| The dissertation is an individual research project under the guidance of an academic supervisor either within one of the research groups in the School or, as some project placement opportunities with outside organisations are facilitated, with an outside collaborator. Research undertaken normally involves the analysis and interpretation of data collected in the field, from measurements of a sample in the laboratory or from data gathered from other sources including the media, questionnaire surveys, interviews, etc. This module is reserved for MSc students and all students must have taken ENV-MB3Y. |
| DISSERTATION (MSc) | ENV-MB6X | 70 |
| The dissertation is an individual research project under the guidance of an academic supervisor either within one of the research groups in the School or, as some project placement opportunities with outside organisations are facilitated, with an outside collaborator. Research undertaken normally involves the analysis and interpretation of data collected in the field, from measurements of a sample in the laboratory or from data gathered from other sources including the media, questionnaire surveys, interviews, etc. This module is reserved for MSc students and all students must have taken ENV-MB2Y. |
| EARTH AND LIFE | ENV-MA38 | 20 |
| This module introduces Earth system science, taking a top-down approach to the Earth as a whole system, and tracing its development since its formation 4.5 billion years ago. The main focus is on the coupled evolution of life and its environment through a series of revolutions. Theoretical approaches are introduced, including Gaia, feedback mechanisms and systems theory, and practical sessions use models to build up conceptual understanding. The subject is inherently inter-disciplinary, including aspects of biology, chemistry and physics, and unifying the study of climate and global biogeochemical cycles. Co-taught with ENV-3A38. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A38 OR EQUIVALENT |
| EARTHQUAKE AND VOLCANIC HAZARDS | ENV-MA04 | 20 |
| Earthquakes and volcanic eruptions have significant environmental and societal impacts. This module focuses on the physical basis and analysis of each hazard, their global range of occurrence and their global impact. The module also addresses approaches towards hazard mitigation and minimising vulnerability, with an emphasis on their practical implication. Scenarios and probabilities of mega-disasters are also investigated. This module is co-taught with ENV-3A04. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A04 OR EQUIVALENT |
| EARTHQUAKE AND VOLCANIC HAZARDS WITH FIELDCOURSE | ENV-MA04K | 20 |
| Earthquakes and volcanic eruptions have significant environmental and societal impacts. This module focuses on the physical basis and analysis of each hazard, their global range of occurrence and their global impact. The module also addresses approaches towards hazard mitigation and minimising vulnerability, with an emphasis on their practical implication. Scenarios and probabilities of occurrence of mega-disasters are also investigated. A one week field trip in Scotland takes place to introduce you to various aspects of natural hazards and in particular to faulting and earthquake hazards. This module is co-taught with ENV-3A04K. The total Field Course module's cap of 25 is inclusive of ENV-3A04K. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A04K OR EQUIVALENT |
| ECOLOGICAL MODELLING | ENV-MA72 | 10 |
| Modelling is a crucial methodology for answering many kinds of ecological questions and complement experimentation and field observations. The aim of this module is to introduce the use of modelling techniques to answer ecological questions. This module will provide an introduction to building ecological models using a combination of taught classes and project work. After completion of this module students will: understand the basic principles and approaches to ecological modelling and its potential applications; acquire the numerical skills required to develop quantitative ecological models; be able to develop basic quantitative models to answer ecological questions; learn to formulate hypotheses, write a project proposal and develop verbal and written communication and team working skills. This module is primarily reserved for those students studying on the European MSc in Applied Ecology but can also accommodate limited number of students from other programmes. |
| ECOLOGICAL RESPONSES TO CLIMATE CHANGE | ENV-MA46 | 10 |
| The aim of this module is to examine biological responses to climate change over a range of levels from species to ecosystems. In this module students will examine the most recent literature on the effects of global environmental change on biological systems and will become familiar with different approaches and methods used for modelling biological responses to climate change. Students are recommended to take ENV-MA49 and ENV-MA74. |
| ECONOMETRIC METHODS FOR DEVELOPMENT | DEV-M067 | 20 |
| This is an introductory module in econometrics. The overall aim of the module is to expose students to basic econometric theory and provide them with sufficient knowledge and practical skill that enable them to competently use it in their research. In addition, the module will help students to understand and interpret empirical research that uses econometrics. By the end of the module students should acquire sufficient knowledge and skill to apply multivariate analysis of cross-sectional, time-series and panel data to a wide range of macro- and micro-economic problems of development. Workshops training students in the use of Stata, a popular econometric software, are also part of the module. |
| EDUCATIONAL POLICY AND PRACTICE FOR DEVELOPMENT | DEV-M046 | 20 |
| The World Bank as principle influence UNESCO, DfID and other funders Aid funded education Orientalism and power Literacy and culture Human rights, democracy and education The education of street and working children Local perceptions of change Health/AIDS education Managing and organising educational projects. |
| ENERGY AND CLIMATE CHANGE | ENV-MA66 | 10 |
| The module will critically assess the assumptions and projections of social and technological change represented in climate change mitigation scenarios, with an emphasis on energy systems. This will include a review of the drivers and dynamics of historical energy transitions. |
| ENVIRONMENTAL ASSESSMENT EFFECTIVENESS | ENV-MA64K | 20 |
| Environmental Assessment is considered to be more effective when conducted at strategic levels of decision making, and is usually perceived to have a goal of achieving sustainable development. This module provides experience of conducting a particular form of strategic assessment, Sustainability Appraisal (SA), which incorporates environmental, social and economic considerations into plan making. Through practice of SA, a field course involving hands-on application of environmental assessment techniques, and consideration of effectiveness theory, this module will examine what makes assessment effective. |
| FOSSIL FUELS | ENV-MA33 | 20 |
| Geological, economic and political aspects of fossil fuels (oil, natural gas and coal) are introduced and integrated. These are used to discuss environmental concerns (particularly climate change) arising from the use of fossil fuels, and the potentially profound implications of future fuel scarcity. |
| FUNDAMENTALS OF METEOROLOGY | ENV-MA23 | 20 |
| This module is designed to give a general introduction to meteorology and its relation to climate and climate change, concentrating on the physical processes in the atmosphere and how these influence our weather. The course contains both descriptions and mathematical treatments of meteorological topics and the assessment is designed to allow those with either mathematical or descriptive abilities to do well; however, a reasonable mathematical competence is essential, especially in rearranging equations, and a familiarity with basic calculus is helpful. Co-taught with ENV-2A23. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-2A23 OR EQUIVALENT |
| GENDER CONCEPTS FOR DEVELOPMENT | DEV-M015 | 20 |
| The aims of this module are to provide students with a solid understanding of both the theoretical perspectives and concepts that have underpinned the field of gender and development; and to enable students to understand the link between gender and key debates within development studies such as poverty, violence, religion and the role of men in gender and development. The module begins by exploring the various approaches to theorising gender and development, as they have evolved in recent decades. It then introduces and explains a range of key concepts as the foundations of gender analysis. The second part of the module applies these concepts in examining a selection of important and policy relevant debates: the nature of the household and kinship, gender roles, power and empowerment, poverty, violence, masculinities, religion and the gendered nature of institutions. The module builds the foundation for the more applied units which follow, and whilst it touches on policy implications as they arise, it does not focus on gender policy as such. |
| GENDER, DIVERSITY AND SOCIAL DEVELOPMENT | DEV-M066 | 20 |
| This module explores relations between social policies (defined broadly) and various forms of identity and difference. It focuses on the experiences of developing countries and pays particular attention to gender issues, although other aspects of diversity (such as ethnicity, disability and age) are also addressed explicitly. The module has both theoretical and more practical components, including sessions on gender planning and mainstreaming analysis. This module has a limit of 40 students. |
| GEOSCIENCES FIELDCOURSE | ENV-MA57K | 20 |
| This module is designed to promote a deeper understanding and integration of geoscience subjects: the fieldwork will usually concentrate on aspects of structural geology, regional tectonics, hydrogeology, sedimentology, palaeoclimate and palaeoenvironments, metamorphic geology and volcanology. A key feature of the course is that the location is chosen where there are excellent and substantial exposures of rock formation showing evidence of processes. The field base alternates between the Aegean (Greece) and Western Ireland, and the detailed content will reflect the field sites. In addition to being able to demonstrate field observation and data recording skills, M-level students will collect samples and generate new data as part of a small-scale scientific investigation that will be written-up as a report. Co-taught with ENV-3A57K. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A57K OR EQUIVALENT |
| GEOSCIENCES FIELDCOURSE: GREECE | ENV-MA77K | 20 |
| This module is designed to promote a deeper understanding and integration of geoscience subjects: the fieldwork will usually concentrate on aspects of structural geology, regional tectonics, hydrogeology, sedimentology, palaeoclimate and palaeoenvironments, metamorphic geology and volcanology. A key feature of the course is that the location is chosen where there are excellent and substantial exposures of rock formation showing evidence of processes. This module runs alternate years with ENV-MA57K (Geosciences Fieldcourse: Ireland). This is to enable field base alternates between the Aegean (Greece) and Western Ireland, and the detailed content will reflect the field sites. In addition to being able to demonstrate field observation and data recording skills, M-level students will collect samples and generate new data as part of a small-scale scientific investigation that will be written-up as a report. Co-taught with ENV-3A77K. This module is only available to UG students on the MSci programme as the field course takes place in September. |
| GIS FOR ECOLOGY & ENVIRONMENTAL MANAGEMENT | ENV-MA94 | 10 |
| Geographical Information Systems (GIS) are computer programs for the capture, management, analysis and display of spatially referenced data. They are now increasingly widely used in ecology and environmental management, both in the organisation and analysis of pre-existing data sets and for analysis of data collected during fieldwork. This module aims to introduce their basic principles, capabilities, applications and limitations. Only basic familiarity with a PC is required and there will be weekly practical classes using the ArcGIS software. The main emphasis will be on imparting an understanding of what a GIS is, the strengths and weaknesses of such systems, and their practical use in research contexts (including MSc dissertations). |
| GLOBALISATION INDUSTRIALISATION AND DEVELOPMENT | DEV-M072 | 20 |
| This module provides an understanding of the impact of globalisation on the distribution of industrial activity and the economic, social and environmental consequences of these trends. It analyses the conditions for and consequences of globalisation and industrialisation in developing countries with a particular focus on the implications for the role of the state in promoting economic development. |
| GLOBALISED AGRICULTURE AND FOOD SYSTEMS | DEV-M106 | 20 |
| The aim of this module is to understand how food security is affected by policies, environmental processes, and actions that occur at the international level. Food security is a central theme, and how it is constructed and contested at international level, involving global institutions, interest groups, and diverse policy agendas. This exploration does not confine itself exclusively to production, but also considers other areas of concern, including: global environmental change, dietary shifts, ���post-production��� concerns with food quality or ecosystem integrity, agribusiness, public versus private agricultural innovation, intellectual property rights, and strategies for technological development. Students will gain critical understanding of these debates and how different policy actors engage with them at both the local and the global level. These actors include firms, public R&D institutions, civil society, farmers��� movements, consumers��� groups, and major donors and philanthropic organizations. The module will help students develop a critical and inter-disciplinary understanding of key international policy debates that have relevance to agriculture. Additionally, students will gain a better understanding of how trends in globalised agriculture affect poor people, particularly smallholder farmers, but also consumers and those involved in value chains. |
| GOVERNANCE DEMOCRACY AND DEVELOPMENT | DEV-M065 | 20 |
| The concept of “good governance” has now come to occupy a central place in development thinking, policy-making and practice. But what does good governance mean and why has it become so important for development? What are the different ways through which good governance can be achieved? What is the relationship between good governance and democracy and a neoliberal international political economy? How has the notion of good governance influenced the policy debate in donor states over the timing and volume of development aid to poor countries? These are some of the key issues and questions that this module will try to address. |
| HEALTH AND DEVELOPMENT | DEV-M070 | 20 |
| This module provides a broad introduction to health issues in a context of development. It reviews different cultural understandings of health, and relationships between health, socio-economic change, livelihoods and poverty. The module also examines health policies of particular relevance to developing countries. While the module looks at health issues in general, it pays particular attention to links between HIV/AIDS and development. |
| INDEPENDENT RESEARCH PROJECT | DEV-MD8X | 60 |
| In this module, students will conduct and write up their Final Independent Research Project. THIS MODULE IS ONLY AVAILABLE FOR MRES DEVELOPMENT PRACTICE STUDENTS. |
| INTERNATIONAL ECONOMIC POLICY | DEV-M056 | 20 |
| This module provides an understanding of the major issues in the international economics of development. It analyses the impacts of international trade, foreign investment and technology transfer on developing countries and evaluates the effects of national trade and investment policies and international economic agreements and institutions. It covers both trade theory and more applied topics such as the impact of trade on labour and the environment. |
| INTERNATIONAL RELATIONS AND DEVELOPMENT STUDIES-EXAMINATION | DEV-M048 | 20 |
| This is a 3 hour exam taken by all students on the MA in International Relations and Development Studies. |
| INTRODUCTION TO DEVELOPMENT FIELDWORK | DEV-MD3X | 20 |
| This module will help prepare students for development fieldwork and focus on practical and ethical issues. Topics covered will include understanding the local context and culture, working with marginalised, vulnerable and privileged groups, negotiating access to field sites and power relations. THIS MODULE IS ONLY AVAILABLE FOR MRES DEVELOPMENT PRACTICE STUDENTS. |
| INTRODUCTION TO EDUCATION FOR DEVELOPMENT | DEV-M007 | 20 |
| The aim of the unit is for students to understand current debates on the principles and theories linking education to development in a range of social contexts. The unit will introduce students to theories of education and development (including international and comparative education). These are examined in relation to the broader challenges of development. Topics in the unit may include: theories of human development and human capital, schooling and de-schooling, the challenges of linguistic and cultural diversity, schooling in contexts of chronic poverty, Islamic education, gender in education, adult literacy and non-formal education, the education of nomads and other migratory groups. |
| INTRODUCTION TO RESEARCH METHODS | DEV-MD2Y | 20 |
| The module will provide an overview of different research methods and how they can be applied within the context of development practice. Among other things, it will cover the following topics: interviewing, mixed methods approaches, participatory research methods and basic statistical analysis. THIS MODULE IS ONLY AVAILABLE FOR MRES DEVELOPMENT PRACTICE STUDENTS. |
| INTRODUCTION TO SOCIAL SCIENCE RESEARCH | DEV-M087 | 20 |
| This module provides students at school and faculty level with a generic introduction to social science research. This includes introductory material on the nature of social science research, research design, the nature of quantitative and qualitative research methodology, and examines the process and skills needed for social science research. The module is the core module for DEV’s 3 MRes programmes: MRes International Development; MRes Development Practice and MRes Social Science Research (Faculty-wide). The module focuses on social science research in terms of design and methodology and complements other modules being offered in DEV and other schools on social science research methods and tools. |
| INTRODUCTION TO SOCIAL SCIENCE RESEARCH (MRES DP) | DEV-MD1Y | 20 |
| This module provides students with a generic introduction to Social Science research. This includes introductory material on the nature of Social Science research, research design and the nature of quantitative and qualitative research methodology. It also examines the skills needed for Social Science research. THIS MODULE IS ONLY AVAILABLE FOR MRES DEVELOPMENT PRACTICE STUDENTS. |
| MA IN INTERNATIONAL SOCIAL DEVELOPMENT:EXAM | DEV-M038 | 20 |
| This is a 3 hour exam taken by all students on the MA in International Social Development. |
| MA IN RURAL DEVELOPMENT:EXAM | DEV-M030 | 20 |
| This is a 3 hour exam taken by all students on the MA in Rural Development. |
| MA IN DEVELOPMENT ECONOMICS:EXAM | DEV-M032 | 20 |
| This is a 3 hour exam taken by all students on the MA in Development Economics. |
| MA IN EDUCATION AND DEVELOPMENT - EXAM | DEV-M036 | 20 |
| This is a 3 hour exam taken by all students on the MA in Education and Development. |
| MA IN GENDER ANALYSIS IN INTERNATIONAL DEVELOPMENT:EXAM | DEV-M034 | 20 |
| This is a 3 hour exam taken by all students on the MA in Gender Analysis in International Development. |
| MA IN GLOBALISATION AND INTERNATIONAL DEVELOPMENT : EXAM | DEV-M078 | 20 |
| This is a 3 hour exam taken by all students on the MA Globalisation and International Development. |
| MA IN INTERNATIONAL DEVELOPMENT:EXAM | DEV-M028 | 20 |
| This is a 3-hour exam taken by all students on the MA in Development Studies. |
| MA IN MEDIA AND INTERNATIONAL DEVELOPMENT: EXAM | DEV-M084 | 20 |
| This is a 3 hour exam taken by all students on the MA in Media and International Development. |
| MACROECONOMICS OF DEVELOPMENT | DEV-M076 | 20 |
| Why are some countries richer than others? The objective of the module is to provide a rigorous analysis of economic growth issues and examine macroeconomic models that describe determinants of long-term growth and income. We will study the role of capital accumulation, initial income, population growth, education, technological progress, and institutions in determining different patterns of economic development. Theory and data analysis will jointly help explain why some countries embark on divergent development paths. |
| MARINE ECOLOGY AND BIOLOGICAL OCEANOGRAPHY | ENV-MA15 | 20 |
| This module examines the ecological processes that underpin our dependence on and use of the marine environment for 'goods and services'. Students will study the ecology of marine organisms (from bacteria to fish), which provide the 'services' of climate modulation, nutrient regeneration and food production, threats to the sustainability of these services and the management challenges that result. The module will cover the evolution, biodiversity and molecular ecology of bacteria, diatoms, coccolithophores and nitrogen fixers, the physiology and distribution of zooplankton, the ecology of exploited populations and management of the marine environment including fisheries. Example ecosystems such as the Antarctic, mid ocean gyres and Eastern Boundary Upwelling Systems will be studied in detail and predictions of the impact of environmental change (increasing temperature, decreasing pH, decreasing oxygen, changes in nutrient supply and human exploitation) on marine ecosystems dynamics will be examined. Biological oceanographic methods will be critically evaluated. The module also includes lectures by biological oceanographers from the Centre for the Environment, Fisheries and Aquaculture Science (CEFAS). |
| MARINE ECOLOGY AND BIOLOGICAL OCEANOGRAPHY | ENV-MA15C | 20 |
| This module examines the ecological processes that underpin our dependence on and use of the marine environment for 'goods and services'. Students will study the ecology of marine organisms (from bacteria to fish), which provide the 'services' of climate modulation, nutrient regeneration and food production, threats to the sustainability of these services and the management challenges that result. The module will cover the evolution, biodiversity and molecular ecology of bacteria, diatoms, coccolithophores and nitrogen fixers, the physiology and distribution of zooplankton, the ecology of exploited populations and management of the marine environment including fisheries. Example ecosystems such as the Antarctic, mid ocean gyres and Eastern Boundary Upwelling Systems will be studied in detail and predictions of the impact of environmental change (increasing temperature, decreasing pH, decreasing oxygen, changes in nutrient supply and human exploitation) on marine ecosystems dynamics will be examined. Biological oceanographic methods will be critically evaluated. The module also includes lectures by biological oceanographers from the Centre for the Environment, Fisheries and Aquaculture Science (CEFAS). THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON THE APPLIED ECOLOGY - EUROPEAN PROGRAMME. |
| MASTER IN RESEARCH DISSERTATION | DEV-M05X | 80 |
| 15,000 to 20,000 words on an approved topic. |
| MEDIA AND DEVELOPMENT IN PRACTICE | DEV-M09Y | 20 |
| In this module students will be working in the university and in the local community to design, implement and evaluate their own ���live��� media and development project. This module is taught and facilitated by lecturers from DEV and by a team of professionals from a media and development organisation, called New Media Networks (NMN). NMN is a creative industries company that works in the UK and internationally for lasting social change. Students will also be working with staff (and possibly volunteers) from the local organisations we collaborate with. |
| MEDIA AND INTERNATIONAL DEVELOPMENT | DEV-M082 | 20 |
| Students will gain a broad understanding of the role and potential role of media in international development. Course participants will develop the skills to analyse and compare the efficacy and impacts of different media (broadcast/print/new media) when applied to a variety of development issues. Students will be encouraged to share and debate relevant media/development experiences and will be enabled to link knowledge from media research with research data from international development. The unit has several themes:- The role of media in development: An analysis of the role played by the media in international development. How are audiences in the developing worlds reached by and impacted on by the media. Global versus local: The impact of global media reach on audiences in the developing world. Can local media empower and influence citizens in the face of global media competition. The role of public service broadcaster in the digital era: An analysis of current trends in and influences on PSB globally. Democracy and the transition from state to public. Media ownership in the developing world. The role of the grass roots movement on broadcast organizations. The broadcast media as a campaigning tool: A comparative analysis of media efficacy in delivering health, education, environmental, conflict and gender equality messages to citizens. Shifts, trends and impacts of global media technology. |
| MICROECONOMICS OF DEVELOPMENT | DEV-M057 | 20 |
| The course consists of lectures, seminars / computer-based workshops, and an essay assessment. Topics include: • Poverty, inequality and economic performance • Individual and household decisions about consumption, adult and child labour supply, agricultural production, education, fertility, migration, etc. (Household and intra-household models) • Household surveys and their analysis • Markets for human capital - education, health and nutrition • Understanding rural, agricultural, urban and industrial institutions and organisations • Regulation • Collective choice, public goods, public order and corruption • Individual and household risk and insurance behaviour - e.g. AIDS in Africa • Infrastructure and development • Micro-economic analysis of liberalisation, privatisation and regulation |
| MODELLING ENVIRONMENTAL PROCESSES | ENV-MA11 | 20 |
| The aim of this course is to show how physical environmental problems may be solved from the initial problem, to mathematical formulation and numerical solution. There is a focus on examples within meteorology, oceanography and the solid earth. The course consists of lectures on numerical methods and computing practicals. These concentrate on the solution of ordinary and partial differential equations. The computing practicals will be run in Matlab. The module will guide students through the solution of a geophysical problem of their own choosing. The problem will be discussed & placed into context through an essay, and then solved & written up in a project report. Co-taught with ENV-3A11. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A11 OR EQUIVALENT |
| MSC IN CLIMATE CHANGE AND INTERNATIONAL DEVELOPMENT: EXAM | DEV-M086 | 20 |
| This is a 3 hour exam taken by all students on the MSC in Climate Change and International Development. |
| MSC IN ENVIRONMENT AND INTERNATIONAL DEVELOPMENT:EXAM | DEV-M042 | 20 |
| This is a 3 hour exam taken by all students on the MSC in Environment and International Development. |
| MSC IN IMPACT EVALUATION FOR INTERNATIONAL DEVELOPMENT: EXAM | DEV-M108 | 20 |
| This is a 3 hour exam taken by all students on the MSc in Impact Evaluation for International Development. |
| MSC IN IMPACT EVALUATION: EXAM | DEV-M098 | 20 |
| This is a 3 hour exam taken by all students on the MSc in Impact Evaluation. |
| MSC IN WATER SECURITY AND INTERNATIONAL DEVELOPMENT: EXAM | DEV-M104 | 20 |
| This is a 3-hour exam taken by all students on the MSc in Water Security and International Development. |
| NARRATIVES OF ENVIRONMENTAL CHANGE | ENV-MA75 | 20 |
| The aim of this Module is to introduce students to a range of different narratives of environmental change which have been influential in Western thought and action over the last 200 years and especially the last 50 years. It also aims to show how different narratives of past changes can be used to shape different environmental policy futures. The Module draws upon the sub-disciplines of environmental history, cultural geography, futures studies and systems theory and is taught by three experts in these fields. The Module is divided into three parts. In Part 1, through lectures and seminars we introduce students to seven different narratives of environmental change: for example, limits to growth, planetary boundaries, social-ecological resilience. In Part 2, through lectures we introduce four different arenas where environmental policy-making is currently active and show how different narratives of environmental change shape, constrain or inflect the development of environmental policy and the engagement of citizens. In Part 3, the students working in pairs lead a series of assessed seminars on allocated topics which bring together the historical narratives with areas of live policy debate. |
| NATURAL RESOURCES AND ENVIRONMENTAL ECONOMICS | ENV-MA44 | 20 |
| Have you ever wondered why human economic activity seems to be so bad for the environment? Does it have to be like that? Is it possible for human beings to enjoy high standards of living and a high quality environment? Through the study of the principles of Environmental Economics this course sets out to answer those questions. Addressing a wide-range of economy-environment problems including car pollution, over-fishing, climate change and declining oil stocks, the course shows that most environmental problems can be solved through the adoption of policies crafted with the careful application of economic reasoning. Co-taught with ENV-3A44. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A44 OR EQUIVALENT |
| NATURAL RESOURCES AND ENVIRONMENTAL ECONOMICS | ENV-MA44C | 20 |
| Have you ever wondered why human economic activity seems to be so bad for the environment? Does it have to be like that? Is it possible for human beings to enjoy high standards of living and a high quality environment? Through the study of the principles of Environmental Economics this course sets out to answer those questions. Addressing a wide-range of economy-environment problems including car pollution, over-fishing, climate change and declining oil stocks, the course shows that most environmental problems can be solved through the adoption of policies crafted with the careful application of economic reasoning. Co-taught with ENV-3A44 and ENV-MA44. THIS MODULE IS ONLY AVAILABLE STUDENTS ENROLLED ONTO THE VISITING STUDIES ENVIROMENTAL SCIENCES (EMAE). |
| OCEAN CIRCULATION | ENV-MA39 | 20 |
| This module gives you an understanding of the physical processes occurring in the basin-scale ocean environment. We will introduce and discuss large scale global ocean circulation, including gyres, boundary currents and the overturning circulation. Major themes include the interaction between ocean and atmosphere, and the forces which drive ocean circulation. Co-taught with ENV-2A39. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-2A39 OR EQUIVALENT |
| PALAEOCLIMATOLOGY | ENV-MA58 | 20 |
| This module investigates the geological evidence for major environmental changes through Earth history. It will explore selected topics that relate to the extent, timing and causes of past variations of climate as expressed through changes in the fossil and geological record. Lectures will draw on information from marine, ice core, terrestrial and lacustrine climate archives. Radiometric dating techniques and geochemical/quantitative methods of palaeoenvironmental reconstruction will be examined in practical classes. The module includes half-day excursions to examine key geological field sites in East Anglia. Co-taught with ENV-3A58. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A58 OR EQUIVALENT |
| PARTICIPATORY ENVIRONMENTAL DECISION-MAKING | ENV-MA54 | 20 |
| This module explores the rise of deliberative and participatory approaches to science and decision-making as one of the most significant recent developments in the environmental field. It examines: the theories, rationales and methods of participatory environmental decision-making (PEDM); their application in different institutional, social and geographical contexts; evaluation of participatory process effectiveness; and emerging critiques of participation. There is an emphasis on case studies to address these themes, developing practical as well as theoretical understandings of participatory approaches, and associated skills in facilitating environmental deliberation. Co-taught with ENV-3A54. MSci STUDENTS NOTE, TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A54 OR EQUIVALENT |
| PERSPECTIVES ON GLOBALISATION | DEV-M071 | 20 |
| This module is designed to introduce students to different conceptualisations of globalisation from different disciplinary perspectives (economic, political and sociological/cultural). It will discuss the history of globalisation and a number of key current debates about globalisation. These will include the impacts of globalisation on poverty and inequality, and the relationship between globalisation and democracy. The unit will also discuss social movements and resistances to globalisation. |
| POLITICAL ECOLOGY OF ENVIRONMENT AND DEVELOPMENT | DEV-M090 | 20 |
| This module seeks to provide students with a solid understanding of political ecology theory and enable them to apply this theory for analysing environment and development problems. After a brief introduction to the origins and beginnings of political ecology, students review key contributions to major policy fields in environment and development in a series of reading seminars, covering agriculture and biotechnology, climate change, conservation, fisheries, forestry, and water. Students also perform political ecology analyses of particular natural resource problems in small groups. The course ends with a workshop on contemporary theoretical debates in political ecology. |
| RESEARCH PROJECT 1 | DEV-MD4Y | 20 |
| In this module, students will conduct an organisational & policy analysis for their Final Independent Research Project. THIS MODULE IS ONLY AVAILABLE FOR MRES DEVELOPMENT PRACTICE STUDENTS. |
| RESEARCH PROJECT 2 | DEV-MD5Y | 20 |
| In this module, students will design and pilot their own research instruments for their Final Independent Research Project. THIS MODULE IS ONLY AVAILABLE FOR MRES DEVELOPMENT PRACTICE STUDENTS. |
| RESEARCH PROJECT 3 | DEV-MD6Y | 20 |
| In this module, students will develop a detailed research proposal for their Final Independent Research Project. THIS MODULE IS ONLY AVAILABLE FOR MRES DEVELOPMENT PRACTICE STUDENTS. |
| RESEARCH SKILLS | ENV-MB3Y | 20 |
| Semester 1 teaching is compulsory for all MSc students, while semester 2 is for students to attend the classes they need. The primary purpose of this module is to provide support and training for the dissertation to ensure that the necessary research is well planned in advance. To get the best possible start for the dissertation, advice is given on how to make the best use of UEA library resources, and how to undertake a literature review and the ethics procedures. There is also a discussion about the assessment for this module, which is the dissertation proposal. A substantial part of semester 1 is devoted to how to use statistics for the analysis of different types of projects. For students who are undertaking social science dissertations, supporting lctures and practicals are provided in semester 2. These include: social science research design to ensure there is a sound understanding of the fundamental concept and requirements of good research; questionnaire survey design; interviewing techniques; focus groups methods; and techniqies analysing qualitative data. This module must be taken before the ENV-MB4X Dissertation. |
| RESEARCH TECHNIQUES AND ANALYSIS | DEV-M027 | 20 |
| The course lectures and seminars will include the following topics: • Development research & research ethics • Research design and method; sampling, questionnaire design, interviews • The role of qualitative methods in quantitative research and mixed methods • Participatory and action research • Design and implementation of household surveys on various topics, e.g. income, consumption, employment, health, nutrition, education, etc. Basic data processing and statistical analysis and presentation |
| RESEARCH TOPICS IN EARTH SCIENCE | ENV-MA59 | 20 |
| The module allows engagement in Earth science research topics at an advanced level and involves advanced study skills. The module will be strongly research lead and based around student-centred learning. The module will involve a) engagement with appropriate research seminars in the School of Environmental Sciences and b) directed research based around key topics with discussions and student seminars. The topics included will vary from year to year, depending on current research programmes, but they are likely to include topics in sedimentary geology, sedimentology, palaeoclimate, geological resources, Earth history, the Earth system, nuclear waste repository sites, carbon dioxide sequestration. |
| RESEARCH TRAINING PROJECT | ENV-MA9Y | 60 |
| This year long module involves individual research in the environmental sciences with the topic suggested by and closely directed by a supervisor. The work will develop research skills through learning by doing and will be presented as a seminar and in the form of a research paper. The project differs from Year 3 project in requiring greater time and higher expected standards of research design and application of data. |
| RURAL LIVELIHOODS AND AGRARIAN CHANGE | DEV-M061 | 20 |
| Gender and Rural Livelihoods is a core module for all MARD and MAGAD students and is an option for all other masters students. It aims to provide an overview of rural livelihoods and approaches to their analysis as well as a critical assessment of the implications of gender and gender relations, and poverty, for livelihood building. The interconnections between the wider context within which livelihoods are built, including national policies and the character of specific locations, the social structure and rules that determine entitlements, the assets or resources available to individuals and groups, and their livelihood strategies, will be examined. The links between rural and urban, farm and non-farm for the livelihoods of rural people, over time, will also be explored. |
| RURAL POLICIES & POLITICS | DEV-M016 | 20 |
| Around three-quarters of the world's poor live in rural areas and the gap between poor and rich continues to widen. The fate of the rural poor can be greatly influenced by policy choices in areas such as trade, agriculture, land, social protection and the environment. This module analyses policy-making processes and key policy decisions in these and other areas. There are many critical policy choices, including decisions relating to the roles of the state and markets in planning and resource allocation; decisions about whether to allocate resources to subsidising production, or to provision of safety nets; whether to prioritise agriculture as the key to poverty alleviation, or to back diversification away from farm-based incomes. The answers to these and other critical policy decisions have to be explored within specific contexts. Policy choices that were made 20 or 30 years ago often appear ill-conceived today, partly because the context (including our knowledge and experience) has changed. Rural Policies recognises the importance of understanding context by exploring policy choices in relation to important trends that are impacting on rural areas: globalisation, urbanisation, de-agrarianisation, rural-urban linkages, conflict, HIV/AIDS, decentralisation, climate change and the strengthening geographical association between poverty and areas of low agricultural potential. |
| SOCIAL ANALYSIS FOR INTERNATIONAL DEVELOPMENT | DEV-M063 | 20 |
| Over the last few years, social development has become a leading focus in international development policy. Most international agencies and many of the larger NGOs have their own departments or divisions of social development. This module offers a detailed theoretical analysis of key concepts issues in social development, such as power relations, social capital, social exclusion, participatory development and different understandings of poverty. It focuses on the experiences of developing countries. |
| STABLE ISOTOPE GEOCHEMISTRY | ENV-MA81 | 20 |
| From supernovae and the early condensation of the solar system, through the climate history of the planet and on to modern stratospheric chemistry, studies using stable isotopes have made a significant contribution to our understanding of the processes that shape the Earth. In this module we look at the theory and practice of isotope geochemistry, covering analytical methods and mass spectrometry, fractionation processes, and isotope behaviour in chemical cycles in the geosphere, hydrosphere, biosphere and atmosphere. The course consists of lectures, practicals, including hands-on experience in the stable isotope laboratory, and student led seminars. |
| SUSTAINABLE CONSUMPTION | ENV-MA83 | 20 |
| This module investigates the impacts of consumption on social and environmental systems, and how these might be reduced. It presents the key theories and debates around sustainable consumption, and critically examines a range of strategies for achieving it, covering governmental, business, community and individual actors. A mainstream policy approach to sustainable consumption is contrasted with an alternative ���new economics��� model, and we examine a range of perspectives on what drives consumption patterns. Workshop exercises to apply these theories to ���real world��� examples will provide experiential learning opportunities. We then critically assess a selection of sustainable consumption initiatives in detail, for example local organic food, eco-housing, Transition Towns, local currencies and community-based behaviour-change campaigns. Co-taught with ENV-MA85, which is restricted to Norwich Business School students taking the MBA course. |
| THE CARBON CYCLE AND CLIMATE CHANGE | ENV-MA31 | 20 |
| Carbon dioxide is the greenhouse gas which has, by far, the greatest impact on climate change. Carbon dioxide is becoming even more important owing to continued fossil fuel emissions and its very long lifetime in the atmosphere. Predicting future climate or defining ‘dangerous’ climate change is challenging, in large part because the Earth’s carbon cycle is very complex and not fully understood. You will learn about the atmospheric, oceanic and terrestrial components of the carbon cycle, how they interact with each other, and how they interact with climate in so-called ‘feedbacks’. The understanding of the carbon cycle gained from this module is a vital foundation for all climate change research. Emphasis is given to the most recent, cutting-edge research in the field. Co-taught with ENV-3A31. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A31 OR EQUIVALENT |
| THEORY OF ENVIRONMENTAL ASSESSMENT | ENV-MA63 | 20 |
| Environmental assessment is a term used to describe procedures for evaluating the potential environmental consequences of policies, programmes, plans and projects. It is a well established tool for environmental policy integration, being routinely employed in more than 100 nations and by many international aid and funding agencies. This multidisciplinary module focuses on the theory and methods of environmental assessment and the decision-making contexts in which they are employed. It explains the procedural stages of, and selected methodologies for, environmental assessment and provides practical experience in applying them. Co-taught with ENV-3A63. Students are recommended to take ENV-MA64K. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A63 OR EQUIVALENT |
| THEORY OF ENVIRONMENTAL ASSESSMENT | ENV-MA63C | 20 |
| Environmental assessment is a term used to describe procedures for evaluating the potential environmental consequences of policies, programmes, plans and projects. It is a well established tool for environmental policy integration, being routinely employed in more than 100 nations and by many international aid and funding agencies. This multidisciplinary module focuses on the theory and methods of environmental assessment and the decision-making contexts in which they are employed. It explains the procedural stages of, and selected methodologies for, environmental assessment and provides practical experience in applying them. Co-taught with ENV-3A63. TO TAKE THIS MODULE YOU CANNOT HAVE PREVIOUSLY TAKEN ENV-3A63 OR EQUIVALENT THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON THE MSc APPLIED ECOLOGY - EUROPEAN PROGRAMME. |
| TOOLS AND SKILLS IN ENVIRONMENT AND DEVELOPMENT | DEV-M064 | 20 |
| This module aims to introduce a range of tools and frameworks used by researchers, government agencies, businesses and NGOs to inform and develop their environmental management strategies in a sustainable development context. Students will gain familiarity with the most important available approaches and an understanding of the key assumptions and ideas in environment-development research, monitoring and management systems. The module is taught through workshops and practical sessions, lectures and field or study visits within Norfolk. There is an emphasis on putting concepts into practice and understanding how environmental assessments guide management actions. Both individual and team projects will be important. Tools and frameworks covered may include environmental and social impact assessments, survey techniques for land, water or biodiversity, GIS and modelling of social-ecological systems, sustainable livelihoods analysis and integrated conservation and development. |
| UNDERSTANDING GLOBAL ENVIRONMENTAL CHANGE | DEV-M051 | 20 |
| This module provides an interdisciplinary introduction to the analysis and understanding of issues of environmental change, and of the relationships between environment and development. Students will have a critical understanding of social constructions of cause and effect relationships in environment and development issues, including a critical understanding of scientific assessments. They will be able to link these understandings to topics encountered in other courses, and to develop their own perspectives on environment and development issues. In particular they should understand the somewhat different perspectives in ‘less developed countries’ on environment and development issues. The course consists of weekly workshops and seminar sessions, which include videos and discussions oriented around core issues and readings. Assessment is based on coursework and written examination. |
| WATER SECURITY FOR DEVELOPMENT - THEORY AND CONCEPTS | DEV-M101 | 20 |
| The aim of ‘Water Security Theory and Concepts’ is to investigate the theory and conceptual frameworks that underpin research and policy work on ‘water security’. It will explore the background to rising concerns regarding the protection and use of water, and outline key problematics regarding its current treatment in research centres, in the literature and in practice. The module will examine the differences between water security and water resources security, and moreover, study the connections between water security with food, climate or energy security, and international, state and individual concerns regarding military security. |
| WATER SECURITY FOR DEVELOPMENT - TOOLS AND POLICY | DEV-M102 | 20 |
| The aim of ‘Water Security Tools and Policy’ is to investigate and provide a working familiarity with established and cutting-edge analytical, decision-making, and development tools (such as water footprinting or climate impacts assessment) for effective water security policy. It will utilise case study material, physical models, computer exercises and material brought or sourced by students to audit the water security of a system of interest (e.g. city, region, country, irrigation scheme). The students will record and assess the factors that affect water security such as laws and legal frameworks; water supply and demand volumes; institutions for managing water; climate change science and models; climate risks and adaptation; and future projections regarding societal change. Actions to address security will be discussed and formulated. |
| WAVES, TIDES AND SHALLOW WATER PROCESSES | ENV-MA40 | 20 |
| This module will explore physical processes in the ocean, building on what you learnt in Ocean Circulation. There will be a focus on applications of ocean physics to shelf seas. Topics will include: Tide generation, forces, harmonic tidal analysis of time series, propagation in shallow seas; Surface and internal waves, their role in air-sea exchange and upper ocean mixing; Role of tides and internal waves in global ocean mixing; Impact of ocean physics on biogeochemical processes, including seasonal phytoplankton blooms and shelf sea fronts; Remote sensing of sea surface temperature and chlorophyll is shelf seas. Estuarine circulation and sediment transport; Applications of ocean physics to water quality and pollution monitoring; Role of ocean science in the marine energy industry. This module is designed to follow on from ENV-MA39, which is a pre-requisite. |
| WELFARE AND EVALUATION IN DEVELOPMENT | DEV-M097 | 20 |
| This module aims to provide an introduction to the theory and practice of Impact Evaluation. For that purpose, the first part intends to address the theory of welfare, with particular reference to poverty, inequality and multi-dimensional ill-being. The second part of the module intends to provide an introduction the theories and practices of evidence based policy making, and the third part to cost-benefit and cost-effectiveness analysis. |
The MSc Climate Change and International Development degree has been designed to meet the career needs of people working in international development and climate change policy and practice.
Professional, Employability and Practical Skills
Fees for the academic year 2013/2014 will be: