| AQUATIC ECOLOGY | ENV-2A01 | 20 |
| An analysis of how biological, chemical and physical influences shape the biological communities of rivers, lakes and estuaries in temperate and tropical regions. There is an important practical component to this module and the first of the three pieces of written work involves statistical analysis of class data. The module fits well with other ecology modules and can also be taken alongside geochemical, sedimentological or hydrological modules. The module may also appeal to students with interests in international development. Pre-requisite requirements: A first-year ecology module in either ENV or in the School of Biological Sciences or an A-level in a biological subject or a biologically biased access course plus familiarity with basic statistics and data analysis. |
| AQUATIC ECOLOGY (CW) | ENV-2A01C | 20 |
| An analysis of how biological, chemical and physical influences shape the biological communities of rivers, lakes and estuaries in temperate and tropical regions. There is an important practical component to this module and the first of the three pieces of written work involves statistical analysis of class data. The module fits well with other ecology modules and can also be taken alongside geochemical, sedimentological or hydrological modules. The module may also appeal to students with interests in international development. Pre-requisite requirements: An academic background in ecology at first year undergraduate level plus familiarity with basic statistics and data analysis. |
| ATMOSPHERIC CHEMISTRY AND GLOBAL CHANGE | ENV-2A37 | 20 |
| Atmospheric chemistry and global change are in the news: stratospheric ozone depletion, acid rain, climate change, photochemical smog, global-scale air pollution, etc. This module covers the fundamental chemical principles and processes involving gases and particles in Earth���s changing atmosphere. It comprises lectures, problem solving classes, practical and computing labs, as well as a field trip to UEA's own atmospheric observatory in Weybourne/North Norfolk. |
| ATMOSPHERIC CHEMISTRY AND GLOBAL CHANGE (CW) | ENV-2A37C | 20 |
| Coursework only version of ENV-2A37 - NB reserved for autumn semester visiting students and those students taking ENV-2G02 Semester in Australia. |
| ATMOSPHERIC COMPOSITION: MEASUREMENT AND MODELLING | ENV-3A80 | 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. |
| BIODIVERSITY CONSERVATION AND HUMAN SOCIETY | ENV-3A17 | 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 and Development Studies. 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 2 core lectures plus one workshop / seminar / outside speaker each week. The module will be assessed by a spring semester exam and coursework designed to develop skills in reviewing and interpreting evidence to non-scientists. This will comprise a briefing paper written for non-specialist policy makers, reviewing scientific evidence and areas of uncertainty on a conservation topic, and providing recommendations for UK government policy and identifying research needed, involving both group (written report max 1500 words, conducted in pairs) and individual (powerpoint slideshow: a summary presentation for policy makers) elements. There are no formal prerequisites, but the module complements and builds on a number of 200 level module including: ENV / BIO 200 level core ecology modules (ie, populations, processes), ENV2A8Y Economics of the Environment, ENV-2A06 Environmental Politics and Policy Making, DEV-2C63 Natural Resources for Development II, DEV-2D64 Natural Resources for Development III. |
| BIODIVERSITY CONSERVATION AND HUMAN SOCIETY (CW) | ENV-3A17C | 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 Geography and international Development and Development Studies. 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 be assessed by a spring semester exam and coursework designed to develop skills in reviewing and interpreting evidence to non-scientists. This will comprise a briefing paper written for on-specialist policy makers reviewing scientific evidence and areas of uncertainty on a conservation topic, and providing recommendations for UK government policy and identifying research needed, involving both group (written report max 1500 words conducted in pairs) and individual (PowerPoint slideshow: a summary presentation for policy makers) elements. There are no formal prerequisites, but the module complements and builds on a number of 200 level units including ENV/BIO 200 level core ecology modules (i.e. populations, processes) ENV-2A8Y Economics of the Environment, ENV-2A06 Environmental politics and Policy Making, DEV-2C63 Natural Resources for Development II, DEV-2D64 Natural Resources for Development III. (Alternative assessment version for autumn semester visiting students.) |
| BIOLOGICAL OCEANOGRAPHY AND MARINE ECOLOGY | ENV-3A15 | 20 |
| This module examines the biological and 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 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 polar regions, 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 ecosystem dynamics, will be examined. The module also includes lectures and workshops by biological oceanographers from the Centre for the Environment, Fisheries and Aquaculture Science (CEFAS). |
| BIOLOGICAL OCEANOGRAPHY AND MARINE ECOLOGY | ENV-3A15C | 20 |
| This module examines the biological and 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 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, increasing oxygen minimum zones, changes in nutrient supply and human exploitation) on marine ecosystem dynamics, will be examined. Biological oceanographic methods will be critically discussed. The module also includes lectures and workshops by biological oceanographers from British Antarctic Survey (BAS), the Centre for the Environment, Fisheries and Aquaculture Science (CEFAS) and the Sir Alister Hardy Foundation of Ocean Science (SAHFOS). The module is designed for students with some prior knowledge of ecological techniques, and so ENV-2A01 Aquatic Ecology is a pre-requisite. (Alternative assessment version for autumn semester visiting students.) |
| CATCHMENT WATER RESOURCES | ENV-3A60 | 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-MA60. |
| CHEMICAL OCEANOGRAPHY | ENV-2A45 | 20 |
| Covers the major processes that set the chemical composition of the oceans, the distribution of nutrient, and carbon, the distribution of life in the oceans and the interaction of the oceans and atmosphere. how this interacts with the atmosphere to maintain the global environment of the Earth. Elements of physical oceanography and ocean circulation, of geochemistry, marine biology and global change science are covered. |
| CHEMICAL OCEANOGRAPHY (CW) | ENV-2A45C | 20 |
| Covers the major processes that set the chemical composition of the oceans, the distribution of nutrient, and carbon, the distribution of life in the oceans and the interaction of the oceans and atmosphere. Elements of physical oceanography and ocean circulation, of geochemistry, marine biology and global change science are covered. Coursework only version for Visiting Students. |
| CLIMATE CHANGE HISTORY, ECONOMICS AND GOVERNANCE (CW) | ENV-2A09C | 20 |
| Understanding modern and ancient depositional environments: their processes and products. Economic and environmental aspects of sediments. |
| CLIMATE CHANGE: PHYSICAL SCIENCE BASIS | ENV-3A49 | 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, our current understanding of anthropogenic effects on climate, and the uncertainties/limitations of our scientific knowledge. 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-MA49. |
| CLIMATE CHANGE: PHYSICAL SCIENCE BASIS | ENV-3A51 | 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, our current understanding of anthropogenic effects on climate, and the uncertainties/limitations of our scientific knowledge. 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-MA49. This module is restricted to MSci Climate Science students only. |
| CLIMATE CHANGE: SCIENCE AND POLICY | ENV-2A09 | 20 |
| Understanding modern and ancient depositional environments: their processes and products. Economic and environmental aspects of sediments. |
| CONTEMPORARY ISSUES IN RESOURCE DEVELOPMENT & CONSERVATION | DEV-3D12 | 20 |
| This module examines key themes relating to natural resource management systems in the developing world. Specifically, themes such as the relation between science and policy, the implications of increased participation and local control and compatibility of resource conservation and development are discussed from a multi-disciplinary perspective. Each year these themes will be explored within two selected contexts such as - African pastoralism, water resources and irrigated agriculture, forestry, biodiversity, fisheries and aquatic resources, environment and conservation, etc. |
| CRITICAL ANALYSIS OF ENVIRONMENT AND DEVELOPMENT | DEV-2D64 | 20 |
| This unit continues to explore and develop the themes covered in NR1 and NR2 and exposes students to a number of new quantitative data collection and analysis tools to analyze and interpret data sets. The unit also introduces some conceptual and management approaches to natural resources. The unit focuses on the understanding of climate and water as resources and agricultural research and agricultural systems. The unit is taught around themes of: quantifying natural resources - the water balance; managing water resources - supply and demand; dealing with environmental variability; agricultural research and innovation; and participation processes and users of outputs. |
| DEVELOPMENT IN PRACTICE | DEV-3D40 | 20 |
| This module aims to provide practical training and learning opportunities to support students to develop capabilities and skills to be effective development practitioners in the field and workplace, whether in the UK or abroad. Students will draw on and apply conceptual and subject-related knowledge gained through their degree to specific development challenges, thereby enhancing understanding of the relationship between theory and practice in international development and in particular in project planning and evaluation. The course will be delivered through lectures, discussions and skills based workshops. Students will be required to work individually and in teams towards course objectives and assessments. |
| DEVELOPMENT WORK EXPERIENCE | DEV-3C33 | 20 |
| This unit will provide students with the opportunity to experience development work overseas in a range of activities e.g. education, conservation, working with disabled people, journalism. It is expected that the student will work for between 15-20 hours per week over a 3 month period. The assessment will consist of an extended report (2,500 words maximum) by the student on the work experience they have done. THIS IS RESTRICTED TO DEV AND EGID STUDENTS ONLY. |
| DISSERTATION | DEV-3D2Y | 40 |
| A dissertation on a topic within development studies in consultation with a supervisor. THIS IS RESTRICTED TO DEV AND EGID STUDENTS ONLY. |
| EARTH AND LIFE | ENV-3A38 | 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-MA38. |
| EARTH SCIENCE FIELD SKILLS | ENV-2A98K | 10 |
| In addition to the laboratory-based skills offered in ENV 2A96 (Earth Science Skills) this module concentrates on Earth Science field observation, description and interpretation. During a residential course you will develop a field skill-set, which is designed for students planning an independent project requiring Earth Science field skills. This module is strongly recommended for Environmental Earth Science students. The primary focus will be on geological mapping, structure and stratigraphy, but this module may include hydrogeological, geochemical and Quaternary techniques depending on field location and staff availability. Assessment is course work only. Students should have completed at least 40 credits of Earth Science or Geophysics modules before taking this module. |
| EARTH SCIENCE SKILLS | ENV-2A96 | 10 |
| Good observational and descriptive skills lie at the heart of many areas of Environmental Science. This module is designed to develop those and is particularly suitable for students with interests in Earth and Geophysical Sciences. It will cover generic Earth Science skills of use for projects in this area. The module will include: observing, describing and recording the characteristics of geological materials (hand specimen and under microscope); measuring and representing 3d data, and reading geological maps. It will be taught mostly in laboratory classes and by self-study exercises. Taught in the second half of the semester. Before taking this module you must take or be enrolled on at least 40 credits from this list - ENV-2A12, ENV-2A12K, ENV-2A43, ENV-2A65, ENV-2A25, ENV-2A27, ENV-2A30. |
| EARTH SYSTEM GEOCHEMISTRY | ENV-2A30 | 20 |
| Examines how the earth system and its geochemical cycling operate on both global and micro scales. Emphasis is on natural cycles, starting with big themes such as crust-hydrosphere-biosphere interaction and its effects on the long term C cycle, including regulation of carbon dioxide. Elements, isotopes, organic molecules (and their isotopic compositions) are used as tracers of processes and events in earth history. Organic matter, its chemistry and its relationship to both the C and S cycles is explored. Dating of geological materials with radiometric methods is introduced. The course explores themes in both deep time (millions of years) and more recent glacial-interglacial cycles (thousands to hundreds of thousands of years). |
| EARTHQUAKE AND VOLCANIC HAZARDS | ENV-3A04 | 20 |
| The aim of the module is to be able to solve geophysical problems (both physical and chemical) in a methodical way. Problems will be described conceptionally, then defined mathematically, then solved numerically. Emphasis on numerical solutions to partial differential equations encountered in geophysical sciences: their stability and accuracy. Case studies from meteorology, oceanography, hydrology and geophysics. Extensive project work involved. |
| EARTHQUAKE AND VOLCANIC HAZARDS WITH FIELDCOURSE | ENV-3A04K | 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 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-MA04K |
| ECONOMICS FOR DEVELOPMENT 2: Microeconomics | DEV-2C51 | 20 |
| This unit covers the microeconomic aspects of development economics with a focus on households and industrial firms. Topics will include the economic behaviour of agricultural households, intrahousehold inequality and relationships between land, labour, credit and insurance markets and rural institutions. The unit will also cover issues related to the firm and market structure. BEFORE TAKING THIS MODULE YOU MUST TAKE DEV-1B22. |
| EDUCATION AND INTERNATIONAL DEVELOPMENT | DEV-2C29 | 20 |
| This module provides students with an understanding of key theories and current debates linking education to development and relating these to international and national education strategies, policies and educational practices. The module will have an introductory session followed by four blocks. The first block introduces students to three key theories and how they are played out in the context of education - human capital, rights and capabilities/social justice. This is followed by three lectures examining how these are articulated in and through different forms of education - formal/schooling, non-formal/adult education and informal/learning in family or community environments and through labour. The third block will explore issues of difference and inclusion in relation to current and interrelated educational priorities such as economic poverty and child labour; gender inequalities and gender violence; and minoritised groups (on the basis of ethnicity, class, language etc.). The fourth block investigates theories of learning and their provenance and both classroom practices and pedagogies and elarning in 'informal' out of school contexts. |
| EMPLOYABILITY SKILLS FOR ENVIRONMENTAL SCIENTISTS | ENV-2B52 | 10 |
| In this module you will acquire the generic work-ready skills relevant to graduate level employment in the Environmental business sector. The module objectives and content is shaped by consultation with managers of business in the Environmental Sciences sector including Local Government, Providers of Environmental Services and Utilities, Energy Exploration, Sustainable Energy Resources, Conservation and Not-for-profit organisations. These highly desirable work-ready skills that are currently lacking in the majority of graduate students will be taught through a theoretical understanding and supported by practice of skills through environmental case studies that include sessions led by guest speakers associated with a range of Environmental business. |
| ENVIRONMENTAL ANALYTICAL CHEMISTRY | ENV-2A92 | 10 |
| This module is designed to teach skills necessary for the acquisition of good quality chemical data in environmental systems, and in the interpretation of this data. The module will focus on the collection of environmental samples for chemical analysis, methods of chemical analysis and the analytical and mathematical techniques used for data quality control. There will be a large component of practical work. This module will be particularly relevant for those wishing to do a chemistry-related project later in their degree. Taught in the first half of the semester. |
| ENVIRONMENTAL POLITICS AND POLICY MAKING | ENV-2A06 | 20 |
| Examines the theoretical and empirical development of environmental politics in modern society (mostly in the European Union) including: the sources of modern environmentalism and its many manifestations in modern policy making systems; the environmental policies of the UK and the European Union; different theories of political power and public policy making; the role of environmental pressure groups and business; global environmental politics and policy making. The module draws heavily on the theoretical interpretation of everyday examples of politics, which are explored in student seminar presentations and in an extended case study (i.e. essay). This module is co-convened by Professor Andrew Jordan and Dr Irene Lorenzoni. |
| FIELD COURSE | DEV-3C11 | 20 |
| This field based unit is designed to enable students to develop and practise Rapid Rural Appraisal and Participatory Rural Appraisal field techniques and methods of natural and human resource assessment in the context of a rural environment in Europe. The course takes place during a two week period at the beginning of the summer vacation. THIS IS RESTRICTED TO DEV BSC STUDENTS ONLY. |
| FIELD COURSE TO EAST AFRICA | ENV-3A55K | 20 |
| This fourteen-day field course to a remote part of north-western Kenya is set provisionally to run in late June/early July 2013 and only if 24 students accept a place. A significant personal contribution towards costs is required. The field course will be advertised in November 2012 via emails to eligible students and applications are made directly to the module organizer. Places will be offered and must be accepted before the Christmas Break. Planning begins in February 2013 and preparatory sessions are held throughout the Spring Semester. All preparation sessions are compulsory and involve lectures (1-2 pm on Wednesdays), tutorials for working groups (unslotted), first-aid training and attendance at a travel clinic. With the help of a project adviser, three-person groups develop a project design that will test in Kenya hypotheses in ecology, social science or an interdisciplinary combination of these. Different projects have different learning outcomes depending on the subject of the project. All projects work within limits set by health and safety. This module is incompatible with any Spring semester module that uses Wednesdays 1-2 pm for formal or informal classes. |
| FOSSIL FUELS | ENV-3A33 | 20 |
| Geological, economic and political aspects of fossil fuels (oil, natural gas and coal) are introduced. These are used to discuss environmental concerns arising from the use of fossil fuels, and the potentially profound implications of future fuel scarcity. This module is suitable for students taking degrees in the School of Environmental Sciences. Some knowledge of Earth Science will be expected. Before taking this module you must take or be taking at least 20 credits or Earth Science or Geophysics modules at honours level. |
| Fossil Fuel (CW) | ENV-3A33C | 20 |
| Geological, economic and political aspects of fossil fuels (oil, natural gas and coal) are introduced. These are used to discuss environmental concerns arising from the use of fossil fuels, and the potentially profound implications of future fuel scarcity. CW only version of ENV-3A33 for Autumn Visiting Students only. Students should have some background knowledge of Earth Science or Geophysics. |
| GENDER AND DEVELOPMENT | DEV-2C25 | 20 |
| This module builds on the introduction to gender issues in the DEV 1 Introduction to Development Studies, and sits alongside the SAND 2 anthropology module where disciplinary approaches to gender are covered. This however is an interdisciplinary module which is open to students following any principles combination. The course will begin by exploring the various approaches to theorising gender and development, then introduces and explains a range of key concepts as the foundations of gender analyses. The second part of the course applies these concepts in examining a selection of important relevant debates: land and property rights, work and employment policies, voice and empowerment, violence, religion and the gendered nature of institutions. |
| GEODYNAMICS: EARTH'S ENGINE | ENV-2A43 | 20 |
| Processes in the Earth’s interior have exerted a profound influence on all aspects of the Earth’s system through geological time. This module is designed to explore all aspects of those processes from the creation and destruction of tectonic plates to the structure of the Earth’s interior and the distribution and dissipation of energy within it. This will include: the theory and mechanisms of plate tectonics, the heat distribution of the Earth’s interior, the generation of magma and volcanism; the mechanisms behind earthquakes and distribution of seismic energy. The geological record of this activity, its evolution and impacts on the Earth will also be discussed. |
| GEODYNAMICS: EARTH'S ENGINE (CW) | ENV-2A43C | 20 |
| Processes in the Earth���s interior have exerted a profound influence on all aspects of the Earth���s system through geological time. This module is designed to explore all aspects of those processes from the creation and destruction of tectonic plates to the structure of the Earth���s interior and the distribution and dissipation of energy within it. This will include: the theory and mechanisms of plate tectonics, the heat distribution of the Earth���s interior, the generation of magma and volcanism; the mechanisms behind earthquakes and distribution of seismic energy. The geological record of this activity, its evolution and impacts on the Earth will also be discussed. THIS IS FOR VISITING STUDENTS ONLY. |
| GEOSCIENCES FIELDCOURSE | ENV-3A57K | 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. |
| GEOSCIENCES FIELDCOURSE: GREECE | ENV-3A77K | 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-3A57K (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. This module is co-taught with ENV-MA77K. |
| GIS SKILLS FOR DISSERTATIONS | ENV-2A94 | 10 |
| This module focuses on the practical use of GIS for dissertations. After an introductory ‘refresher’ of GIS basics it will review the different techniques that can be used to create and edit data in a GIS, as well as existing digital databases from which map data can be extracted and downloaded. Particular attention will be given to Ordnance Survey mapping for the UK, but other international resources will also be discussed. The module will emphasise issues of error and uncertainty as they apply to spatial data and introduce the use of the ArcGIS ModelBuilder as a way of documenting and efficiently repeating more complex analysis procedures. Assessment will be through a small group project involving the download, integration, analysis and display of spatial data. Taught in the second half of the semester. |
| GLOBAL ENVIRONMENTAL CHANGE | ENV-3A20 | 20 |
| An exploration of both the scientific causes of global environmental change and the integrative and complex nature of the societal response to such changes. An examination of attempts to predict future trends in the global environmental over the next few centuries. Topics covered include climate change, the carbon cycle, global pollution, and sea level rise. Group projects will tackle multi-disciplinary topics within these areas, using research literature and by interaction with researchers currently in these fields. |
| GLOBALISATION AND ECONOMIC DEVELOPMENT | DEV-3D22 | 20 |
| The impact of globalisation on economic development and the role played by the global economic institutions (World Bank, IMF and WTO) are central issues today. The module examines the implications of the global integration of the markets for goods, technology, capital and labour. It extends the analysis of trade and international finance in Economics for Development 3, looks at the role of transnational corporations in the world economy and the international transfer of technology, and examines the international mobility of labour. It asks what are the implications of these developments for the nation state and how can the global economy be regulated? |
| HYDROLOGY AND HYDROGEOLOGY | ENV-2A65 | 20 |
| An introduction to hydrology and hydrogeology: the basic equations describing fluid movement in groundwater systems will be derived and applied. The main techniques to investigate groundwater flow systems are highlighted. Water circulation within river catchments is discussed by means of the catchment water balance. The physical process represented by each component of the water balance will be covered as well as the current methods of quantifying these fluxes of water within the catchment . Principles of catchment modelling are outlined. |
| HYDROLOGY AND HYDROGEOLOGY (CW) | ENV-2A65C | 20 |
| An introduction to hydrology and hydrogeology: the basic equations describing fluid movement in groundwater systems will be derived and applied. The main techniques to investigate groundwater flow systems are highlighted. Water circulation within river catchments is discussed by means of the catchment water balance. The physical process represented by each component of the water balance will be covered as well as the current methods of quantifying these fluxes of water within the catchment . Principles of catchment modelling are outlined. Coursework only version for Visiting Students. |
| Human Geography of Climate Change | ENV-3A40 | 20 |
| This module builds on, and complements, the Year 2 module Climate Change: history, economics and governance, but focuses on sociological, psychological and cultural approaches to understanding climate change in society. Climate change risks and opportunities are perceived very differently within and between societies and this module will explore some of the reasons for this, including issues such as cultural cognition of risk, climate change ethics, science controversies and climate contrarianism. The module will also consider how climate change is represented in the media through language, metaphor and image, practices which shape public and policy discourse around climate change. In recent years, the creative arts have engaged the idea of climate change through the imagination ��� in film, fiction and visual form. Some of this work will be introduced and analysed in terms of communication, engagement and human values. Students will have a chance to explore some of these aspects through mini-projects which will be discussed in class seminars. |
| INDEPENDENT PROJECT | ENV-3A91 | 40 |
| The project is an independent piece of research. With guidance from a supervisor, each student chooses a topic, designs the research and collects, analyses and interprets data. The student is expected to report on progress at various stages: in the selection of a topic, the detailed plan, an interim report and an oral presentation. A final report in the form of a dissertation not exceeding 10,000 words is required, together with a research poster which summarises the main aspects of the work. This module is compulsory for several degree courses in the School of Environmental Sciences and is restricted to Environmental Sciences students. |
| INTERACTIONS AND POPULATIONS | ENV-2A35 | 20 |
| Ecology can be defined as the scientific study of how organisms interact with each other and their physical environment. In this module we will look closely at how interactions between individuals determine the structure and functioning of populations. We will start by considering antagonistic interactions between members of different trophic levels, their evolution and the possible coevolution. The nature of these interactions will be analysed by examining the rules that determine how animals behave while foraging, including evolution of optimal foraging strategies in relation to both diet width and patchy environments. Consideration of competition will lead into the population consequences of both within trophic level and between trophic level interactions. We will examine basic concepts of population ecology- age structure, limits to growth, time delays and density dependence illustrated using simple models and case studies of plant and animal populations set within an evolutionary context. We will move on to consider the role of mutualistic interactions in dispersal processes and spatially explicit population processes including the effect of landscape structure on population dynamics, metapopulation dynamics, ecological mechanisms (dispersal, predation) and community structure. A-level Biology is an acceptable alternative pre-requisite for this module. Please note: you cannot take this module if you have already taken ENV-2A03, BIO-2B03 or ENV-2A28. |
| INTERACTIONS AND POPULATIONS (CW) | ENV-2A35C | 20 |
| Ecology can be defined as the scientific study of how organisms interact with each other and their physical environment. In this module we will look closely at how interactions between individuals determine the structure and functioning of populations. We will start by considering antagonistic interactions between members of different trophic levels, their evolution and the possible coevolution. The nature of these interactions will be analysed by examining the rules that determine how animals behave while foraging, including evolution of optimal foraging strategies in relation to both diet width and patchy environments. Consideration of competition will lead into the population consequences of both within trophic level and between trophic level interactions. We will examine basic concepts of population ecology- age structure, limits to growth, time delays and density dependence illustrated using simple models and case studies of plant and animal populations set within an evolutionary context. We will move on to consider the role of mutualistic interactions in dispersal processes and spatially explicit population processes including the effect of landscape structure on population dynamics, metapopulation dynamics, ecological mechanisms (dispersal, predation) and community structure. A-level Biology is an acceptable alternative pre-requisite for this module. Please note: you cannot take this module if you have already taken ENV-2A03, BIO-2B03 or ENV-2A28. (Alternative assessment version for autumn semester visiting students.) |
| LATIN AMERICAN DEVELOPMENT | DEV-2D42 | 20 |
| A regional studies module which covers economic, social and political aspects of development in Latin America. It situates the region in its historical and international context, and gives an overview of major development debates in the region. The module also includes country case studies of contrasting development strategies. |
| LOW CARBON ENERGY | ENV-2A82 | 20 |
| This module will focus on the decarbonisation of energy supply and demand in a carbon constrained world. It will examine the role of energy efficiency and low carbon energy technologies, such as wind energy, solar energy, hydrogen and fuel cells, taking into consideration important current issues and sectors for application. This knowledge is used to support an analysis of future energy supply and demand that includes management, policy and technical aspects. This version of the module is assessed by coursework and an exam. |
| LOW CARBON ENERGY WITH FIELDCOURSE | ENV-2A82K | 20 |
| This module will focus on the decarbonisation of energy supply and demand in a carbon constrained world. It will examine the role of energy efficiency and low carbon energy technologies, such as wind energy, solar energy, hydrogen and fuel cells, taking into consideration important current issues and sectors for application. This knowledge is used to support an analysis of future energy supply and demand that includes management, policy and technical aspects. This version of the module, which includes a one week field course that will take place at Easter, is assessed by coursework and fieldwork projects. There is no exam. |
| MACROECONOMICS OF DEVELOPMENT | DEV-2D52 | 20 |
| This module covers macroeconomic and international aspects of development economics. The macroeconomics of development deals with issues of inflation, balance of payments disequilibrium, economic stabilisation and economic growth. The international part of the module includes trade theory, the terms of trade and experiences of protection and export promotion. |
| MARINE SCIENCES FIELDCOURSE | ENV-2A47K | 20 |
| This 11 day 20 credit field course studies physical, chemical and biological coastal oceanographic processes and will probably take place in June. The course includes lectures and practical experience of oceanographic instrumentation, chartwork, numerical analysis of data using matlab and a poster presentation at ENV. The second week of the course will take place in Oban, using the oceanographic research ships and laboratory facilities of the Dunstaffnage Marine Laboratory. The course has no pre- or co-requisites and is open to 1st and 2nd year students. However it will be of particular relevance to those studying ENV-2A39 Ocean Circulation, ENV-2A45 Chemical Oceanography and ENV-3A15 Biological Oceanography and Marine Ecology. PLEASE NOTE THAT YOU CAN ONLY ENROL ONTO THIS MODULE VIA AN APPLICATION FORM FROM THE SCHOOL AND NOT VIA THE STANDARD MODULE ENROLMENT PROCESS. ALSO THE MODULE RUNS IN THE SUMMER PRIOR TO THE START OF THE ACADEMIC YEAR. |
| MATHEMATICS FOR SCIENTISTS III | ENV-2A21 | 20 |
| This module contains mathematical techniques applicable to a wide range of ENV modules. Among topics covered: matrix algebra, linear equations and eigenvectors, numerical methods, vector fields, Maple programming and complex variables. |
| MATHEMATICS FOR SCIENTISTS III (CW) | ENV-2A21C | 20 |
| This module contains mathematical techniques applicable to a wide range of ENV modules. Among topics covered:matrix algebra, linear equations and eigenvectors, numerical methods, vector fields, maple programming and complex variables. This coursework only version is reserved for autumn semester visiting students. |
| MATHEMATICS FOR SCIENTISTS IV | ENV-2A22 | 20 |
| This module shows how mathematics can be applied to the environment. Topics include: fluid dynamics, partial differential equations, waves, Fourier analysis, applications of solid mechanics to geophysics, including stress, strain and elasticity. |
| METEOROLOGY | ENV-2A23C | 20 |
| THIS IS A COURSEWORK VARIANT FOR AUTUMN SEMESTER VISITING STUDENTS ONLY. Coursework does not include fieldwork. See ENVF2A23. This module is designed to give a general introduction to meteorology, concentrating on the physical processes in the atmosphere and how these influence our weather. The module contains both descriptive and mathematical treatments of Radiation Balance, The General Circulation, Thermodynamics and Dynamics and the assessment is designed to allow those with either mathematical or descriptive abilities to do well; however a reasonable mathematical competence is essential. This coursework only version is reserved for autumn semester visiting students. |
| METEOROLOGY I | ENV-2A23 | 20 |
| Coursework does not include fieldwork. See ENVF2A23. This module is designed to give a general introduction to meteorology, concentrating on the physical processes in the atmosphere and how these influence our weather. The module contains both descriptive and mathematical treatments of Radiation Balance, The General Circulation, Thermodynamics and Dynamics and the assessment is designed to allow those with either mathematical or descriptive abilities to do well; however a reasonable mathematical competence is essential. |
| METEOROLOGY II | ENV-2A24 | 20 |
| This module will build upon the material covered in ENV-2A23 (Meteorology I) covering topics such as synoptic meteorology, micro-scale processes, the General Circulation and weather forecasting. |
| METEOROLOGY II WITH FIELDCOURSE | ENV-2A24K | 20 |
| This module will build upon material covered in ENV-2A23 (Meteorology I) covering topics such as synoptic meteorology, micro-scale processes, the General Circulation and weather forecasting. The module also includes a week long Easter vacation residential fieldcourse, based in the Lake District, focusing on micrometeorology, microclimate and synoptic processes. |
| MODELLING ENVIRONMENTAL PROCESSES | ENV-3A11 | 20 |
| The aim of the module is to show how geophysical problems may be solved from the initial problem, to mathematical formulation and numerical solution. Problems will be described conceptually, then defined mathematically, then solved numerically via computer programming. The module consists of lectures on numerical methods and computing practicals (Matlab): the practicals being designed to illustrate the solution of problems using the methods covered in lectures. The module will guide students through the solution of a geophysical problem of their own choosing. The problem will be discussed and placed into context through an essay, and then solved and written up in a project report. |
| NATURAL RESOURCES AND ENVIRONMENTAL ECONOMICS | ENV-3A44 | 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-MA44. |
| OCEAN CIRCULATION | ENV-2A39 | 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. You should be familiar with partial differentiation, integration, handling equations and using calculators. Co-taught with ENV-MA39 |
| OCEAN CIRCULATION (CW) | ENV-2A39C | 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. You should be familiar with partial differentiation, integration, handling equations and using calculators. Co-taught with ENV-MA39. THIS MODULE IS FOR VISITING STUDENT ONLY. |
| PALAEOCLIMATOLOGY | ENV-3A58 | 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-MA58. STUDENTS MUST TAKE EITHER ENV-2A30 EARTH SYSTEM GEOCHEMISTRY OR ENV-2A25 SEDIMENTOLOGY PRIOR TO TAKING THIS MODULE |
| PARTICIPATORY ENVIRONMENTAL DECISION-MAKING | ENV-3A54 | 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-MA54. |
| POLITICS AND INTERNATIONAL DEVELOPMENT | DEV-2D78 | 20 |
| This SAND unit is the third and last unit covering social analysis and its application to development issues. It focuses on political science and its application to development issues, covering topics that include: political ideology: interest groups and political parties: the state and development: religion and politics: cultural pluralism and ethnic conflict: politics of class/caste struggle and social justice: authoritarian and democratic paths to development: power: civil society and social movements: and globalisation and development. |
| POLLUTION, TOXICOLOGY AND CHEMISTRY | ENV-3A08 | 20 |
| Multidisciplinary module about problems of managing pollution, focussing on regional and urban issues, this module will unashamedly shift viewpoint between chemical, legislative, economic, historical and social interpretations of pollution. |
| PUBLIC POLICY AND WELFARE | DEV-3D38 | 20 |
| This unit explores issues in public policy and welfare on the basis of a detailed examination of case material drawn from the developing and developed worlds. The unit examines the development of social welfare systems from a political economy perspective. It provides a framework for assessing the impact of public policies on different welfare outcomes, and for understanding the nature of public policy reform. |
| QUANTITATIVE EVIDENCE IN DEVELOPMENT | DEV-2C27 | 20 |
| Throughout the study of international development, it is important to weigh our theoretical ideas and policy recommendations against the available evidence. This unit deals with the use of quantitative evidence. The aim is to enable students i) to understand quantitative analysis encountered in other units, ii) to become critical readers of Published quantitative data analysis and iii) to gather, analyse and Interpret quantitative evidence themselves in support of their own study of development questions. The unit deals with sampling approaches, a review of descriptive statistics and a number of inferential methods. Techniques taught include simple tests for group differences such as the t-test, analysis of variance and linear regression. |
| RESEARCH METHODS FOR SOCIAL ANTHROPOLOGY | DEV-2D80 | 20 |
| Part 1: Epistemologies, methodologies and methods Epistemologies, methodologies and methods, ethics, access, reflexivity. Rigour in qualitative research, triangulation, research design, sampling and selection. Part 2: Evidence and Testimony Kinds of interviews: structured, semi- structured, unstructured. Studying change: life histories, trends, ���impact evaluation���, archives. Studying kinship and relatedness: genealogies. Discourse analysis Using case studies Part 3: Measurement and observation Participant observation, field notes. Measurement: time allocation, anthropometry, nutrition, health. Emic approaches: diaries, photography Ethnographic film Part 4: Analysis and interpretation Problems of causation, replication Interpreting speech. Using secondary data and policy documents. Discourse and textual analysis. Use of qualitative software Part 5: Ethnographic Products Ethnographic writing: emic/etic, analytical and descriptive Thick description, intertextuality and ethnographic comparison Ethnographic film. |
| RESEARCH SKILLS FOR SOCIAL SCIENTISTS | ENV-2A90 | 10 |
| The study of society and its relationship to the natural environment poses distinct research challenges and social science presents a range of approaches and methods with which to address these problems. This module provides an introduction to the theory and practice of social science research. It covers research design, sampling, data collection, data analysis and interpretation, and presentation of results. It is recommended for any student intending to carry out a social science-based research project. Taught in the first half of the semester. |
| SEDIMENTOLOGY | ENV-2A25 | 20 |
| Understanding modern and ancient depositional environments: their processes and products. Economic and environmental aspects of sediments. |
| SEDIMENTOLOGY (CW) | ENV-2A25C | 20 |
| Coursework only version of ENV-2A25 - NB reserved for autumn semester visiting students and those students taking ENV-2G02 Semester in Australia only. |
| SOCIAL ANTHROPOLOGY AND INTERNATIONAL DEVELOPMENT 2 | DEV-2C77 | 20 |
| This SAND module is the second part of three modules covering social analysis and its application to development issues. The module focuses on anthropology and its application to development issues, covering topics that include: fieldwork and ethnography, kinship and marriage, personhood and gender, cultural rights, gift exchange, the cultures of capitalism and the anthropology of development. |
| SOIL ENVIRONMENTS AND PROCESSES (CW) | ENV-2A27C | 20 |
| This module will combine lectures, practicals, seminars and fieldwork to provide students with an appreciation of the soil environment and the processes that occurs within it. The module will progress through: basic soil components/properties; soil identification and classification; soil as a habitat; soil organisms; soils functions;the agricultural environment; soil-organism-agrochemical interation. This coursework only version is reserved for autumn semester visiting students. |
| SOIL PROCESSES AND ENVIRONMENTAL ISSUES | ENV-2A27 | 20 |
| This module will combine lectures, practicals, seminars and fieldwork to provide students with an appreciation of the soil environment and the processes that occurs within it. The module will progress through: basic soil components/properties; soil identification and classification; soil as a habitat; soil organisms; soil functions; the agricultural environment; soil-organism-agrochemical interaction; soil contamination; soil and climate change. |
| SOLID EARTH GEOPHYSICS | ENV-2A12 | 20 |
| What lies beneath our feet? This module addresses this question by exploring how waves, rays and the various physical techniques are used in geophysics to image the subsurface on scales of metres to kilometres . The basic theory and interpretation methods of seismic, electrical and gravity and magnetic surveys are studied. A wide range of applications is covered including archaeological geophysics, energy resources and geohazards. Students doing this module are normally expected to have a good mathematical ability, notably in calculus and algebra before taking this module (ENV-1A61 Mathematics for Scientists I, ENV-1A62 Mathematics for Scientists II or equivalent). |
| SOLID EARTH GEOPHYSICS WITH FIELDCOURSE | ENV-2A12K | 20 |
| What lies beneath our feet? This module addresses this question by exploring how waves, rays and the various physical techniques are used in geophysics to image the subsurface on scales of meters to kilometres. The basic theory and interpretation methods of seismic, electrical and gravity and magnetic surveys are studied. A wide range of applications is covered including archaeological geophysics, energy resources and geohazards. The fieldcourse provides "hands-on" experience of the various techniques and applications, adding on valuable practical skills. This module is highly valued by employers in industry; guest industrial lecturers will cover the current 'state-of-the-art' applications in real world situations. Students doing this module are normally expected to have a good mathematical ability, notably in calculus and algebra before taking this module (ENV-1A61 Mathematics for Scientists I, ENV-1A62 Mathematics for Scientists II or equivalent). |
| SOUTH ASIAN DEVELOPMENT | DEV-2D48 | 20 |
| The module begins with an overview of contemporary South Asia followed by selected issues and regional case studies, and ending with the future of the region in the world system. Topics include the colonial legacy, the caste system, economic planning, industrialisation, agriculture and rural-urban linkages and the political economy of development. |
| SUB-SAHARAN AFRICA DEVELOPMENT | DEV-2D46 | 20 |
| The unit aims to promote an appreciation of the historical, social, economic and environmental factors that have shaped the development of Sub-Saharan Africa in the pre-colonial, colonial and modern periods, and to consider some of the key contemporary issues affecting the region. Topics include: Pre-colonial social formations, the colonial conquest and colonialism, the struggle for independence, democratisation, industrial development, rural development, African natural resources, agricultural systems and environmental conservation. |
| SUSTAINABLE RESOURCE USE AND LIVELIHOODS | DEV-2C63 | 20 |
| This module builds on the key issues and themes introduced in NR1, i.e. diversity, productivity, sustainability, variability and stability, change and degradation etc. It broadly addresses the major challenges encountered when trying to achieve sustainable management of natural resources. It aims to give students a working understanding of scientific principles behind natural processes, as well as how these relate to broader contexts in development. The module also develops students' understanding of and experience in using a range of quantitative tools and approaches for measuring and describing natural resources. |
| THE CARBON CYCLE AND CLIMATE CHANGE | ENV-3A31 | 20 |
| Carbon dioxide (CO2) is the greenhouse gas which has, by far, the greatest impact on climate change. CO2 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-MA31. |
| THE CARBON CYCLE AND CLIMATE CHANGE (CW) | ENV-3A31C | 20 |
| Carbon dioxide (CO2) is the greenhouse gas which has, by far, the greatest impact on climate change. CO2 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-MA31. |
| THEORY OF ENVIRONMENTAL ASSESSMENT | ENV-3A63 | 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-MA63. |
| THEORY OF ENVIRONMENTAL ASSESSMENT (CW) | ENV-3A63C | 20 |
| THIS IS A COURSEWORK VARIANT FOR AUTUMN SEMESTER VISITING STUDENTS ONLY. 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-MA63. |
| WARS, HUMANITARIAN CRISES AND AID | DEV-3C29 | 20 |
| This module will provide an overview of complex emergencies across the globe (conflicts, natural disasters), their causes, their impacts on human security and the multiple challenges they pose to the aid community. It will combine approaches 'from below' (drivers of political violence and state failures) with global perspectives on security, the politicisation of aid and the ethical debates surrounding humanitarian intervention. |
| WAVES, TIDES AND SHALLOW WATER PROCESSES | ENV-2A40 | 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 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-2A39, which is a pre-requisite. We strongly recommend that you also gain experience of marine fieldwork by taking the 20-credit biennial Marine Sciences fieldcourse, next running in June 2013. |
| YEAR ABROAD IN EUROPE | ENV-2Y2Y | 120 |
| A year long course of study at a continental European university currently, we offer exchanges with universities in Sweden, France and Spain. The exact form of assessment will vary from institution to institution and will normally be conducted in the language of the host country. The modules studied overseas must be approved in advance by the Course Director. All changes whilst abroad must also be approved in advance by the Course Director. |
| YEAR ABROAD IN NORTH AMERICA | ENV-2Y1Y | 120 |
| Modules taken at an overseas university subject to the approval of the Course Director. |
| YEAR IN AUSTRALASIA | ENV-2Y4Y | 120 |
| Modules are taken at a university in Australia or New Zealand, and those taken are subject to approval by the course director. |
| YEAR IN INDUSTRY | ENV-2Y5Y | 100 |
| This module represents the year spent on work placement by students registered on an ENV programme incorporating a year in industry. Assessment is purely on a pass/fail basis with respect to completing a work placement, complementary to the degree, of at least nine months duration. A separate compulsory module, CCE-2A2Y, associated with the year in industry, does have additional assignments. |
There is a pressing need for people who can help countries and communities to develop yet are also conversant with environmental implications of such development.
Environmental science is a rapidly progressing, vibrant and exciting field of study with excellent career prospects in the UK and beyond.