STUDY GUIDE 2015-2017 - gem-msc.org · PDF fileMs. Marion Pierik Senior ... 21 Dec 2015 3 Jan...

STUDY GUIDE 2015-2017

Geo-Information Science and Earth Observation for

Environmental Modelling and Management (GEM)

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Introduction 1.1 What is GEM? 1.2 How to use this Study Guide? 1.3 Joint Programme Board 1.4 Staff involved in course management 1.5 Objectives of the GEM course 1.6 Course calendar 2015-2017 10

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Study Guides GEM (2015-2017) Faculty of Geo-information Science and Earth Observatation (ITC) - University of Twente Lund University University of Southampton University of Warsaw University of Iceland 223

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WELCOME FROM THE NATIONAL COORDINATORS OF THE MSC IN GEO-INFORMATION SCIENCE & EARTH OBSERVATION FOR ENVIRONMENTAL MODELLING AND MANAGEMENT (GEM)

The MSc in Geo-information Science & Earth Observation for Environmental Modelling and Management (GEM) is unique. It is the only MSc of its kind being run jointly at leading European Institutes, each with an enviable international reputation for the quality of its research and teaching. Furthermore, the MSc is distinctive in that: (i) students spend time located physically at two or more of the GEM partner institutes; (ii) the emphasis is on the entire processing chain from data collection and techniques for data analysis and modelling through to environmental management and policy; and (iii) the MSc emphasizes links to industry and non-academic organisations through visits and by including such organizations as partners in delivery of the programme. We, as National Coordinators of the MSc, are very excited to be involved in such a ground-breaking venture and are fully committed to the success of the GEM MSc programme. We extend to you our warmest welcome to the five institutes. We hope that your learning experience will be intellectually challenging and rewarding, that you will develop strong friendships during your studies and that, whichever of our institutes you attend, your time will be memorable and great fun.

Prof. Dr. Andrew Skidmore Programme Coordinator Faculty ITC/University of Twente

Prof. Dr. Petter Pilesjo National Coordinator Lund University

Dr. Booker Ogutu National Coordinator University of Southampton

Prof. Dr. Katarzyna Dąbrowska-Zielińska National Coordinator University of Warsaw

Prof. Dr. Rannveig Ólafsdóttir National Coordinator University of Iceland

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1.1 What is GEM? GEM stands for Geo-Information Science and Earth Observation for Environmental Modelling and Management. It is an MSc course which lasts 22 months. The course is organised in modules, all linked through the common themes of geo-information and the environment. The course starts with a foundation year. Depending on your background and preference, you start your studies either in The Netherlands (University of Twente, faculty ITC) or in Sweden (Lund University). The overall content of this foundation year is broadly similar at both universities. However, at ITC the focus is more on the interaction of society and technology related to environmental modelling and management while in Lund you receive more training in quantitative biophysical modelling. After the foundation year you continue with MSc research, normally including fieldwork, on a topic of their choice at one of the other four universities. A study visit to one of the other consortium members or to our associate partner, the University of Sydney in Australia is a possibility.

1.2 How to use this Study Guide? This Study Guide provides you with details of the GEM curriculum, offered at each of the five partner institutes, together with general information relating to studies at each of the universities. Although some modules of the course are taught exclusively to GEM, others – especially those in the foundation year at Lund and ITC – are offered in the curricula of other MSc courses. This Study Guide is therefore arranged in sections, one section for each university in the GEM consortium. The sections relating to Lund and ITC include information concerning both the 1st foundation year, and the 2nd specialization year. The sections relating to Southampton, Warsaw and Iceland provide information to help you in selecting your 2nd year university. If you have questions or comments concerning this Study Guide, please send them to: [email protected].

1.3 Joint Programme Board The programme is monitored by a Joint Programme Board (JPB). The JPB responsible for the GEM course consist of representatives of all the partners of the consortium. Furthermore, the Programme Board approves the final list of candidates, and, in accordance with the assessment regulations, the final list of MSc research proposals.

The members of the GEM Joint Programme Board are:

Prof. Dr. A.K. (Andrew) Skidmore

Prof. Dr. P. (Petter) Pilesjo

Dr. B.O. (Booker) Ogutu

Prof. Dr. K. (Katarzyna) Dąbrowska-Zielińska

Prof. Dr. R. (Rannveig) Ólafsdóttir

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1.4 Staff involved in course management

Academic staff

Faculty ITC/University of Twente -The Netherlands Prof. Dr. A.K. (Andrew) Skidmore Programme Coordinator University of Twente, Faculty ITC Enschede, The Netherlands Phone: +31 (0)53 4874 276 E-mail: [email protected]

Drs. R.G. (Raymond) Nijmeijer Representative University of Twente, Faculty ITC Enschede, The Netherlands Phone: +31 (0)53 4874250 E-mail: [email protected]

Lund University -Sweden Prof. Dr. P. (Petter) Pilesjo National Coordinator Lund University Lund, Sweden Phone: +46 (0)46 222 96 54 E-mail: [email protected]

University of Southampton – United Kingdom Dr. B.O (Booker) Ogutu National Coordinator University of Southampton Southampton, United Kingdom Phone: +44 (0)23 8059 2013 E-mail: [email protected]

University of Warsaw – Poland Prof. Dr. K. (Katarzyna) Dąbrowska-Zielińska National Coordinator Institute of Geodesy and Cartography Warsaw, Poland Phone: +48 22 329 19 74 E-mail: [email protected]

Dr. M. (Małgorzata) Roge-Wiśniewska Representative University of Warsaw Warsaw, Poland Phone: +48 22 55 40 033 E-mail: [email protected]

University of Iceland – Iceland Prof. Dr. R. (Rannveig) Ólafsdóttir Representative University of Iceland Reykjavik, Iceland Phone: +354 525 - 5482 E-mail: [email protected]

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Administrative and supporting staff

Faculty ITC/University of Twente -The Netherlands Ms. Laura Windig Course Secretary GEM University of Twente, Faculty ITC Enschede, The Netherlands

Phone: +31 (0)53 4874464 E-mail: [email protected]

Ms Lyande Eelderink, MSc Project Finances University of Twente, Faculty ITC Enschede, The Netherlands


Ms. Marion Pierik Senior Administration Officer University of Twente, Faculty ITC Enschede, The Netherlands


Lund University -Sweden Ms. Eva Kovacs Administration Lund University Lund, Sweden

Phone: +46 46 222 39 46 E-mail: [email protected]

University of Southampton – United Kingdom Officers Administration and Assessment Student Office University of Southampton Southampton, United Kingdom

Phone: +4423 8059 9147 E-mail: geography.44studentoffice

@soton.ac.uk

University of Warsaw – Poland Ms. Paulina Borowy Administration University of Warsaw Warsaw, Poland

Phone: +48 22 55 40 035 E-mail: [email protected]

University of Iceland – Iceland Sigríður Sif Magnúsdóttir Administration University of Iceland Reykjavik, Iceland

Phone: +354 525-4473 E-mail: [email protected]

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1.5 Objectives of the GEM course The learning outcomes for the GEM course are as follows: Graduates understand the scientific process and can undertake scientific research, which is

especially important for those graduates aiming to pursue higher education at PhD level. Graduates are aware of European and global environmental problems and can think through

complex environmental issues relevant to society; therefore they are in demand and highlyemployable in socio-economic sectors.

Graduates understand geographical information management principles and can apply GIS,remote sensing and related research methodologies and tools, either in future academic researchor as employee.

Graduates are familiar with the principles of project and programme management, includingfinancial and human resource aspects, skills which are highly prized in socio-economic sectors.

Graduates have developed leadership, negotiation and communication skills. Graduates develop their language and cultural skills, broadening their minds to new ways of

thinking and more readily accepting differences between cultures and societies. Graduates interact with the economic sector through their coursework and thesis components.

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1.6 Course calendar 2015-2017

FOUNDATION YEAR (total 60 ECTS)

University of Twente/Faculty ITC, The Netherlands

Start Date End Date ECTS Module Title14 Sep 2015 25 Sep 2015 - Registration and Introduction

28 Sep 2015 27 Nov 2015 15 NL1-3: GI Science and Earth Observation: a process-based approach Coordinator: Ms. Julia Leventi, MSc

30 Nov 2015 18 Dec 2015 5 NL4: Introduction to Natural Resources Management Coordinator: Dr. Iris van Duren

21 Dec 2015 3 Jan 2016 - Christmas break

4 Jan 2016 22 Jan 2016 5 NL5: System Analysis for NRM Coordinator: Dr. Luc Boerboom

25 Jan 2016 12 Feb 2016 5 NL6: Geo-information for NRM Coordinator: Ir. Louise van Leeuwen

15 Feb 2016 4 Mar 2016 5 NL7: Mapping of Natural Resources Coordinator : Drs. Henk Kloosterman

7 Mar 2016 25 Mar 2016 5 NL8: Monitoring of Natural Resources Coordinator: Drs. Henk Kloosterman

29 Mar 2016 15 Apr 2016 5 NL9: Environmental Modelling: Causes and Impacts of Changing Resources Coordinator: Drs. Joan Looijen

18 Apr 2016 4 May 2016 5 NL10: Environmental Modelling: Societal response and reflection on NRM Coordinator: Ir. Kees Bronsveld

9 May 2016 13 May 2016 - Catch-up week

17 May 2016 3 Jun 2016 5 NL11: Research Skills Coordinator: Dr. Richard Sliuzas

08 Jun 2016 26 Jun 2016 5 NL12: Advanced Topic Coordinator: Drs. Emile Dopheide

Lund University, Sweden

Start Date End Date ECTS Module Title

21 Aug 2015 28 Aug 2015 - Introduction* Coordinator: Prof. Dr. Petter Pilesjö

31 Aug 2015 30 Oct 2015 15 SE1: Geographical Information Systems, Introduction Coordinator: Dr. Micael Runnström

2 Nov 2015 15 Jan 2016 15 SE2: Geographical Information Systems: Advanced Course Coordinator: Dr. David Tennenbaum

18 Jan 2016 18 Mar 2016 15 SE3: Ecosystem Modelling Coordinator: Prof. Dr. Ben Smith

29 Mar 2016 29 Apr 2016 7.5 SE4: Remote sensing, Digital Methods Coordinator: Prof. Dr. Lars Eklundh

2 May 2016 3 Jun 2016 7.5 SE5: GIS and Remote Sensing in Distributed Hydrological Modelling Coordinator: Dr. Harry Lankreijer

*We recommend students to arrive at the official “arrival day” 18 August, and take part in the introduction activities

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SPECIALISATION YEAR (total 60 ECTS) Note: dates are tentative and subject to change!

University of Twente/Faculty ITC, the Netherlands


6 Jun 2016 24 Jun 2016 5 NL12b: Research Skills Coordinator: Dr. Roshanak Darvishzadeh Varchechi

27 Jun 2016 15 Jul 2016 5 NL13: Advanced Topic Coordinator: Drs. Emile Dopheide

18 Jul 2016 22 Jul 2016 - Catch-up week

25 Jul 2016 12 Aug 2016 5 NL14: Statistics Coordinator: Dr. Yousif Hussin

15 Aug 2016 2 Sep 2016 5 NL15: MSc Qualifier Coordinator: Drs. Emile Dopheide

5 Sep 2016 2 Jun 2017 40 NL16-23: MSc Research and Thesis Writing Coordinator: Drs. Emile Dopheide

Jun 2017 Jun 2017 - MSc Exam and Graduation

Lund University, Sweden

Start Date End Date ECTS module

Sep 2016 Jan 2017 30 A choice of advanced modules, SE6a, SE6b, SE7a, SE7b, SE7c below with a total of 30 ECTS

3 Sep 2016 2 Nov 2016 15 SE6a. NGEN01 : Climate Change and its Impacts on the Environment. Coordinator: Dr. Paul Miller

3 Sep 2016 2 Nov 2016 15 SE6b. NGEN04: Greenhouse gases and the Carbon Cycle Coordinator: Dr. Margareta Johansson

5 Nov 2016 18 Jan 2017 15 SE7a. NGEN03: Global Ecosystem Dynamics. Coordinator: Dr. Dörte Lehsten

5 Nov 2016 18 Jan 2017 7.5 SE7b. NGEN06: Algorithms in Geographical Information Systems (part time 50%) Coordinator: Dr. Lars Harrie

5 Nov 2016 18 Jan 2017 7.5 SE7c. NGEN07: Internet GIS (part time 50%) Coordinator: Dr. Ali Mansourian

19 Jan 2017 6 Jun 2017 30 MSc Research and Thesis Writing Jun 2017 Jun 2017 - MSc Exam and Graduation

University of Southampton, UK


Sep 2016 Sep 2016 - Introduction Coordinator: Dr. B.O (Booker) Ogutu

Jul 2016 Jun 2017 60 UK1: GEOG6089 - MSc Research and Thesis Writing Coordinator: Dr. B.O (Booker) Ogutu

Jul 2017 Jul 2017 - MSc Graduation

University of Warsaw, Poland


29 Sep 2016 12 Feb 2017 FIRST SEMESTER (30 ECTS)

29 Sept 2016 30 Sept 2016 0.5 PL1: Introduction to Poland Coordinator: Dr. Małgorzata Roge-Wiśniewska

3 Oct 2016 29 Jan 2017

3 PL2: Elective Lectures

6 PL3: Environmental Management and Assessment Coordinator: Dr. Małgorzata Roge-Wiśniewska

3 PL4: Environmental Policy – Application of RS Coordinator: Prof. Dr. Katarzyna Dąbrowska-Zielińska

3 Oct 2016 30 Oct 2016 5.5 PL5: Research Proposal Writing Coordinator: Dr. Małgorzata Roge-Wiśniewska

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2 Nov 2016 29 Jan 20176

PL6:Research Project and Field Work Skills I Coordinator: Dr. Małgorzata Roge-Wiśniewska

6 PL7: MSc Research Concepts and Skills Coordinator: Dr. Małgorzata Roge-Wiśniewska

20 Dec 2016 6 Jan 2017 - Christmas break 11 Feb 2017 17 Feb 2017 - Inter-semester break

20 Feb 2017 30 Jun 2017 SECOND SEMESTER (30 ECTS)

20 Feb 2017 10 Jun 20174

PL8: Research Project and Field Work Skills II Coordinator: Dr. Małgorzata Roge-Wiśniewska

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University of Iceland, Iceland Option A or B

Option A Start Date End Date ECTS Module Title

Aug 2016 Aug 2016 - Introduction Coordinator: Prof. Dr. Rannveig Ólafsdóttir

Aug 2016 Dec 2016 10 IS1: Scientific Approaches to Nature, Society and Space Coordinator: Prof. Dr. Karl Benediktsson

Aug 2016 Dec 2016 16 IS2: Various advanced modules related to thesis topics Coordinator: Various staff

Jan 2017 May 2017 4 IS3: Introduction to Research Studies and the Scientific Community Coordinator: Prof. Dr. Sigurður S. Snorrason

Jan 2017 May 2017 30 IS4: MSc Research and Thesis Writing Coordinator: Prof. Dr. Rannveig Ólafsdóttir


Option B Start Date End Date ECTS Module Title

Aug 2016 Aug 2016 - Introduction Coordinator: Prof. Dr. Rannveig Ólafsdóttir

Aug 2016 May 2017 60 MSc Research and Thesis Writing Coordinator: Prof. Dr. Rannveig Ólafsdóttir


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Master of Science Degree Course in Geo-information Science and Earth Observation for

ENVIRONMENTAL MODELLING AND MANAGEMENT

Foundation year: September 2015 - June 2016 Specialisation year: June 2016 – June 2017

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WELCOME TO ITC

DEAR PARTICIPANTS IN THE GEM MSC PROGRAMME,

Welcome to the Faculty ITC of the University of Twente. Having left your family and country, you have come to ITC to further your education. We hope that the course you have selected, will fulfil your expectations.

Education in the Master of Science courses at ITC is characterised by: a mixture of theory and practice, often including participants' own experiences; a core curriculum for Remote Sensing (RS) and Geo-information Systems (GIS), common for all MSc

students; deepening your knowledge in one of the domains; acquiring research skills; choice options according to individual (research) interests.

We are pleased to present you this study guide for the 2015-2017 Master of Science degree programme offered at the Faculty ITC in Enschede. This study guide gives you information on the MSc programme, an overview of the blocks and the detailed structure of content of the course modules.

But there is more to life at ITC than only education. You have arrived at a Faculty of the University of Twente with more than 300 students from over 70 countries. Furthermore, also ITC staff is originating from more than 25 countries: a truly international environment where you will be able to meet colleagues from all over the world. ITC is organising all sorts of social, cultural and sports activities. Well-known are the International Sports Tournament, the International Food Festival and the International Cultural Event. We would like to encourage you to participate in many if not all of these events and to make new friends from around the world in the process.

We will do our best to provide you with the quality of education that you may expect from this Faculty of the University of Twente.

We wish you the best of success during your studies and an enjoyable stay at ITC and in the Netherlands.

Prof. Dr. Ir. A. Veldkamp Rector/Dean Faculty ITC

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COURSE STRUCTURE

This section provides information for participants who choose to follow either the first foundation year, or the second specialization yearof the GEM study programme at the Faculty ITC of the University of Twente.

In the case of the GEM foundation year, participants follow modules 1 – 12 of the Master of Science degree programme that is offered full-time at the Faculty ITC. These 12 modules comprise Block 1 (modules 1-3), which is the common core of all ITC educational programmes. Block 2 (modules 4-10), which is taught together with participants in the MSc course in Natural Resources

Management (NRM). Part of block 3 (modules 11 and 12), which is designed to prepare the student for his or her research work

in the second part of the course.

GEM participants who opt to follow the GEM specialization year at the Faculty ITC arrive during Block 3 of ITC’s MSc degree programme. They follow two GEM-specific modules on research skills and statistics, but also one of the advanced elective modules that are offered to all MSc students at ITC. The development of the MSc research proposal at the end of Block 3 is undertaken together with students in the MSc course in NRM. During the MSc research phase (Block 4), GEM participants work sometimes closely with students in NRM and, in a few cases, students of both groups may go on fieldwork together.

The descriptions of the various modules, is taken from the Study Guide of the MSc course in Natural Resources Management (NRM). Although the content and learning outcomes are the same for both GEM and NRM, the module descriptions for the specialization year have been slightly adapted (for example, some dates and deadlines) to the specific situation of the GEM course.

FOUNDATION YEAR - BLOCK 1: CORE MODULES Block 1 is the common core of all ITC educational programmes. It teaches the basic principles of Remote Sensing and GIS for studying processes in the system earth and its users.

Module Start End Title Coordinator

1-3 28-09-15 27-11-15 GI Science and Earth Observation: a systems-based

Leventi, I. (Julia, MSc)

FOUNDATION YEAR - BLOCK 2: COURSE MODULES Block 2 is specific for the different courses within ITC MSc programme (AES, GFM, LA, NRM, UPM, WREM). In this block the basic principles of the domain and application of GIS and RS are taught and deepened. Students need to select an MSc thesis topic and write an MSc pre-proposal. An MSc day and MSc fair are organised to support this.


4 30-11-15 18-12-15 Introduction to Natural Resources Management Duren, I.C. van (Iris, dr.)

5 04-01-16 23-01-16 System Analysis for NRM Boerboom, L.G.J. (Luc, dr.ir.)

6 25-01-16 12-02-16 Geo-information for NRM Leeuwen - de Leeuw, L.M. van

(Louise, ir.)

7 15-02-16 04-03-16 Mapping of Natural Resources Kloosterman, E.H. (Henk, drs.)

8 07-03-16 25-03-16 Monitoring of Natural Resources Kloosterman, E.H. (Henk, drs.)

9 29-03-16 15-04-16 Environmental Modelling: Causes and Impacts of

Changing Resources

Looijen, J.M. (Joan, drs.)

10 18-04-16 04-05-16 Environmental Modelling: Societal Response and

Reflection on NRM

Bronsveld, M.C. (Cees, ir.)

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FOUNDATION YEAR - BLOCK 3: RESEARCH PROFILE (PART 1) Block 3 in the foundation year prepares the student for his/her MSc research by offering learning opportunities on research skills (module 11) and advanced topics on specific research methods and tools which the student has to make a choice of (module 12).


11 17-05-16 03-06-16 Research Skills Sliuzas, R.V.

(Richard, dr.)

12 06-06-16 24-06-16 Advanced Topic(s) Dopheide, E.J.M.

(Emile, drs.)

12 06-06-16 24-06-16 Laser scanning Vosselman,M.G.

(George,prof.dr.ir.)

12 06-06-16 24-06-16 Geostatistics Hamm, N.A.S.

(Nicholas, dr.)

12 06-06-16 24-06-16 Modelling natural resources degradation Shrestha, D.B.P.

(Dhruba, dr.)

12 06-06-16 24-06-16 Spatial data for disaster risk management Westen, C.J. van

(Cees, dr.)

12 06-06-16 24-06-16 Field methods for Earth Sciences Ruitenbeek, F.J.A.

van (Frank, dr.)

12 06-06-16 24-06-16 Spatial databases and their design By, R.A. de (Rolf,

dr.ir.)

12 06-06-16 24-06-16 Geovisual Analytics Kraak, M.J. (Menno-

Jan, prof.dr.)

12 06-06-16 24-06-16 Assessment of the effect of climate change on agro-

ecological systems using optical and SAR remote sensing

and GIS

Hussin, Y.A. (Yousif,

dr.)

12 06-06-16 24-06-16 Species distribution modeling and climate change impact Groen, T.A.

(Thomas, dr.ir.)

12 06-06-16 24-06-16 RS/GIS analysis methods to support food and water

security studies

Bie, C.A.J.M. de

(Cees, dr.ir.)

12 06-06-16 24-06-16 Participatory mapping and GIS Verplanke, J.J.

(Jeroen, drs.)

12 06-06-16 24-06-16 Analysis of intra-urban, socio-spatial patterns Martinez Martin, J.A.

(Javier, dr.)

12 06-06-16 24-06-16 Advanced urban land use change and modeling Sliuzas, R.V.

(Richard, dr.)

12 06-06-16 24-06-16 Integrated assessment: Applying principles of cost

benefit analysis and economics in spatial planning

Dopheide, E.J.M.

(Emile, drs.)

12 06-06-16 24-06-16 HYDROSAT: Observing the water cycle from space Salama, S. (Suhyb,

dr.ir.)

SPECIALISATION YEAR - BLOCK 3: RESEARCH PROFILE (PART 2) Block 3 in the specialisation year prepares the student for his/her MSc research by offering learning opportunities on research skills (module 12b) and statistics (module 14) as well as advanced topics on specific research methods and tools which the student has to make a choice of (module 13). The development of their final MSc research proposal at the end of Block 3 is undertaken together with students in the MSc course in NRM.

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12b 06-06-16 26-06-16 Research Skills Darvishzadeh

Varchehi, R.

(Roshanak, dr.)

13 27-06-16 15-07-16 Advanced Topic(s) Dopheide, E.J.M.

(Emile, drs.)

13 27-06-16 15-07-16 3D Geo-information from imagery Gerke, M. (Markus,

dr.ing.)

13 27-06-16 15-07-16 Advanced image analysis Tolpekin, V.A.

(Valentyn, dr.)

13 27-06-16 15-07-16 Advanced geostatistics Stein, A. (Alfred,

prof.dr.ir.)

13 27-06-16 15-07-16 Thermal infrared remote sensing: From surface to satellite Hecker, C.A.

(Christopher, dr.)

13 27-06-16 15-07-16 Building infrastructures for geo-information sharing Lemmens, R.L.G.

(Robert, dr.ir.)

13 27-06-16 15-07-16 Spatial-temporal analytics and modelling Zurita Milla, R.

(Raul, dr.)

13 27-06-16 15-07-16 Strategic Environmental Assessment (SEA) and

Environmental Impact Assessment (EIA) applying spatial

decision support tools

Looijen, J.M. (Joan,

drs.)

13 27-06-16 15-07-16 Spatial-temporal models for food and water security studies Venus, V. (Valentijn,

MSc)

13 27-06-16 15-07-16 Land governance Tuladhar, A.M.

(Arbind, dr.)

13 27-06-16 15-07-16 Collaborative planning and decision support systems applied in decision rooms

Boerboom, L.G.J. (Luc, dr.ir.)

13 27-06-16 15-07-16 Urban risks: Planning for adaption Flacke, J. (Johannes, dr.)

13 27-06-16 15-07-16 Climate change impacts and adaptation: Analysis and monitoring techniques for climate change

Timmermans, W.J. (Wim, ir.)

13 27-06-16 15-07-16 Satellite data for integrated water resource assessments and modelling

Rientjes, T.H.M. (Tom, dr.ing.)

14 25-07-16 12-08-16 Statistics Hussin, Y.A. (Yousif, dr.)

15 15-08-16 02-09-16 MSc Qualifier Dopheide, E.J.M. (Emile, drs.)

SPECIALIZATION YEAR - BLOCK 4: INDIVIDUAL MSC RESEARCH In Block 4 the student works individually on his/her MSc thesis. It is required to have an approved MSc research proposal before entering this block. Formal assessment will be given at the mid-term presentation and at the final MSc exam.


16-23 05-09-16 16-06-17 MSc Research and Thesis Writing Dopheide, E.J.M. (Emile, drs.)

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TEACHING PERIOD

Period Time

1st period 08.45h. till 10.30h.

Coffee/Tea Break

2nd period 10.45h. till 12.30h.

Lunch break

3rd period 13.45h. till 15.30h.

Coffee/Tea Break

4th period 15.45h. till 17.30h.

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EVENTS, HOLIDAYS AND BREAKS

2015

Introduction weeks 14 September 2015 through 25 September 2015

Opening Academic Programme ITC 01 October 2015

Christmas break 21 December 2015 through 01 January 2016

2016

MSc research fair 16 March 2016

Good Friday 25 March 2016

Easter Monday 28 March 2016

King's day 27 April 2016

Liberation day 05 May 2016

Ascension day 05 May 2016 (and 06 May 2016 ITC closed)

Catch-up week 09 May 2016 through 13 May 2016

Whitsun Monday 16 May 2016

Catch-up week 18 July 2016 through 22 July 2016

Proposal presentations 29 August 2016 through 02 September 2016

Mid-term presentations 14 November 2016 through 18 November 2016

Christmas break 19 December 2016 through 30 December 2016

2017

Thesis submission June 2017

Defences June 2017

Closing week June 2017

Graduation June 2017

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ROLES WITHIN THE CURRICULUM

Course Director drs. Nijmeijer, R.G. (ITC)

Room: ITC 4-156 Phone: +31 53 4874250 Email: [email protected]

Course Secretary Windig, L.J.C. (ITC)

Room: ITC 1-105 Phone: +31 53 487464 Email: [email protected]

CENTRAL COURSE DIRECTOR The Central Course Director is responsible for the development and implementation of the ITC central curriculum elements (amongst others the Core), joint courses and distance education. The Education Director can delegate tasks to the Central Course Director.

COURSE DIRECTOR/COORDINATOR The Course Director or Course Coordinator is authorised by and accountable to the Head of the Scientific Department as well as the Education Director, regarding development and implementation of all courses within a specific domain and their specialisations. The Course Director or Course Coordinator is responsible for execution of the courses, including logistic aspects, fieldwork, purchase of all materials, the administration of information regarding students and their study results, diplomas and course records, and course content archiving.

COURSE SECRETARY The Course Secretary gives administrative and logistic support during the execution of the course and assists Course Directors or Course Coordinator as well as Module Coordinators. She is the first point of contact for students requiring information regarding the course. She is part of the Bureaus Education and Research.

EDUCATION DIRECTOR The Education Director is the Dean's delegate on education matters and is a member of the Management Team of the Faculty ITC. He is responsible for preparation and implementation of education policy, monitoring the implementation of ITC's programs and courses by the Course Directors and the quality and quality assurance of these courses.

EXAMINATION BOARD The Examination Board has to decide in an objective and professional manner whether a student has achieved all knowledge, skills and attitudes, as defined in the OER (Onderwijs- en Examenregeling) to award a degree, diploma or certificate of a specific course. Therefore, the Examination Board monitors and is involved in all aspects of assessment; From policy on assessment (via appointment of assessors) to the decision about complaints related to assessment.

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MODULE COORDINATOR Each module is coordinated by a staff member of the Scientific departments. He or she is responsible for the organisation and execution of the entire module, and is first point of contact for staff when questions arise.

PROGRAM COMMITTEE The Programme Committee advices the Dean and the Course Directors on any matter pertaining to ITC's Master level course and non-degree courses, implemented by the Course Directors. This includes advice on the curricula, quality assurance, education and assessment regulations and education policy.

PROPOSAL ASSESSMENT BOARD MSc students have to develop a research proposal for their thesis and defend this to the Proposal Assessment Board (PAB) at the end of Module 15 of the MSc programme. The PAB decides whether the research proposal is acceptable to ITC standards and complies with (inter)national standards. A positive decision of the PAB grants the MSc student entrance to Block 4, the research phase, of the MSc programme.

STUDENT ADVISOR Each student is assigned a Student Advisor who can advise the student in study-related issues and can answer study-related questions. In many courses the Course Director or Course Coordinator has the role of Student Advisor.

SUPERVISOR Each MSc student will be assigned to a Supervisor for the development of their research proposal and the execution of their thesis research.

THESIS ASSESSMENT BOARD The Thesis Assessment Board is responsible for the assessment of the MSc thesis at the end of the MSc degree programme.

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TEACHING AND LEARNING APPROACH

The academic profile of the MSc programme puts strong emphasis on the scientific discipline, a scientific approach, basic intellectual skills, co-operation and communication and the temporal and social context of research. The emphasis on doing research and/or designing or developing new methods or techniques depends on the application domain.

Multi-disciplinary research is an important focus for the MSc programme because (applied) research in practice seldom concerns one discipline but is more likely to be multidisciplinary. Students have to be prepared for that. Starting with a sound basis in their own domain they will be brought into learning situations in which students from different domains work together. It should be noted that most if not all research at ITC is already multidisciplinary in nature. This is evident in the wide scope of expertise within departments, and the common denominator to carry out applied research contributing towards development related issues as specified in ITC's mission.

In their profession, the graduates have to apply knowledge and skills independently. The MSc programme is therefore focused at handing over the control of the learning process to the student. At the beginning of the programme, the teacher will have the main control and the programme will contain some choices, especially concerning preparation for the MSc research.

The choices should be motivated, fit to the envisaged research trajectory, and be accepted by the course director. During the programme the teacher role will develop towards the role of advisor. The student takes the lead in his/her own learning process by developing his/her own learning plan within the MSc framework and guidelines. The teacher supports this as a coach (while still passing on his/her experience).

BLOCK 1: MAINLY TEACHER LED In Block 1 the teacher takes the lead. He/she defines the content to be studied and learning tasks and exercises which have to be executed. Students can make limited choices between learning strategies and learning tasks. The number of contact hours between teacher and students is relatively large in this stage, mainly consisting of lectures and supervised practical exercises. Each student will be assigned a student advisor in Module 1 for advice on study related matters, especially the choice trajectory towards the MSc topic selection, but also for day-to-day problems, remedial self-study, etc. The student advisor is assigned for the whole MSc course.

HANDING OVER CONTROL FROM THE TEACHER TO THE STUDENT

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BLOCK 2: TEACHER AND STUDENT LED In Block 2 both the teacher and the student take the lead. The teacher defines the framework in which the student can make his/her own choices about study tasks. The amount of choice options varies across the different courses (or streams). The student has to start thinking about his/her MSc research topic and consult staff about its feasibility. The number of contact hours between teacher and students is reduced in favour of group work and independent study and assignments.

DOMAIN MODULES In the case of the GEM MSc course, the second block (modules 4-10) are taught in a multidisciplinary fashion to MSc and Postgraduate diploma participants together.

Participants with particular interests (e.g.in spatial ecology, agriculture or forestry) will nevertheless be able to select from a number of practical exercises and assignments and choose the one most suited to their particular background and area of interest.

The teaching and learning in Block 2 is built loosely around the Driving Forces- Pressures-State-Impacts-Responses (DPSIR) framework for the assessment of environmental problems and the management of natural resources. Within this framework, modules 4 and 5 are closely related and examine the driving forces and pressures within the natural resources system. Modules 6, 7 and 8 are of a more technical nature and provide the knowledge and skills necessary to assess the state of the system. Modules 9 and 10 will examine techniques to infer causation from environmental data and to develop models to predict change in the state of the resource base in response to changes in the environment. At the conclusion of block 2, participants focus on the potential and limitations, on the effectiveness of geo-information in natural resources management and reflect on the role of the natural resources information specialist (i.e. as a typical ITC graduate) in the NRM process as a whole, and in a specific field such as spatial ecology, agriculture or forestry.

BLOCK 3: MAINLY STUDENT LED In Block 3 the student takes control by choosing advanced subjects and a research theme which fit within his/her MSc thesis topic. The student works on the final version of MSc research proposal and consults his student advisor and other specialised staff about its feasibility and quality. The final version of the MSc research proposal has to be presented and defended by the student for the Proposal Assessment Board (PAB). The number of contact hours between teacher and student is further reduced to make room for independent study by the student. Two MSc supervisors (first and second) are assigned for MSc supervision at the beginning of Block 3.

BLOCK 4: STUDENT LED In Block 4 the student works individually and independently on his/her MSc research project. This will be supported by meetings with the MSc supervisors and capita selecta meetings, organised by the research themes. The student is responsible for progress and quality of his/her own research project and its defence at the end. The number of contact hours between teacher and students is reduced to a minimum in this period. It is therefore wise to look for peer support and peer review opportunities in this phase, which is offered in the research theme where staff, PhD and MSc students are together.

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SOURCES OF INFORMATION

STUDY GUIDE IN DIGITAL FORMAT www.itc.nl/studyguide

ASSESSMENT REGULATIONS www.itc.nl/assessment-regulations

ITC www.itc.nl

UNIVERSITY OF TWENTE www.utwente.nl/en

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28

FOUNDATION YEAR BLOCK 1: CORE MODULES

29

30

GI SCIENCE AND EARTH OBSERVATION: A SYSTEMS-BASED APPROACH

Module NL1-3

Module code P15-EDU-109

Period 28 September 2015 - 27 November 2015

EC 15

Module coordinator Leventi, I. (Julia, MSc)

INTRODUCTIONThis block forms the basis of the MSc and PGD course at ITC. The concepts and techniques of Geographic Information Systems (GIS) and Earth Observation (EO) are addressed and put in context in relation to 'System Earth' and the user. As such the block consists of 4 interrelated parts: theoretical part which focuses on the main principles of system theory, GIS, EO, data integration, and

the role of the user; A practical part in which the knowledge gained can be applied and skills can be developed on

operation of industry standard software and tools; An application oriented part in which participants learn how to individually design and carry out

sequential data processing steps typical for the creation and use of basic GIS and EO methods; Introduction and development of academic skills.

The concepts and techniques introduced in this block will be further enhanced during subsequent modules within the course.

LEARNING OUTCOMESMain objective: Participants will be able to generate information from earth observation and data in Geo- information Systems to support the study of processes in system earth and the role of individuals and organizations to manage these processes.

At the end of the block participants must be able to:1. Explain the main processes in system earth;2. Use earth observation by remote sensing to acquire geospatial data and produce information about

system earth;3. Process, generate, analyse and disseminate spatial data;4. Understand the use of process and observation models to describe earth processes;5. Describe the role of human beings as 'the users' at different levels of scale in the system earth;6. Have basic academic thinking, communication and learning skills.

CONTENTThe block covers a wide range of topics offered through lectures, practical sessions, guided discussions and a case study that takes place the last week of the module. Theoretical knowledge is transferred in combination with the development of skills in software handling and applications.

The level of knowledge that the learning outcomes of the Core are addressed are mainly remembering, understanding and applying. On some topics the levels of analysis and evaluation can be reached. At this stage in the MSc programme, the focus should be mainly on solving problems and on applying existing methods.

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PREREQUISITESAdmission to MSc/PGD or short course.

COMPULSORY TEXTBOOK(S)Tolpekin, V. & Stein, A. (eds) (2013): The core of GI Science: a systems-based approach, ITC, Enschede, The Netherlands.

ALLOCATED TIME PER TEACHING AND LEARNING METHOD

Teaching / learning method Hours

Lectures 93

Supervised practicals 123

Unsupervised practicals 0

Individual assignment 40

Group assignment 0

Self study 152

Examination 12

Excursion 0

Fieldwork 12

Graduation project supervision 0

MSc thesis supervision 0

Development time 0

ASSESSMENTStudent performance evaluation during the core modules is done on the basis of a number of assignments and tests which will be combined into three overall assessments. Each of these overall assessments is assigned to one of the three modules:

Module 1 will get the mark obtained from GI Science and modelling, and is composed of twoassessment elements (one graded individual assignment (30%) and one graded test (70%));

Module 2 will get the mark obtained from Earth Observation, and is composed of two assessmentelements (one graded assignment (30%) and one graded test (70%));

Module 3 will get the mark obtained from Integrations and Perspectives, and the case study (onegraded individual assignment (30%) and one graded test (70%)).

Participation in the assessment elements is mandatory. A Fail or a mark of 0 will be assigned for those assessment elements which are not submitted.

The assessment will be according to the ITC assessment regulations.

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FOUNDATION YEAR BLOCK 2: COURSE MODULES

33

34

INTRODUCTION TO NATURAL RESOURCES MANAGEMENT

Module NL4

Module code M15-NRM-110

Period 30 November 2015 - 18 December 2015

EC 5

Module coordinator Duren, I.C. van (Iris, dr.)

INTRODUCTIONThis module has a multi-disciplinary focus, which challenges the participants to develop a common basis for the assessment of the multi-actor, multi-purpose and multi-disciplinary nature of Natural Resources Management (NRM), thus recognizing the complexity and conflicts involved in NRM issues. This is achieved through the sharing of the professional background of the participants and their functions in relation to the tasks and processes of NRM. The concepts derived from the individual experiences are then further developed into a more general framework.

Particular attention is given to highlighting the importance of geo-spatial data in the NRM processes. Participants are introduced to a selection of concepts, techniques and tools relevant to working with spatial information for natural resource management, both in the office and in the field. The module develops analytical reasoning and critical thinking when working with geographical data and products. This analytical reasoning and critical thinking will be further developed during Block 2 of the course.

LEARNING OUTCOMESUpon completion of the module, participants will be able to: Define NRM and explain their own professional contribution to it; Describe the role of sustainable development and NRM; Justify the need for multi-stakeholder approaches in NRM; Apply some relevant planning and management tools for NRM; Use basic descriptive statistics to analyse and describe data relating to natural resources; Describe geo-spatial information requirements in NRM.

Elements of the educational approach:The educational approach is based on the principles of experience-based learning and adult education. This is done through reflecting upon the professional context of the participants` functions in relation to the tasks and processes of NRM. In line with the aim of the module, participants practice a multi-disciplinary, teamwork, approach. The module is characterised by short presentations, individual and group exercises, "hands-on" learning, games and role play, video presentations, and field exercises. Participants are stimulated to contribute to an interactive learning environment.

CONTENTThe module covers the following topics: Natural resources and natural resources management; Actors and objectives in natural resources management; Conflicts and participation in NRM problem situations; Problem Structuring in NRM; Case of multi-sector NRM planning in the Netherlands; Introduction to disciplinary approaches and information requirements in NRM conflict situations;

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Introductory statistics.

PREREQUISITESModules 1-3 of the NRM MSc course.



Lectures 10




Group assignment 40

Self study 10

Examination 2

Excursion 0

Fieldwork 8



Development time 0

ASSESSMENTParticipants will have to satisfactorily complete the various assignments given during the module. The theoretical part of the module will be assessed in a written exam. The application of spatial information in an NRM context will be assessed based on a case study report.

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SYSTEM ANALYSIS FOR NRM

Module NL5


Period 4 January 2016 - 22 January 2016

EC 5

Module coordinator Boerboom, L.G.J. (Luc, dr.ir.)

INTRODUCTIONThis module aims at introducing basic concepts and issues in Natural Resources Management (NRM). It provides the NRM context and a conceptual framework that will be emphasised throughout block 2. A systems approach to NRM will be applied.

LEARNING OUTCOMESAt the end of module 5, participants are able to: Describe, analyse and discuss the interaction between society, environment and production in relation

to NRM; Assess the organizational context within which the system is situated; Evaluate the potential of geo-information and earth observation for management of ecological,

agricultural, and forest systems

And more specifically: Discuss the main concepts of systems thinking; Adopt and adjust a framework for assessing NRM policies and interventions; Analyze a natural system in terms of cause and effect relations; Distinguish and apply approaches for scientific inference. Evaluate the potential of geo-information and earth observation for the analysis of natural systems and

explicitly link this to the organization that uses or could use these technologies.

CONTENTMain concepts and issues in NRM, such as: Land use/ cover classification concepts, agro-ecological zoning; Biodiversity conventions and consequences; Landforms, major land resource areas, including soil and terrain characteristics; Global forest resource assessment; Food security issues and governance; Framework(s) for assessing NRM policies and interventions; Problem and systems analysis and application in a chosen field.

Application of geo-information for the analysis of natural systems, such as: Problem analysis and problem structuring; System and situation analysis including organizational setting; Ecosystems analysis; Livelihood concept and analysis; Farming systems analysis; Natural resources degradation analysis; Introduction to basic statistical inference and its application; Introduction to scientific argumentation; Introduction to planning and decision support systems.

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Lectures 44




Group assignment 24

Self study 12

Examination 8

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENTWritten examination.

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GEOINFORMATION FOR NRM

Module NL6


Period 25 January 2016 - 12 February 2016

EC 5

Module coordinator Leeuwen - de Leeuw, L.M. van (Louise, ir.)

INTRODUCTIONSound management of natural resources requires adequate geo-information about the spatial and temporal dimensions of the natural resource system, for example to assess the extent and condition of forest resources, to analyse ecological changes, to model food security scenarios and/ or to plan for intervention. Management of natural resources involves - in most cases - multiple stakeholders from various disciplines and institutions.

This implies that sharing and exchange of data and information is crucial. To this effect, the internet plays an increasingly important role, not only for acquiring data and information but also for storing and sharing data, for analysis and even visualisation of end-results.

In this module, participants focus on the various aspects of development and management of an information system for analysis and management of a forest, agricultural or ecological system. After an analysis of general information needs and related data requirements in a specific natural resource management context, participants learn to identify relevant stakeholders as potential data source and the information each of them may need from the information system.

Participants identify and visualise data flows and critically assess the extent to which existing data meet the requirements. They also evaluate potential data sources on the internet and explore the use of the Internet for data and information exchange.

In a final case study they develop an information system and implement a geodatabase for a particular management issue. Their approach is justified and 'defended' before an audience of peers, a demonstration product is shown. This module expands upon proven methods and examines new approaches to database design and geo-information handling for natural resources management.

LEARNING OUTCOMESOn completion of module 6, participants are able to specify information and data needs for specific stakeholders. They are able to design the structure of an information system with geodatabase and implement this database to support management of forest resources, ecologically sensitive areas and food security. More specifically, participants can: Assess information requirements and translate these into specifications for spatial data and data

needs; Assess the suitability of existing spatial data to meet these needs; Search and explore data sources on the internet; Evaluate the quality of existing/ available data; Analyse data and information flows between stakeholders; Design a structure for an information system and geodatabase for a forestry, agriculture or ecology

case, implement this geodatabase and demonstrate its applicability for a specific managementproblem;

Demonstrate a scientific attitude towards geo-information handling.

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CONTENT Assessment of information requirements; Assessment of existing spatial databases; Data quality assessment and evaluation; Analysis of data flows and interactions between data users and producers; Interactive data dissemination and geoportals; Design of an information system with a spatial database.




Lectures 20




Group assignment 50

Self study 22

Examination 2

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Written examination; Report and presentation on a practical assignment.

40

MAPPING OF NATURAL RESOURCES

Module NL7


Period 15 February 2016 - 4 March 2016

EC 5

Module coordinator Kloosterman, E.H. (Henk, drs.)

INTRODUCTIONUnder the influence of driving forces, like population growth, economic growth and natural phenomena, human activities (e.g. industrial and agricultural activities) exercise pressure on the environment. This pressure results in a change, disturbance, or even degradation, of the state of our environment. Subsequently this change impacts the qualities and services of natural and cultural ecosystems (e.g. biological diversity, food supply and forest quality) on which we depend.

In order to warn for or model future situations and plan interventions a solid understanding of the distribution, interrelations and functioning in space and time of natural and cultural ecosystem is indispensable. This requires up-to-date worldwide, regional and local geo-databases.

This module deals with the theory and practice of mapping the characteristics and spatial dimensions of natural and cultural eco(logical) systems using remote sensing and GIS and is structured around two different approaches to mapping the state of our environment, namely

i) a qualitative landscape guided approach, with emphasis on the interrelation between landscapeproperties and land cover/ land use and

ii) a physical based quantitative approach, where the focus lies on the relation between imagecharacteristics (optical, laser, and microwave remote sensing) and image based indices (like NDVI) on the one hand and spatial object properties on the other. It includes field sampling design, field data collection and sampling statistics.

LEARNING OUTCOMESThis module prepares students to, based on a research question or project aim, identify and apply appropriate remote sensing and GIS techniques for mapping selected spatial characteristics of natural and cultural ecosystems, with special emphasis on agriculture, forestry or spatial ecology.

At the end of the module students will be able to: Select appropriate methods (qualitative empirical and/or quantitative physical-based techniques) for

acquiring spatial data for the defined research question or project aim; Determine the required field data and design a (stratified) sampling scheme; Apply the selected methods of spatial data collection; Evaluate the quality / reliability of the acquired data; Demonstrate a scientific attitude towards using methods for earth observation and geo-information

acquisition for mapping and monitoring of the environment.

CONTENT Regression analysis for RS based modelling of image characteristics and natural or cultural ecosystem

properties;

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Sampling statistics for (field) data collection; Analytical/physical based/quantitative mapping techniques, focusing on the relation between image

characteristics (optical, laser, and microwave remote sensing) and image based indices (like NDVI) onthe one hand and spatial / temporal object properties on the other;1. Spectral characteristics of natural surfaces (natural and agricultural vegetation, soil);2. RS based indices as measure of the properties of forests, crops, natural vegetation and other land

cover types;3. Hyper-spectral remote sensing for mapping;4. Radar remote sensing for mapping;5. LIDAR remote sensing for mapping;6. Multi temporal remote sensing for mapping;7. Hyper-temporal remote sensing for mapping , with emphasis on hyper-temporal NDVI images;8. Image transformation to reveal new image properties (Simple Arithmetic Operations, Empirical

Image Transformation, Principal Component Analysis, Multiple Discriminant Analysis, Hue,Saturation and Intensity (HIS), Fourier Transformation);

9. Object based image versus pixel based image classification for mapping purposes;

Qualitative / landscape guided approach to mapping of natural and cultural ecosystems with focus onthe relation between landscape forming factors (including human interference) and land cover / landuse, based on image classification and fieldwork;

Accuracy assessment of the mapped spatial information.




Lectures 30




Group assignment 0

Self study 36

Examination 8

Excursion 0

Fieldwork 16



Development time 0

ASSESSMENT Written examination; Report and oral presentation on a practical assignment.

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MONITORING OF NATURAL RESOURCES

Module NL8


Period 7 March 2016 - 25 March 2016

EC 5

Module coordinator Kloosterman, E.H. (Henk, drs.)

INTRODUCTIONUnder the influence of driving forces - and in particular, population growth, economic growth and natural phenomena - human activities (e.g. industrial and agricultural activities) exercise pressure on the environment. This pressure results in a change, disturbance, or even degradation, of the state of our environment. Subsequently this change impacts the qualities and services of natural and cultural ecosystems (e.g. biological diversity, food supply and forest quality) on which we depend. In order to warn for, or model future situations and plan interventions a solid understanding of the distribution, interrelations and functioning in space and time of natural and cultural ecosystem is indispensable. This requires up-to-date worldwide, regional and local spatial-temporal databases. This module deals with the theory and practice of monitoring the spatial-temporal characteristics of natural and cultural eco(logical) systems using remote sensing and GIS.

The first part of the module discusses the temporal characteristics of natural and cultural ecosystems, theory and practice of change detection - including error propagation - and how to analyse, map and interpret hyper temporal data. Module 8 further elaborates on the mapping approaches and techniques introduced in module 7.

The second part focuses on monitoring - based on criteria selection and indicators - of changes in the state of the environment as result of the pressure of human activities (impact) on natural and cultural ecosystems qualities and ecosystem services, within the context of project cycles and the Driving force Pressure State, Impact, Response model (DPSIR).

LEARNING OUTCOMESThis module prepares students to apply geo-information and earth observation techniques (RS/GIS) for the monitoring of selected natural resources and their interrelationships, based on the selection of criteria and indicators. On completion of the module you will be able to: Apply the selected methods of spatial-temporal data collection for mapping temporal characteristics of

natural and cultural ecosystems and change detection; Evaluate the quality/ reliability of the acquired data; Understand the position of monitoring within the Driving force, Pressure, State, Impact, Response

model (DPSIR) and project cycles; Identify and select criteria and indicators for monitoring; Demonstrate a scientific attitude towards using methods for earth observation and geo-information

acquisition for mapping and monitoring of the environment.

CONTENTTemporal ecosystem characteristics Temporal aspects of spatial databases; Temporal characteristics of natural and agricultural ecosystems

Change in space and time (succession, modification and conversion); Time scales (long term, decades, seasonal, daily);

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Variability in ecosystems and change events (abrupt, gradual, categorical, continuum).

Mapping the temporal dimension Remote sensing and the temporal dimension (multi temporal images, hyper temporal imagery); Sequential mapping and change detection;

Radiometric, atmospheric and geometric correction; Land cover change detection (bi temporal vs. continuous time scale change detection, visual vs.

digital change detection, direct mathematical image differences, image regression, postclassification change detection, change detection algorithms);

Sequential mapping and error propagation; Hyper-temporal remote sensing (data preparation, interpretation and mapping), with emphasis on

hyper-temporal NDVI images, cross correlation with existing maps and data mining for legendconstruction and NDVI classes for stratified field sampling.

Monitoring the impact of human activities on the environment Concepts and definitions; Monitoring in the context of DPSIR (Driving force, Pressure, State, Impact, Response model), Project

Cycles and Log-Frames; Based on case studies identify, select and apply criteria and indicators for mapping and monitoring the

impact of human activities on the environment using the RS and GIS methods and techniquesdiscussed previously.




Lectures 30




Group assignment 0

Self study 36

Examination 8

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENTWritten examination; Report and oral presentation on a practical assignment.

44

ENVIRONMENTAL MODELLING: CAUSES AND IMPACTS OF CHANGING RESOURCES

Module NL9


Period 29 March 2016 - 15 April 2016

EC 5

Module coordinator Looijen, J.M. (Joan, drs.)

INTRODUCTIONThe previous modules strengthened the ability to inventory natural resources and to detect and assess change such as human impacts on ecologically sensitive areas, deforestation and forest degradation and threats to food security due to decreased crop yields.

Addressing such negative changes requires understanding of the processes which degrade the environment. Different methods and techniques are available to reverse resource degradation or alleviate its consequences.

Proper understanding of cause and effect in resource degradation is crucial to achieve this. Inference of causation, however, is a problem in environmental science because of the limited possibility of experimentation.

In this module, participants will study techniques to infer causation from environmental data and to develop models to predict change in the state of the resource base in response to changes in the environment.

LEARNING OUTCOMESAt the end of the module participants should be able to: Develop an understanding of different classes of models of natural resources and gain experience in

their applicability and application; Focus more in depth on the use of methods and techniques in a particular modelling context. This is

done on the basis of 'guided choice'; Describe limitations of correlative statistics and select and apply appropriate techniques in

environmental science; Describe, select and apply various available techniques to predict impacts and consequences of

environmental change (dynamic modelling, scenario building); Apply these techniques in different case studies and critically assess the quality and uncertainty of the

resulting predictions; Compare and contrast different environmental models.

CONTENTWhereas the preceding modules 7 and 8 placed emphasis on earth observation for mapping and monitoring, this module emphasizes the role of environmental modelling as a tool for examining causes and impacts. During the module, all participants study a range of generic approaches to infer causation from environmental data and to assess the possible impacts on natural resources. Throughout the module participants will be exposed to discipline specific examples.

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1. Statistical techniques Correlation and simple, multiple and curvilinear regression analysis; Logistical regression; Collinearity.

2. Predictive and dynamic process modellingA number of different environmental models will be presented, as well as specific issues related to working with these models. These models take different approaches to the description of the natural world, depending on the objectives of the model. These range from simple static models to dynamic process models. Spatial Multi Criteria Evaluation (SMCE); Cellular Automata (CA) and Agent Based Models (ABM); Dynamic land use modelling; Species distribution modelling.




Lectures 38




Group assignment 0

Self study 15

Examination 3

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Written examination (statistics); Individual assignment (modelling)

46

ENVIRONMENTAL MODELLING: SOCIETAL RESPONSE AND REFLECTION ON NRM

Module NL10


Period 18 April 2016 - 4 May 2016

EC 5

Module coordinator Bronsveld, M.C. (Cees, ir.)

INTRODUCTIONPeople use natural resources. Conflicts can emerge when certain groups exploit resources in such a way that it causes adverse effects to others. Climate change, economic crises, or population dynamics can put sustainable exploitation systems further under stress. Societal groups respond to these changing threats in natural resource availability with initiatives, projects, policies (and sometimes wars). These can aim to prevent, reduce or mitigate pressures and negative impacts on desired states.

Following the DPSIR framework societal responses can be directed towards driving forces, pressures, state, or impact. Spatial information is needed to inform societal initiatives through mapping the natural resource availability, and monitoring of its changes. For example we need to know whether countries effectively avoid deforestation (which needs input from remote sensing) before being able to compensate countries for doing this (as under REDD+). Such information is needed from the local to the global scale.

This module marks the end of NRM block 2. The module starts with a short overview of the role of society in Natural Resource Management (NRM) at different spatial levels. During the remainder of the module participants will reflect on NRM through critical evaluation of methods and approaches that have been presented and discussed in block 2. This will be achieved through a group project in which knowledge and skills gained so far are applied to a real NRM case. The main purpose is that participants reflect on the role of natural resources information specialists (i.e. as typical ITC NRM graduates) in the provision of spatial information to inform society, including local and global-level decision makers. This should result in a critical attitude towards potential and limitations of earth observation and geo-information in natural resources management.

LEARNING OUTCOMESBy the end of the module participants should be able to: Explain how spatial information and analysis informs society regarding changes in or threats to natural

resource availability; Identify real and potential societal responses to a specific NRM case following a DPSIR framework; Analyse the potential use of geo-information and earth observation within the NRM case; Demonstrate an application of geo-information and earth observation to the NRM case; Effectively organize group activities in producing a common end result; Write an individual concise and coherent summary report of the group activities carried out.

CONTENT Lectures on societal response and project work; 1-day study trip as illustration to case studies and societal response in NRM in a Dutch setting; Project group work in which the content of former modules can be applied.

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Lectures 12




Group assignment 66

Self study 30

Examination 8

Excursion 8

Fieldwork 0



Development time 0

ASSESSMENT Group presentation on the case study; Individual summary report of the case study.

48

FOUNDATION YEAR BLOCK 3: RESEARCH PROFILE

49

50

RESEARCH SKILLS

Module NL11


Period 17 May 2016 - 3 June 2016

EC 5

Module coordinator Sliuzas, R.V. (Richard, dr.)

INTRODUCTIONIn the ITC MSc thesis research phase you must be able to execute scientific research and present it in an MSc thesis. Your success in this phase depends, apart from skills and conceptual background in your scientific discipline, on the ability to adequately structure your research proposal and thesis. This module provides a set of research skills that you need for successful thesis research. It teaches you why research is structured as it is and challenges you to develop the ability to critically review scientific work of yourself and others. You will be trained to analyze the structure, logic and quality of research with examples from your own scientific field. Also you will develop skills to structure scientific research and write proper structured English. The module finally aims to create common understanding of what is expected of a research proposal and how it will be assessed, to allow you to comply with these expectations.

The module is structured as a series of common lectures, with per-course breakout sessions. In addition to the common lectures, given mostly by the overall coordinator, domain coordinators will organize and teach the per-course breakout sessions. Selected topics will be taught by other departmental staff and supporting staff.

LEARNING OUTCOMESUpon completion of the module, participants will be able to: Identify the main characteristics of the scientific method and scientific argumentation; Explain the place of their research project in the wider research enterprise: UT/ITC, national, regional

and global agenda; Understand why scientific research is structured as it is; Recognize and critically assess research quality in published work; Recognize and follow ethical standards in research; Write a well-structured and logically-argued essay explaining the importance of their research topic in

accordance with scientific writing principles; Structure an MSc thesis research proposal according to academic expectations.

CONTENT The scientific enterprise and the ITC MSc student's place in it; Logic and structure of scientific research; Inference in various scientific disciplines; Literature search, citation and bibliography; Abstracting and reviewing scientific research; Structured scientific writing and argumentation; How to structure an MSc research proposal; Ethics and professionalism in research.

Follow-up lectures in the thesis-writing phase (not part of this module) will continue with related themes: Preparing for the midterm and final examinations; Research quality and thesis assessment;

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Structuring results, discussion and conclusions; Graphic presentation in an MSc thesis.

PREREQUISITESBefore entering module 11 participants have to identify their intended line of research based on MSc project topics that are provided during the MSc fair held in March. Proposed topics contain information on: the intended topic and rationale, relevant advanced modules 12, 13 and 14-15, available datasets, (optional) fieldwork planning and possible MSc supervisors.

At the start of module 11 participants must be able to: Present and discuss research relevant to their field of interest in public (orally, supported by

presentation slides); Find, evaluate, and summarise relevant and up-to-date scientific literature to support research; Communicate about technical subjects in written English.

Besides participants are expected to have: A background in at least one relevant scientific field (e.g. One of ITC's domains); A critical/creative attitude.

COMPULSORY TEXTBOOK(S)Updated ITC Lecture notes based upon: Rossiter, D. G. (2012). MSc research concepts and skills, March 2011: Vol. 1. Concepts: text with self -

test: lecture note (p. 180). Enschede: ITC. Rossiter, D. G. (2012). MSc research concepts and skills, March 2011: Vol. 2. Skills: text with self - test

questions: lecture note (p. 212). Enschede: ITC. Rossiter, D. G. (2012). MSc research concepts and skills, March 2011: Vol. 3. The ITC thesis process:

text with self - test questions: lecture note (p. 39). Enschede: ITC.



Lectures 48




Group assignment 0

Self study 61

Examination 3

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENTThe module marks will be based upon a module test and 2 assignments, the weights of which will be communicated at the start of the module.

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ADVANCED TOPIC(S)

Module NL12


Period 6 June 2016 - 24 June 2016

EC 5

Module coordinator Dopheide, E.J.M. (Emile, drs.)

INTRODUCTION After completing module 11 on research skills, students follow two advanced topics. These topics are offered by the scientific departments in modules 12 and 13 and are designed to equip students with specific tools, methods and applications that are important for their intended MSc research.

In selecting these two advanced topics, participants therefore have to make a logical choice that fits to their MSc research that will be carried out during Block 4 of the course (MSc research phase; modules 16- 23). The choice of advanced topics is made, and explained, in the MSc pre-proposal that has to be submitted before the start of module 11.

LEARNING OUTCOMES Specified per advanced subject.

CONTENT These are the advanced topics in module 12 that were on offer in 2015:

Module 12 Title

M15-EOS-100 Laser Scanning

M15-EOS-101 Geostatistics

M15-ESA-100 Modelling natural resource degradation

M15-ESA-101 Spatial data for disaster risk management

M15-ESA-102 Field methods for Earth Sciences

M15-GIP-100 Spatial databases and their design

M15-GIP-101 Geovisual Analytics

M15-NRS-100 Assessment of the effect of climate change on agro-ecological systems using optical and SAR remote sensing and GIS

M15-NRS-101 Species distribution modeling and climate change impact

M15-NRS-102 RS/GIS analysis methods to support food and water security studies

M15-PGM-100 Participatory mapping and GIS

M15-PGM-101 Analysis of intra-urban, socio-spatial patterns

M15-PGM-102 Advanced urban land use change and modeling

M15-PGM-103 Integrated assessment: Applying principles of cost benefit analysis and economics in spatial planning

M15-WRS-100 HYDROSAT: Observing the water cycle from space

The final list of advanced topics that will be offered in 2016 will be made available no later than March 2016.

PREREQUISITES MSc modules 1-11. Note that, for some topics, specific knowledge and skills may be required.

RECOMMENDED KNOWLEDGE Specified per advanced subject.

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COMPULSORY TEXTBOOK(S) Specified per advanced subject.



Lectures

Supervised practicals

Unsupervised practicals

Individual assignment

Group assignment

Self study

Examination

Excursion

Fieldwork

Graduation project supervision

MSc thesis supervision

Development time

ASSESSMENT Specified per advanced module. Note that the assessment of module 12 must result in a mark.

54

LASER SCANNING

Module NL12

Module code M15-EOS-100


EC 5

Module coordinator Vosselman, M.G. (George, prof.dr.ir.)

INTRODUCTION Airborne, terrestrial and mobile laser scanning are modern technologies to acquire and monitor the geometry of the Earth's surface and objects above the surface like buidlings, trees and road infrastructures.

This module provides an overview on the state of the art of this technology, potential applications as well as methods to extract geo-information from the recorded point clouds.

LEARNING OUTCOMES After this module students should be able to: Assess the applicability of laser scanning for various tasks; Explain and perform the general processing steps used for generation of laser scanning data; Evaluate the quality of laser scanning datasets; Interpret and analyse point cloud processing results.

CONTENT Introduction: Principles of airborne, terrestrial and mobile laser scanning, properties, accuracy

potential, comparison to other data acquisition techniques, overview on various applications.

General processing of point clouds: Visualization, segmentation of point clouds, error sources andcorrection methods, quality analysis.

Digital terrain models: Extraction of terrain points and break lines. Detection and modelling: 3D reconstruction of buildings,infrastructure, and landscapes; change

detection with multi-temporal and single epoch data for map updating; mobile mapping for road inventory.

PREREQUISITES Completed core modules.

RECOMMENDED KNOWLEDGE Core modules knowledge on Remote Sensing and GIS.

COMPULSORY TEXTBOOK(S) Participants will receive copies of the PowerPoint slide series, selected chapters of the book "Airborne and Terrestrial Laser Scanning" and journal articles.

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Lectures 28




Group assignment 0

Self study 101

Examination 3

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Oral report on individual assignment and written examination.

56

GEOSTATISTICS

Module NL12



EC 5

Module coordinator Hamm, N.A.S. (Nicholas, dr.)

INTRODUCTION This module aims to provide an introduction to the theory and practice of geostatistics. By the end of the module you should have a good knowledge of basic theory AND be able to implement analysis using R and GIS.

Geostatistics is statistical inference for data with know locations. The attentional to location is what differentiates the statistics that you study in this module from the classic statistics that you have studied previously. Locaton is fundamental to geodata, so geostatistics finds many applications in the different disciplines at ITC. As such, the module is relevant for students in all departments at ITC. Geostatistical analysis will be implemented mainly in the R environment. Where appropriate, we will also link to GIS software since this is important for using geostatistics. Geostatistics has wide application where mapping is required. Applications can be found in geoinformatics, water resources, soil science, ecology and disaster management.

The content is learnt through a range of study approaches. We do use tradional lectures and practical exercises to deliver the key concepts and develop practical skills. These are complemented with group exercises, presentations and a project.

We typically have students from a range of backgrounds. We recognize that many students are not very comfortable with mathematics so we focus on the key equations and explain, step-by-step, what they mean in an applied sense. Our experience is that such students can then develop a strong understanding of geostatistics and not just treat it as a "black box". Students who like mathematics can go into more detail in equations if they choose to do so.

During practical exercises you will work range of datasets that are relevant to the different ITC domains. If you are interested in a particular type of data please contact us.

LEARNING OUTCOMES At the end of this module the student should be able to: explain and apply the linear model in the context of a geospatial analysis; explain the concept of auto-correlation and outline how this is described and modelling using the

variogram; calculate sample variograms and fit models to those sample variograms AND justify choices made

during this process; apply ordinary kriging and interpret the results (mean and kriging variance); extend the ordinary kriging case to regression kriging through the use of appropriate covariates; describe and implement a geostatistical simulation; explain the concept of cross-covariance and the cross-variogram and apply these to co-kriging for a

simple dataset; contrast and compare model-based and design-based sampling strategies; develop a thorough critical geostatistical analysis that leads to a written report and oral presentation;

develop and enhance core skills in group work, oral presentations and scientific report writing.

CONTENT The first week begins with a revision of standard regression modelling and the linear mixed model before moving on to study the concept of spatial auto-correlation and the regionalized variable. We then model autocorrelation using variograms and covariance functions and then apply the variogram

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for prediction using ordinary kriging. We conclude with a mapping exercise.

We begin the second week by extending ordinary kriging to regression kriging. We then turn to geostatistical simulation, co-kriging and geostatistical sampling design. In the first two weeks students will work with a range of datasets.

The third week is an assignment/mini-project, where you conduct geostatistical analysis. You will be provided with a dataset and a project brief and will be required to work this out fully and report your findings orally and in writing. We are open to requests to work with other datasets (e.g., your own data), but this should be agreed with the lecturers.

PREREQUISITES Module 1-11 of the ITC MSc programme. Where this has not been followed, we will assess the suitability of candidates on a individual basis.

RECOMMENDED KNOWLEDGE Insight and experience with quantitative geodata (GIS, Remote Sensing); Basic knowledge of probability (distributions) and statistics (including t-tests and linear

'regression'.

COMPULSORY TEXTBOOK(S) Compulsory reading material will be distributed or made availbable from the ITC library.



Lectures 20




Group assignment 30

Self study 32

Examination 6

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT The assessment is split between project work (50%) and a written exam (50%).

58

MODELLING NATURAL RESOURCES DEGRADATION

Module NL12

Module code M15-ESA-100


EC 5

Module coordinator Shrestha, D.B.P. (Dhruba, dr.)

INTRODUCTION Steadily increasing population pressure leads to scarcity of land causing deforestation and widespread changes in land cover/land use. This can have detrimental effects on fundamental processes within natural and man-made ecosystems. On the other hand intensive use of marginal lands without proper conservation measures can trigger wide scale degradation of natural resources such as vegetation and soils. In addition to this, excessive rain can have devastating effect by generating high surface runoff. It can cause not only erosion problem in the upland areas but also flash flood in the low lying areas damaging properties and causing inconvenient to people. On the other hand if an area receives consistently below average precipitation it can have substantial impact on the ecosystem and can cause drought.

Analysis of degradation can be done for instance with analysis of multi-temporal satellite data, and modelling rainfall-runoff and its consequent effects on both upland as well as in the lowland areas. Knowledge on the one hand of the degradation processes/rates and on the other hand of conservation measures, can help quantify the problem and find suitable solutions for controlling degradation. Soil and water conservation techniques, both scientific and indigenous, have been amassed over the last 50 years but successful implementation can only be based on acceptance and support by stakeholders. Guidelines for this are given by the WOCAT system (www.wocat.net) and the DESIRE project (www.desire-project.eu).

LEARNING OUTCOMES At the end of the course participants should be able to: Analyze the influence of primary factors leading to natural resource degradation; Apply RS/GIS and spatial modelling tools for mapping and monitoring of degradation processes; Understand the spatial implications of conservation measures for watershed management and discuss

the methods developed to engage stakeholders, with examples from the DESIRE project (www.desire- project.eu);

Apply what you learn on a real life case study in semi-arid (dry) or tropical area.

CONTENT The course teaches to identify the primary factors leading to natural resource degradation and analyse their influence on degradation processes. It consists of two weeks of theoretical explanations with exercises and one week of real life case study work.

Theory and exercises (2 weeks): Factors, process mechanisms and consequences of natural resource degradation (e.g. loss of

biomass, disturbance of hydrological balance, land degradation); Remote sensing techniques for land cover/land use change analysis; Modelling surface runoff, soil loss and/or flash flood modelling; Mitigation measures and conservation planning for watershed management and discuss methods

developed to engage stakeholders.

Case studies using real life data (1 week): Land degradation assessment (Morocco); Land use change analysis and erosion modelling (Thailand/Indonesia); Flash flood modelling (Thailand); Soil and water conservation methods and analysis of their effect (any one of the areas above).

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PREREQUISITES Basic understanding of the principles of remote sensing and geographic information system; Background knowledge in natural sciences (earth sciences, natural resources, agriculture, forestry,

hydrology, soil).

RECOMMENDED KNOWLEDGE Basic knowledge of modelling is recommended but not required to attend the course; the course takes learning by doing approach.

COMPULSORY TEXTBOOK(S) (Electronic) handouts, scientific literature, satellite images, digital databases and open source software etc.



Lectures 44




Group assignment 26

Self study 16

Examination 2

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Individual assessment is based on: Written completion of exercises; Written exam (60%); Case study (40%).

60

SPATIAL DATA FOR DISASTER RISK MANAGEMENT

Module NL12



EC 5

Module coordinator Westen, C.J. van (Cees, dr.)

INTRODUCTION The world has experienced an increasing impact of disasters in the past decades. Many regions are exposed to natural hazards, each with unique characteristics. The main causes for this increase can be attributed to a higher frequency of extreme hydro-meteorological events. The risk due to natural disaster is changing, due to changes in population, land use and climate.

To reduce disaster losses, more efforts should be applied towards Disaster Risk Management, with a focus on hazard assessment, elements-at-risk mapping, vulnerability and risk assessment, all of which have an important spatial component. Multi-hazard assessment involves the assessment of relationships between different hazards and especially for concatenated or cascading hazards.

The use of Earth Observation (EO) products and Geographic Information Systems (GIS) has become an integrated approach in disaster-risk management. Hazard and risk assessments are carried out at multiple scales, ranging from global to a community level. These levels have their own objectives and spatial data requirements for hazard inventories, environmental data, triggering or causal factors, and elements-at-risk.

This module provides an overview of various forms of spatial data, and examines the approaches used for hazard and risk assessment. Specifically, hazard examples include earthquakes, windstorms, drought, floods, volcanic eruptions, landslides and forest fires. Several approaches are also treated that have been developed to generate elements-at-risk databases with emphasis on population and building information, as these are the most used categories for loss estimation.

Vulnerability approaches are discussed, with emphasis on the methods used to define physical vulnerability of buildings and population, and indicator-based approaches used for a holistic approach, also incorporating social, economic and environmental vulnerability, and capacity. The use of multi-hazard risk for disaster risk reduction is also treated within this module, and we will look at different structural and non- structural measures for risk reduction, and also to the tools used for analysing optimal ones. Also risk governance and risk visualization are addressed.

LEARNING OUTCOMES This module shows you how spatial data is used in advanced methods for risk assessment, inlcuding

techniques for probabilistic risk assessment, the end users of such information and the Spatial Data Infrastructure required;

The module also gives the risk management framework and introduces you how spatial riskinformation is used to disaster risk management;

The integration of risk information with other relevant information into disaster risk management andenvironmental impact assessment;

Define how risk analysis results are used, by whom, in what way; Translate the results into an integrated planning/policy level.

CONTENT Risk Management framework, including aspects such as risk analysis, risk evaluation, risk perception and risk governance.

Users and providers of Risk Information. An analysis is given of the end users of risk information,

61

their requirements, and the organizations that are involved in generating information for a risk assessment.

Spatial data requirements for Risk Management. Here we will look at the various sources of input data for hazards, elements-at-risk, and vulnerability data. We will look what types of data are required at different scales, and for different types of hazard. Also available data sources on the internet will be evaulated.

Multi-hazard risk assessment. A large case study is included dealing with a national multi-hazard risk assessment for the county of Georgia, using 10 hazard types, 7 types of elements-at-risk and 3 administrative levels (See also: http://drm.cenn.org). Also a small scale example of a multi-hazard risk assessment is shown for the Nocera area in South Italy.

Examples of international methods for loss estimation. In this component we will look at internationally developed software modules for risk assessment such as HAZUS (Multi-hazard risk methodology developed for the US by FEMA), and CAPRA (Comprehensive Assessment of Probabilistic Risk developed by the World bank).

The use of risk information for emergency prepardness. This includes a practical exercise dealing with a simulation case study for the use of spatial information in responding to a disaster event. Participants working in groups simulate the actions taken in an emergency center where information is generated in response to an emergency that is happening.

The use of risk information in a cost-benefit analysis for the design of risk reduction measures. the reducation in expected losses due to the implementation of certain risk reduction measures is evaluated against the investments needed for the implementation, over a certain period of time.

Use of risk information in spatial planning. This component gives to the link to the next modle, focusing on the incorporation of risk information in regulatory zoing and land use planning.

Analyzing the risk in a changing environment. How global changes, related to environmental and climate change as well as socio-economic change, will affect the temporal and spatial patterns of hydro- meteorological hazards and associated risks: how these changes can be assessed, modeled, and incorporated in sustainable risk management strategies, focusing on spatial planning, emergency prepardnesss and risk communication.

Remark: This module is also interesting for AES MSc students of the Natural Hazards and Disaster Risk Management specialization, as the components taught in this course are new with respect to the previous course components.

PREREQUISITES Open to all MSc students.

RECOMMENDED KNOWLEDGE Basic skills in GIS and Remote Sensing.

COMPULSORY TEXTBOOK(S) Course folder with handouts, PowerPoint files, case study descriptions, background literature and examples of risk assessment studies and risk atlases will be provided.

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Lectures 25




Group assignment 16

Self study 10

Examination 4

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT The assessment is made based on the submission of a number of assignments and presentations, and does not include an exam.

63

64

FIELD METHODS FOR EARTH SCIENCES

Module NL12



EC 5

Module coordinator Ruitenbeek, F.J.A. van (Frank, dr.)

INTRODUCTION In this three-week module you will carry out a research-oriented project that focuses on the combined use of remote sensing and geophysics together with field observations and measurements to make Earth Science interpretation of the Harz Mountains in Germany. In this integrated approach field based methods play an important role in the investigations of the surface geological parameters at outcrop-scale and determinations of the relationships between the variations in remotely sensed and geophysical imagery and the geology on the ground. A variety of measurements will be acquired in the field during a short field campaign to the Harz Mountains in Germany and used to establish the relationships the surface conditions and geology the models and interpretations that resulted from a desk study prior to the field campaign.

LEARNING OUTCOMES Upon completion of the module the student should be able to: Make preliminary Earth Science interpretations from remotely sensed, geophysical imagery and other

spatial data sets and plan field data acquisition and validation using a variety of geophysical, chemical and spectral field instruments;

Acquire field observations of the surface geology at outcrop scale and to use field instrumentation tomeasure chemical, physical, structural and mineralogical parameters;

Integrate the acquired field observations and measurements with the geological models andinterpretations obtained using remote sensing and geophysics with the aim of validation and improvement of the preliminary interpretation;

Set up and run field campaigns with geological and geophysical instrumentation.

CONTENT The first week will consist of a preparation phase for the field campaign in which the student will select one data acquisition method for study and deepening of understanding and skills. This involves a theoretical component of literature study and a more practical component of preparing and interpretation of data sets for use in the field. Data acquisition methods include reflectance spectroscopy, gamma ray spectrometry, whole rock geochemistry with portable XRF, magnetic susceptibility measurements, etc.

In the second week the field data acquisition campaign will take place in the Harz Mountains in Germany. Several rock outcrops and quarries will be visited during this field visit where field method will be practiced and data will be acquired. Together these locations will provide a comprehensive overview of the Harz area with its large diversity of rock types, Earth science environments and mineralization.

The third week is dedicated to integration of the data acquired in the field with the interpretations and models produced in the first week. The outcome will be presented in the form of project reports.

PREREQUISITES Modules 1-11 in ITC, relevant background in earth sciences.

RECOMMENDED KNOWLEDGE The student must have a background in Earth Sciences. He/she must have affinity with the use of remote sensing and geophysics.

65

COMPULSORY TEXTBOOK(S) Compulsory reading material will be distributed or made available from the ITC library.



Lectures 8




Group assignment 18

Self study 48

Examination 6

Excursion 0

Fieldwork 40



Development time 0

ASSESSMENT Assessment of reports on field exercises and projects, and a written exam.

66

DESIGN AND IMPLEMENTATION OF SPATIAL DATABASES/SPATIAL DATABASE AND THEIR DESIGN

Module NL12

Module code M15-GIP-100


EC 5

Module coordinator By, R.A. de (Rolf, dr.ir.)

INTRODUCTION

Data management is key in a world that continues to generate large amounts of spatial data, whether coming off remote sensors, in situ sensors or on-the-person sensors, and whether raw original data, or highly processed data in half- and end-products. Spatial data has many disguises: we all know the raster and vector distinction, but need to admit that other formats are also becoming of interest, for instance genuine data that spatial-temporal in nature.

Data management comprises a number of activities: the design and preparation of the system to receive and hold large datasets, the design and realization of functions that operate over the stored data, and the execution of maintenance procedures that must ensure the data is secure and available, from a system that has performance characteristics that fit with the user needs.

Current spatial database technology has many facilities on-board, amongst others various ways to store spatial data, loads of spatial functions very comparable to full-fledged GIS, as well as a variety of programming environments with which the data can be operated on.

LEARNING OUTCOMES The module aims to teach the students a number of skills, and aims to deepen their understanding of spatial data management. It also addresses the subsidiary skills of understanding technical manuals at appropriate operational levels. We also aim at the execution of a mini-research project around spatial database technology within the module, conducted by a small team of students.

Pointwise the module has the following objectives: deep operational knowledge on spatial database programming, with spatial SQL as well as

a programming language that embeds SQL; deep understanding of spatial database design, from conceptual model all the way to realized system; proficiency in absorbing and digesting technical know-how from support manuals and standards; experimental research project with database technology.

CONTENT We will discuss architectural principles of spatial databases, standards for spatial data, database design theory, and execute a number of practical exercises in spatial database operation, extending spatial database functionality, GIS-like spatial data analysis and mapping, and spatial database design.

The module involves reading exercises, puzzles, and presentations by students, as well as execution of a database design project and a collaborative research project. We aim to conduct a highly interactive module in which students' interests may be specifically addressed.

PREREQUISITES Principles of GIS on spatial data, spatial reference systems, and generally GIS functions; Principles of Databases on the fundamentals of the relational model, and the operation of SQL; Programming Skills on the general understanding of algorithmics and algorithm development;

67

Research skills on literature scanning and research project management.

RECOMMENDED KNOWLEDGE The fundamentals of GIS, database querying, and some experience in programming or scripting.

COMPULSORY TEXTBOOK(S) None. The module does have a fairly large reader.



Lectures 0




Group assignment 0

Self study 0

Examination 0

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT The module is assessed in a number of ways, each giving a partial mark. Students will be grouped to prepare a presentation on the basis of a reading assignment. Their

presentation will be marked individually (20%); Students will be assessed on their participation in class in discussions throughout the module. This will

also be assessed individually (20%); There will be an exam that provides an individual mark (30%); A mini-research project will be conducted also in a small group. This will give a group mark (30%).

68

GEOVISUAL ANALYTICS

Module NL12



EC 5

Module coordinator Kraak, M.J. (Menno-Jan, prof.dr.)

INTRODUCTION This course will cover basic aspects of geovisual analytics. It deals with the user-centred design of an integrated visual environment with interactive and dynamic cartographic displays and alternative visual representations of time to analyse relevant geographic (spatio-temporal) problems. The issue is that theory and tools to deal with the temporal component are less developed, despite the fact that time is a critical aspect of virtually all geo-problems. The module centers around a case study in which a geovisual analytical environment will be created with off the shelf (open source) software in order to be able to analyse larger spatio-temporal datasets as a means to address major global problems. As part of the user- centered design the usability of the case study outcome will be evaluated with prospective users.

LEARNING OUTCOMES Explain to peers the basics and usefulness of geovisual analytics in solving real world problems; Explain and justify to peers the selection of components of a geovisual working environment in the

context of a selected problem case; Follow a user-centered design approach in selecting and applying appropriate visual representations to

analyse a particular spatio-temporal problem (starting with a systematic requirement analysis); Select and apply appropriate user research methods and techniques to evaluate a geovisual analytics

environment.

CONTENT After overviews of the what and how of geovisual analytics and user-centered design of geoinformation tools the module will zoom in on a set of methods and techniques of geovisualization to deal with geospatial data which have a clear temporal component. Students are then expected to apply this knowledge in a particular application domain / case study using off the shelfe software tools and some scripting. The resulting prototype should be based on a solid requirement analysis and its usability will have to be investigated. A written report must be produced, describing, explaining and justifying the choices made in the user-centered design process, including the spatio-temporal problem which is addressed.

PREREQUISITES MSc Core Module and Modules 4-11;

The knowledge gained in GFM.2 Module 8 "Visualization and dissemination of geodata" is advantageous, but it is not strictly necessary. Therefore, students from other courses are explicitly invited to join this elective module as well.

RECOMMENDED KNOWLEDGE Basic programming skills are recommended. (scripting).

COMPULSORY TEXTBOOK(S) The book and papers will be available via Blackboard.

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Lectures 24




Group assignment 0

Self study 24

Examination 0

Excursion 0

Fieldwork 0



Development time

ASSESSMENT In this module, students work individually. The assessment is based on three main items: A report describing, explaining and justifying the user centered design process; A prototype of a geovisual analytics environement related to the case study; The feedback provided on the work done by others.

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ASSESSMENT OF THE EFFECT OF CLIMATE CHANGE ON AGRO-ECOLOGICAL SYSTEMS USING OPTICAL AND SAR REMOTE SENSING AND GIS

Module NL12

Module code M15-NRS-100


EC 5

Module coordinator Hussin, Y.A. (Yousif, dr.)

INTRODUCTION

The greenhouse effects and the carbon cycle, in particular carbon emissions and carbon sequestration, are at the heart of climate change, one of the most pressing problems the earth is facing. Global instruments like the UNFCCC, Kyoto Protocol, CDM, and IPCC reports all address these, resulting in an explicit link with the International Environmental Agenda. The accurate quantification of the various components in the carbon cycle forms a core need for its assessment, monitoring, modeling, and the mitigation of adverse climate effects and, in the end, sustainability of livelihoods in many parts of the earth.

The latter requires identification, analysis and development of policy instruments in order to handle the impacts of the foreseeable changes in the carbon cycle. Within the carbon cycle, forestry in the broad sense forms the principal scientific area for research including both emissions (sources) and sequestration (sinks).

Afforestation, reforestation and deforestation are the current Kyoto focal areas, but sustainable forest management, including certification, and the assessment and prevention of forest degradation may well be considered in the so-called post-Kyoto period (see e.g., the REDD proposal).

Due to size, inaccessibility of the forest resources, and international requirements for a uniform methodology, quantification of the carbon cycle components in both space and time leans heavily on remote sensing, GIS modeling and related statistical tools.

LEARNING OUTCOMES After the module students should be able to: understand carbon cycle and effect on climate change; assess and estimate forest, agriculture crop, grass, shrubs and wetlands vegetation biomass; able to detect, monitor and model deforestation and forest degradation; able to model biomass from vegetation types of all agro-ecological system and consequently model

sequestrated carbon; able to model forest fire behavior and consequently carbon emission; understand how deforestation, forest degradation, carbon sequestration and carbon emission

affected climate change; understand the principles of SAR imaging system; interpret and analyze aircraft and satellite radar images; use radar images for modeling and mapping carbon and consequently model carbon.

CONTENT The application of optical and SAR Remote Sensing and GIS is an advanced subject introduces the principles of optical sensor system and Synthetic Aperture Radar Imaging Systems. It introduces the Carbon Cycle, Climate Response and the rule and effects of Deforestation and Forest Degradation (DD) on carbon and climate change.

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It discusses the new carbon strategy (REDD) Reducing Emission of Carbon from Deforestation and Forest Degradation accepted by UN countries as a continuation for its policy after Kyoto. It introduces the relationships between biophysical characteristics (e.g. biomass) of forest, agriculture crops and other vegetation types such as grass, shrubs and wetland and optical and radar (reflectance or backscatter).

It introduces the geo-information applications in deforestation and forest degradation by detecting, monitoring and modeling deforestation and forest degradation using Remote Sensing and GIS.

Then it assess method of biomass assessment using field, Remote Sensing and GIS, which leads to the modeling and mapping biomass from all agro-ecological system (e.g. forest, agriculture, grass, shrubs and wetland vegetation). Consequently, it presents methods and techniques of modeling carbon sequestration (CS).

As far as carbon emission is concern the module is first introducing forest fire. Then deals with modeling forest fire behavior in order to presents methods and techniques of modeling carbon emission (CE) from forest fire. Finally the module will discuss how Climate Change can be modeled in response to DD, CS and CE.

As SAR data will be one of the remotely sensed most related to biomass, the module will go through all image pre-processing and processing techniques of radar data (e.g. enhancement, radiometric and geometric correction, etc.). The module explains how radar data can be fused with optical sensor system data and its applications in modelling carbon. The module will explain the techniques used to extract information from radar images. It will describe spatial, radiometric and temporal resolution of SAR Images.

PREREQUISITES MSc modules 1-11.

RECOMMENDED KNOWLEDGE Remote Sensing and GIS background.

COMPULSORY TEXTBOOK(S) Reader: Principles and Application of Imaging Radar (Henderson and Lewis 1998) Reader: Measurements and Estimations of Forest Stands Parameters Using Remote Sensing

(Stllingwerf and Hussin, 1997).



Lectures 0




Group assignment 0

Self study 0

Examination 0

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Summative assessment (examination) theory and formative assessment of practical work.

72

SPECIES DISTRIBUTION MODELING AND CLIMATE CHANGE IMPACT

Module NL12



EC 5

Module coordinator Groen, T.A. (Thomas, dr.ir.)

INTRODUCTION Accurate spatial information about biological ecosystem properties is a requirement for developing policy and managing natural resources. Information about green biomass, species, assemblages and diversity serve a wide range of purposes in environmental management. Remote sensing may enable direct mapping of such biological properties.

Frequently however indirect approaches are used where environmental conditions are used to predict the distribution of the biological variable of interest. This module aims to strengthen skills in developing models to predict the distribution of species for purposes such as biological or environmental conservation, biodiversity assessment, species richness and species distribution. Climate change scenarios can give an indication in which direction the present distribution of species might change.

LEARNING OUTCOMES Upon completion of this module the student should be able to: select appropriate models for estimating species distribution and biodiversity, its relation to

environmental parameters; know where to find relevant data sources online for modelling understand basic climate model output apply these to real and future world situations.

CONTENT 1. The module starts by introducing the R-package as a modelling environment and a number

of advanced modelling techniques, such as logistic regression models, boosted regression trees, maximum entropy and expert system models;

2. Available environmental predictor variables are described;3. Multi-collinearity diagnostics and spatial auto-correlation;4. The techniques are applied to specific thematic application areas such as biodiversity

modelling, species distribution probabilities and habitat requirements;5. Trends and multi- and hyper temporal analysis;6. The impact of Climate Change on the distribution of species;7. Model calibration, validation, data quality and model comparison.

PREREQUISITES Basic knowledge of ecology and statistics.

RECOMMENDED KNOWLEDGE Excel, ArcGIS, R, basic statistics.

COMPULSORY TEXTBOOK(S) PowerPoint presentations and hand-outs will be distributed.

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Lectures 20




Group assignment 0

Self study 16

Examination 8

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Presentation of individual assignment where the student demonstrates her/his ability to apply a suitable model to an example case study (will be provided) with all of its associated analysis and evaluation (50%) and a written exam (50%).

74

RS/GIS ANALYSIS METHODS TO SUPPORT FOOD AND WATER SECURITY STUDIES

Module NL12



EC 5

Module coordinator Bie, C.A.J.M. de (Cees, dr.ir.)

INTRODUCTION Remote sensing and GIS are important tools to provide input to the spatial assessment of Food and Water Security. Such an assessmnet is important to both rainfed as irrigated agricultural systems and can be done at regional, national and continental scales. While a holistic study of food and water security requires many disciplinary inputs, at ITC's research and education three main fields are covered:

Mapping of agro-ecosystems: mapping and characterization of crop production systems and areaestimation (inputs for monitoring, modeling and planning).

Monitoring agro-ecosystems: detecting past land cover and use changes, and assessing present landcover and crop conditions as for example affected by drought (early warning).

Modelling agro-ecosystems: early prediction, quantified estimation of moisture conditions, canopycover, biomass and yield, plus estimation of future impacts by anticipated climate change.

This module will cover the first two bullet points through use of satellite imagery, analytical tools, with emphasis on the space-time dimensions to map, monitor and estimate the systems conditions, behavior and performance. A subsequent module titled "Spatial-temporal models for food and water security studies" will focus on the remaining bullet point. The two modules gradually change focus from inventories (mapping) and capturing changes and qualitative performance, to the use of the prepared maps and monitoring products (indices) to quantify performance using agro-ecological models.

Research aspects that will be supported through this module concern (amongst others): Use of hyper-temporal RS-imagery (SPOT-Vegetation, MODIS, Proba-V, etc.) to stratify (map) and

characterize cropping systems territories at good accuracies and with essential legend details on agro- ecosystems present, plus the use of data mining methods, that rely on secondary field data and/or existing tabular statistics.

Use of indices (NDVI, LAI, NDWI, etc.). Mapping and monitoring gradual and abrupt land cover/use changes (probability algorithms). Assessment of season specific performance variability (intensities, timing of planting-harvesting,

droughts and other perils), as e.g. required to support index-based micro-insurance programs.

In practice, gained knowledge serves (amongst others) a wide range of specialized advisory work: Preparation of actual inventories and land cover/use maps. Generation of spatial details of crop calendars and crop management, including production constraints

and perils (yield gaps). Quantified yield gap assessments for land use planning, specifications of advice for extension

services, work agenda specifications by research stations, and policy-making considerations.

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LEARNING OUTCOMES After completing this module, participants should be able: To generate and explain the relation between agro-ecosystem components and RS-based indices like

LAI, fAPAR, NDVI, NDWI, RFE's, ETa, SWI, SoS, FVC, BM, CC, etc., (explain their use, obtain them, and assess their value).

To access (pre-process) and present required imagery and indices through the GeonetCast toolboxand/or Spirits (optionally: Timesat, etc.).

To utilize hyper-temporal data for (agro-environmental stratification using ISODATA clustering. To describe the strata through data-mining techniques of (i) high-resolution field maps, (ii) primary

survey data, (iii) agricultural statistics, (iv) literature on followed crop-calendars, and (v) data on socio- economic conditions by livelihood zones, etc.,

To generate agro-ecosystem maps, crop masks, cropping intensity maps, land use systemcharacterizations.

To link prepared maps to information on farming systems, livelihood situations (vulnerability andcoping conditions), and impact-response facts of past disasters, in order to support spatial Food Security issues and to support early response activities etc.

To use the time-series of imagery for the detection of anomalies and land cover/use changes. To generate and depict (semi-)quantitative seasonal performance estimates (yields).

CONTENT Week 1: Day-1 (Vrieling, Maathuis, de Bie, v.d.Tol): Intro to (i) Food and Water Security and to (ii) Early Warning: Present day issues, state-of-the-art, knowledge/application gaps, etc.; "four visions".

Day-2,3 (de Bie, Vrieling, Mannaerts): Primers on: Contemporary indices in use to monitor agro-ecosystems: their purpose, basics and value. Timescales of indices versus the availability of (hyper-temporal) imagery (SPOT-VGT, MODIS, Meris,

MeteoSat (MSG), Proba-V, Sentinel, etc.) Monitoring Vegetation from Space (eLearning: http://www.eumetrain.org/data/3/36/index.htm) Discussion: value of RS-based measurements versus agro-ecological realities. Practical: Tools to display (also in 3D) time-series data using Ilwis and nVis. Geonetcast 'primer', with references to 52North manuals and reference materials.

Day-4,5 (Mannaerts): Use of GeonetCast to obtain, (pre-)process, and display required time-series of imagery and indices (tool-skills), with advanced individual tasks for experienced users.

Week 2; Day-6,7 (de Bie): Skills and critical expert decisions needed for optimal spatial-temporal clustering of hyper-temporal data (ISODATA algorithm of Erdas). Advise/discussion on the small individual assignment (ref.day-14,15).

Day-8 (de Bie, v.d.Tol): Key web-based imagery sources and tools and tricks to download, (pre-) process and import required timeseries of imagery, indices, and additional basic GIS-data.

Day-9,10 (de Bie): Making agro-ecological sense of prepared stratifications: map-comparisons, data tabulations, surveying guide, data-mining, and statistical tricks; guided exercises of selected approaches to prepare crop masks, crop intensity maps, land use characterization, etc.

Week 3: Day-11 (Vrieling, de Bie, v.d.Tol): anomaly detection methods (services) and interpretation issues with discussions on new developments (partly eLearning).

Day 12-15: Small individual assignment: implement, using required tools, a processing chain of selected spatial-temporal data to generate relevant Food and Water security information (to be submitted; graded exercise). Advise: initiate your project well in time.

PREREQUISITES Skills in Remote Sensing and GIS (e.g. core modules of ITC MSc curriculum).

RECOMMENDED KNOWLEDGE Background in systems analysis for resources management.

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COMPULSORY TEXTBOOK(S) None



Lectures 20




Group assignment 0

Self study 25

Examination 0

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Small individual assgnment.

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78

PARTICIPATORY MAPPING AND GIS

Module NL12

Module code M15-PGM-100


EC 5

Module coordinator Verplanke, J.J. (Jeroen, drs.)

INTRODUCTION Participatory mapping and participatory GIS (PGIS/PPGIS) are established practices in participatory spatial planning and management. It includes actual spatial information techniques, tools, products and outputs that are appropriate to a participatory approach and are for use by mixed groups of professionals and nonprofessionals in a wide range of application domains.

The module is about participatory mapping practices which apply a variety of information acquisition, analysis and synthesis tools, to elicit and include all forms of spatial information. As the participatory approaches discussed in this module are suitable to a wide range of application domains the course is suitable for students in all applied fields of study. In this module participants therefore get the opportunity to develop individually (if applicable) a participatory research approach tailored for inclusion in their research proposals or which could be useful for their professional careers.

LEARNING OUTCOMES After completing this course, participants can: put geo-information issues into the context of the PGIS/PPGIS practice; understand the concepts and importance of local and indigenous spatial knowledge understand the differences between PGIS and Volunteered Geographic Information (VGI) and assess

their applicability in a variety of contexts analyse participatory spatial planning and community-based management of resources in the light of

stakeholder interests; prepare a strategy for and execute a participatory (local-level) spatial data acquisition using

participatory mapping tools and applications; describe whether there is a role for participatory approaches in (personal) research objectives and

relate the consequences of the method to ethics.

CONTENT In the field of participatory mapping there are some exciting research issues, made more complex and challenging by the inseparability of theory and practice in participatory research topics. Whether the approaches will be discussed in terms of Urban Growth, Food Security, Land Administration, or Disaster Risk Management, this advanced course focuses on the following issues: The origins and applications of PGIS/PPGIS Participatory sensing and data collection through social media and innovative tools; Investigating the spatial knowledge in represented in cognitive maps, especially of local or indigenous

spatial knowledge; Handling the complex ethical issues of participation in spatial planning; Exploring the new research fields of e-participation and VGI (volunteered geographical information); Assessing the applicability of an array of new technologies such as mobile mapping and multimedia.

PREREQUISITES Affinity with participatory approaches in a local development context.

COMPULSORY TEXTBOOK(S) Participatory Learning and Action 54: Mapping for Change: Practice, Technologies and Communication (IIED, 2005); available online: http://pubs.iied.org/pdfs/14507IIED.pdf

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Lectures 32




Group assignment 32

Self study 24

Examination 0

Excursion 0

Fieldwork 4



Development time 0

ASSESSMENT 60% portfolio of practical assignments; 40% individual final assignment.

80

ANALYSIS OF INTRA-URBAN, SOCIO-SPATIAL PATTERNS

Module NL12



EC 5

Module coordinator Martinez Martin, J.A. (Javier, dr.)

INTRODUCTION This module explores on issues of socio-spatial diversity, differentiation and fragmentation that impact on the urban form and on the quality-of-life of urban dwellers. We concentrate on capturing and understanding intra-urban variations and differentials in quality-of-life conditions and access to social infrastructure. A better understanding of the resulting socio-spatial patterns is essential for targeting deprived areas and implementing area-based and regeneration policies.

This module presents several methods under a mixed methods approach. Through a combination of lectures, reading assignments, exercises, and a final group work participants learn to combine quantitatively derived patterns and measures with user generated data and perceptions.

LEARNING OUTCOMES Upon completion of this module the student should be able to: have an understanding of intra-urban socio-spatial patterns and the relation with current theoretical

and empirical debates in urban studies; have knowledge and understanding of the importance of intra-urban patterns and inequality analysis in

planning; have the ability to apply a combination of statistical and GIS-based spatial analytical methods to detect

and analyse intra-urban variation patterns; understand of the relevance of each method in the context of urban studies; have the capacity to reflect on the methodological choice and in the incorporation of both quantitative

and qualitative data analysis; have ability to interpret results and relate these both to theoretical debates as well as policy

implications.

CONTENT Context and application Intra-Urban Socio-Spatial Patterns in Urban Studies; Spatial Justice; Spatial Inequality; Quality of Life / Well-Being and Deprivation; Environmental Justice; Spatial Segregation; Targeting and Regeneration. Area-Based Policies.

Methods Data reduction, Factor Analysis; Geodemographics ["analysis of people by where they live"], neighborhood analysis and targeting.

Cluster analysis. K-means; Statistical and spatial measures of segregation and concentration;

Patterns and scale issues (MAUP); Spatial autocorrelation; Intra-urban patterns and change; Patterns of user generated data and qualitative data. Qualitative GIS. Mixed methods approach.

"Objective" and "Subjective" measures; Spatial analysis of qualitative data. Geo / place quotation. ATLAS-ti software geocoding.

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PREREQUISITES MSc modules 1-11; Knowledge of GIS at level of core modules or higher; Ability to independently apply GIS software; Knowledge of basic statistics.

RECOMMENDED KNOWLEDGE ArcGIS, SPSS software.



Lectures 26




Group assignment 38

Self study 18

Examination 4

Excursion 0

Fieldwork 0



Development time

ASSESSMENT

0

10% participation in lectures and discussions; 20% portfolio of completed assignments; 70% individual reflection paper.

82

ADVANCED URBAN LAND USE CHANGE AND MODELING

Module NL12



EC 5

Module coordinator Sliuzas, R.V. (Richard, dr.)

INTRODUCTION This module develops the participants' conceptual understanding of several advanced methods for modelling urban land use change and their ability to select, develop and apply these methods in an appropriate manner.

The module commences with introductory lectures, readings and discussions on the field of urban modelling, setting the stage for a series of short workshops in which specific methods and techniques are studied in depth and applied to case studies. The methods to be examined include spatial logistic regression for identifying drivers of urban land use change, Agent Based Models (Netlogo), Cellular Automata models (Metronamica) and system dynamics for urban land use change.

LEARNING OUTCOMES Upon completion of the module participants should be able to: 1. explain the theoretic and modelling foundations of urban and regional land use change analysis;2. describe the functional requirements for a set of advanced modelling tools for urban and use

change models and analysis in GIS and Remote Sensing;3. select and apply specific methods for modelling urban growth and land use change through

case studies;4. compare various modelling methods with a SWOT analysis.

CONTENT Urban and regional modelling foundations - stories, models and plans;; Urban land use change modelling Key parameters for developing land use models and scenarios Spatial Logistic Regression (e.g. Change Analyst) CA modelling (e.g. Metronamica) ABM models (e.g. Netlogo) Spatial system dynamics (e.g. SIMILIE)

Measuring and modelling multi-functionality (e.g. spatial statistics - to measure and modelprocesses such as densification, intensification, multi-functionality, etc.);

Positioning land use modelling in spatial planning.

PREREQUISITES Knowledge of GIS and Remote Sensing at level of core modules or higher; Ability to independently apply GIS and Remote Sensing software; Knowledge of basic statistical methods and tests (e.g. regression analysis, etc).

RECOMMENDED KNOWLEDGE Familiarity with spatial planning and land use analysis in an urban/regional context.

COMPULSORY TEXTBOOK(S) A readings including the following materials.

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Urban modeling and urban growth models Guhathakurta, S. (2002). Urban modeling as storytelling: using simulation models as a

narrative. Environment and Planning B: Planning and Design, 29, 895 - 911. [17 pages]; Couclelis, H. (2005) Where has the future gone? Rethinking the role of integrated land-use models

in spatial planning. Environment and Planning A, 37(8), 1353 - 1371. [18 pages]; Verburg, P. H., Schot, P.P., Dijst, M.J., Veldkamp, A. (2004). Land use change modelling: current

practice and research priorities, GeoJournal, 61, 309-324. [16 pages]; Z. Hu, C.P. Lo (2007). Modeling urban growth in Atlanta using logistic regression. Computers,

Environment and Urban Systems, 31, 667-688. [22 pages]; Dubovyk, O., Sliuzas, R.V. and Flacke, J. (2011) Spatio - temporal modelling of informal settlements

development in Sancaktepe district, Istanbul, Turkey. In: ISPRS journal of photogrammetry and remote sensing, 66, 2 pp. 235-246. [11 pages].

Urban simulation (System dynamics, CA models and ABM) Guhathakurta, S. (2002). Urban modeling as storytelling: using simulation models as a

narrative. Environment and Planning B: Planning and Design, 29, 895 - 911. [17 pages]; Heckbert, S., Smajgl, A. (2005). Analysing Urban Systems using Agent-Based Modelling.

MSSANZ International Congress on Modelling and Simulation, Melbourne, Australia [7 pages]; Van Delden, H., Luja, P. and Engelen, G. (2007). Integration of multi-scale dynamic spatial models of

socio-economic and physical processes for river basin management, Environmental Modelling and Software, 22 (2), 223-238. [15 pages];

White, R. and Engelen, G. (2000). High-resolution integrated modeling of the spatial dynamics of urbanand regional systems, Computers, Environment and Urban Systems, 24, 383-400. [17 pages].

Voinov, A. Systems science and modeling for ecological economics : e-book.Amsterdam etc.: Elsevier. Ch 5 and parts Ch 2 and 3. http://ezproxy.itc.nl:2585/depp/reader/protected/external/AbstractView/S9780080886176



Lectures 32




Group assignment 0

Self study 30

Examination 0

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT 10% participation in lectures and discussions;

40% portfolio of completed practical assignments;

50% individual paper - SWOT analysis of used modelling methods

The individual paper (max 3000 words) is a well-structured, clear and concise comparison of the four modelling approaches included in the module using a SWOT analysis of each. The paper should include a short introduction, a brief description of each method, a SWOT analysis of each method, reflections on the applicability of each method. Appropriate use of relevant literature is required.

Your paper shows how you have been able to link the literature, context and practice. Apart from the compulsory literature you can use other recommended or any other relevant literature.

84

INTEGRATED ASSESSMENT: APPLYING PRINCIPLES OF COST BENEFIT ANALYSIS AND ECONOMICS IN SPATIAL PLANNING

Module NL12



EC 5


INTRODUCTION Spatial policy and planning projects (incl. the management of scarce resources as land and water) require the use of proper assessment methodologies. Cost benefit analysis is a widely used and recognized methodology that assists in the integrated assessment from the economic perspective. Other perspectives include the environmental and social perspective.

This advanced module is very suitable for those participants who want to apply principles of costs benefit analysis and economics as part of integrated assessment in their research project. Typical research projects are in the field of infrastructure and transport; disaster and risk management, including climate change; urban and rural land use development; environmental services; and water resource management. The module is also relevant for those who professionally have to formulate terms of reference to undertake a cost-benefit analysis and/or critically review the results of a cost-benefit analysis study.

At the end of the module, participants should feel more comfortable to apply cost-benefit and economic valuation techniques in their research and to deal with cost-benefit issues and economic principles in their professional work.

LEARNING OUTCOMES Upon completion of the module, the participants will be able to: Explain and apply the major principles of cost-benefit analysis and economic valuation as part of

integrated assessment; Outline the role and limitations of cost-benefit analysis in public decision making and spatial policy

making; Explain and apply a number of methods for the valuation of benefits and costs; Explore the use of GIS in economic valuation and cost benefit analysis Interpret and examine critically the results of a cost-benefit analysis.

For their specific disciplinary domain of interest: Define data requirements for the application of cost-benefit analysis and economic valuation; Discuss critically the potential and limitations of the use cost-benefit analysis and economic valuation.

CONTENT The module will start with a rigorous and comprehensive review and discussion of standard cost benefit theory and principles. The role and practice of cost-benefit analyses in public decision making - also in relation to other types of assessment like environmental assessment- will be reviewed. Theory will be illustrated with the experience and challenges in the Netherlands with the use of a standard methodology of cost-benefit analysis in spatial policy making and analysis.

Students are introduced to approaches, methods and tools to deal with issues like the valuation of nonmarket effects, the spatial and temporal dimensions of costs-benefit analysis, uncertainty, complexity and risk; and distributional effects. A number of valuation methods (e.g. hedonic pricing, opportunity costs; contingent valuation; production function approaches) will be reviewed in terms of relevance and applicability. The potential use of GIS in these methods will be explore and illustrated.

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In the last part of the module, students will have the opportunity to work on the application of cost-benefit analysis and economic valuation in their own field of interest. Students can make an individual choice among the following fields of application: Infrastructure and transport; Disaster and Risk Management, including climate change; Urban and Rural Land Use development; Ecosystem Services and Biodiversity; Water Resource Management; Land Administration.

PREREQUISITES MSc modules 1-10.

RECOMMENDED KNOWLEDGE Numeracy and ability to work with spreadsheets.

COMPULSORY TEXTBOOK(S) Pearce, D. Atkinson, G. and Morato, S (2006), Cost-Benefit Analysis and the Environment. Recent

Developments. OECD, Paris. Rouwendal, J. and J. W. van ver Straaten (2007), 'Measuring Welfare Effects Of Spatial Planning,

Tijdschrift voor Economische en Sociale Geografie - 2007, Vol. 98, No. 2, pp. 276 -283. Vickerman, R. (2007), Cost-benefit analysis and large-scale projects: state of the art and challenges,

in Environment and Planning B, vol. 34, pp.598-610

Optional:

Baer, P. and C. Spash (2008), Cost-Benefit Analysis of Climate Change: Stern Revisited. CSIROWorking Paper Series, May 2008, Canberra

Bateman, I. et al. (2003), Applied environmental economics : a GIS approach to cost - benefit analysis,Cambridge University press

Beukers, E., Bertolini, L., Te Brömmelstroet, M. (2012). Why Cost Benefit Analysis is perceived as aproblematic tool for assessment of transport plans: A process perspective. Transportation Research Part A: Policy and Practice



Lectures 36




Group assignment 0

Self study 36

Examination 2

Excursion 0

Fieldwork 0



Development time 16

ASSESSMENT 50% theory exam; 50% individual assignment on the application of cost-benefit principles in an integrated assessment in

the domain of the students' own research cq. discipline.

86

HYDROSAT: OBSERVING THE WATER CYCLE FROM SPACE

Module NL12

Module code M15-WRS-100


EC 5

Module coordinator Salama, S. (Suhyb, dr.ir.)

INTRODUCTION The lack of near-real time hydrological data constrains the understanding of hydrological and ecological processes and their interaction with natural and anthropogenic forcings. The main objective of this course is to educate hydrologists to work with the state of the art satellite optical and microwave remote sensing algorithms for quantifying the hydrological cycle components.

The course is a continuation for the WREM block 2, however it will provide a broader perspective of remote sensing applications to hydrology and in-depth knowledge on retrieval algorithms.

LEARNING OUTCOMES The primary objective of the HydroSat course is to introduce hydrologists to remote sensing retrieval methods (observation models). The level of difficulty is generally greater than that for the previous WREM educational modules; also, there is a diverse set of training topics.

Obtain a broader perspective of remote sensing applications to hydrology; Provides in-depth knowledge on remote sensing methods for the quantification of hydrological

state variables; introducing time series analysis; introducing programming concepts.

CONTENT The course covers all aspects of remote sensing and data assimilation as applied to hydrology. The following subjects will be extensively covered during HydroSat: 1. Passive microwave remote sensing: Soil moisture retrievals from microwave data;2. Active microwave remote sensing: Calibration and validation of ground-based radar

measurements of precipitation;3. Optical remote sensing: Water quality estimation from optical sensors;4. Gravity remote sensing: Ground water storage from space;5. Data assimilation systems for hydrological applications;6. Wrap the knowledge gained during this module with an end-module project.

Structure

Passive/active microwave remote sensing (week 1)

During the 1st half of this week the students will be introduced to the principles of land and atmosphere interaction. The emphasis here will lie on the estimation of soil moisture as the key variable and the Tau

Omega model as the main radiative transfer approximation. The students will work on reading these data and processing them to soil moisture and land surface temperature products.

An introduction to precipitation and field based radar will be followed in the second half of the week. Rain intensity will be estimated from radar data by calibrating and validating a semi analytical model using gauged data. A comparison with earth observation products will then be performed focusing on

87

the spatial variation of both estimates. Optical and gravity remote sensing (week 2)

During the 1st half of this week, the students will be introduced to remote sensing inversion algorithms to estimate water surface parameters. The emphasis of this part will rely on radiative transfer modelling to estimate water quality variables. First, the students will be busy with the principles of radiative transfer of water body, with emphasis on the QAA radiative transfer model. After the lectures the students will be simulating emitted radiation over water bodies and estimating water quality variables from remote sensing imagery.

Monthly gravity field estimates are made by the twin Gravity Recovery and Climate Experiment (GRACE) satellites. The GRACE gravity estimates can be largely attributed to surface water and ground water changes (terrestrial water storage). The second haft of this week will provide understanding to GRACE data, and working experience with GRACE products of water equivalent thickness. In addition the NASA Global Land Data Assimilation System (GLDAS) will be introduced.

Self-study and assessments (week

3) End-module project

In this project the students will: 1. Compare earth observation soil moisture values (obtained from SSM/I) with GLDAS product

and perform CDF matching to correct for the bias between modelled and observed values. 2. Compare earth observation precipitation values with ground-based product and perform CDF

matching to correct for the bias correction if needed. 3. Use GRACE data with GLDAS, and earth observation products to derive the variation in ground

water storage. 4. Study this variation with time using standardized anomalies and trend analysis.

PREREQUISITES Deep understanding of hydrology or water engineering (hydraulics, hydrodynamic, hydrobiology,

environmental, fluid mechanics, atmospheric physics, soil physics, ground water, surface hydrology, oceanography, marine optics, water quality).

Basic knowledge in mathematical and statistical analysis and image processing.

RECOMMENDED KNOWLEDGE Basic Remote Sensing skills; Basic programming skills. Basic ENVI-IDL skills.

COMPULSORY TEXTBOOK(S) Lectures will be provided and the students are expected to read, understand and apply published articles on the treated topics during the course.

88



Lectures 48




Group assignment 6

Self study 16

Examination 4

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT The assessment will be based on the evaluation of the end-module project (delivered as a written report) and a written exam.

89

90

SPECIALISATION YEAR BLOCK 3: RESEARCH PROFILE

91

92

RESEARCH SKILLS

Module 12b



EC 5

Module coordinator Darvishzadeh Varchechi, R. (Roshanak, dr.)

INTRODUCTIONIn the ITC MSc thesis research phase you must be able to execute scientific research and present it in an MSc thesis. Your success in this phase depends, apart from skills and conceptual background in your scientific discipline, on the ability to adequately structure your research proposal and thesis. This module provides a set of research skills that you need for successful thesis research. It teaches you why research is structured as it is and challenges you to develop the ability to critically review scientific work of yourself and others. You will be trained to analyze the structure, logic and quality of research with examples from your own scientific field. Also you will develop skills to structure scientific research and write proper structured English. The module finally aims to create common understanding of what is expected of a research proposal and how it will be assessed, to allow you to comply with these expectations.

The module is structured as a series of common lectures, with per-course breakout sessions. In addition to the common lectures, given mostly by the overall coordinator, domain coordinators will organize and teach the per-course breakout sessions. Selected topics will be taught by other departmental staff and supporting staff.

LEARNING OUTCOMESUpon completion of the module, participants will be able to: Identify the main characteristics of the scientific method and scientific argumentation; Explain the place of their research project in the wider research enterprise: UT/ITC, national, regional

and global agenda; Understand why scientific research is structured as it is; Recognize and critically assess research quality in published work; Recognize and follow ethical standards in research; Write a well-structured and logically-argued essay explaining the importance of their research topic in

accordance with scientific writing principles; Structure an MSc thesis research proposal according to academic expectations.

CONTENT The scientific enterprise and the ITC MSc student's place in it; Logic and structure of scientific research; Inference in various scientific disciplines; Literature search, citation and bibliography; Abstracting and reviewing scientific research; Structured scientific writing and argumentation; How to structure an MSc research proposal; Ethics and professionalism in research.

Follow-up lectures in the thesis-writing phase (not part of this module) will continue with related themes: Preparing for the midterm and final examinations; Research quality and thesis assessment;

93

Structuring results, discussion and conclusions; Graphic presentation in an MSc thesis.

PREREQUISITESBefore entering module 11 participants have to identify their intended line of research based on MSc project topics that are provided during the MSc fair held in March. Proposed topics contain information on: the intended topic and rationale, relevant advanced modules 12, 13 and 14-15, available datasets, (optional) fieldwork planning and possible MSc supervisors.

At the start of module 11 participants must be able to: Present and discuss research relevant to their field of interest in public (orally, supported by

presentation slides); Find, evaluate, and summarise relevant and up-to-date scientific literature to support research; Communicate about technical subjects in written English.

Besides participants are expected to have: A background in at least one relevant scientific field (e.g. One of ITC's domains); A critical/creative attitude.

COMPULSORY TEXTBOOK(S)Updated ITC Lecture notes based upon: Rossiter, D. G. (2012). MSc research concepts and skills, March 2011: Vol. 1. Concepts: text with self -

test: lecture note (p. 180). Enschede: ITC. Rossiter, D. G. (2012). MSc research concepts and skills, March 2011: Vol. 2. Skills: text with self - test

questions: lecture note (p. 212). Enschede: ITC. Rossiter, D. G. (2012). MSc research concepts and skills, March 2011: Vol. 3. The ITC thesis process:

text with self - test questions: lecture note (p. 39). Enschede: ITC.



Lectures 48




Group assignment 0

Self study 61

Examination 3

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENTThe module marks will be based upon a module test and 2 assignments, the weights of which will be communicated at the start of the module.

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ADVANCED TOPIC(S)

Module NL13


Period 27 June 2016 - 15 July 2016

EC 5


INTRODUCTION After completing module 11 on research skills, students follow two advanced topics. These topics are offered by the scientific departments in modules 12 and 13 and are designed to equip students with specific tools, methods and applications that are important for their intended MSc research.

In selecting these two advanced topics, participants therefore have to make a logical choice that fits to their MSc research that will be carried out during Block 4 of the course (MSc research phase; modules 16- 23). The choice of advanced topics is made, and explained, in the MSc pre-proposal that has to be submitted before the start of module 11.

LEARNING OUTCOMES Specified per advanced subject.

CONTENT These are the advanced topics in module 13 that were on offer in 2015:

Module13 Title

M15-EOS-102 3D Geo-information from imagery

M15-EOS-103 Advanced image analysis

M15-EOS-104 Advanced geostatistics

M15-ESA-103 Thermal infrared remote sensing: From surface to satellite

M15-GIP-102 Building infrastructures for geo-information sharing

M15-GIP-103 Spatial-temporal analytics and modelling

M15-NRS-103 Strategic Environmental Assessment (SEA) and Environmental Impact Assessment (EIA) applying spatial decision support tools

M15-NRS-104 Spatial-temporal models for food and water security studies

M15-PGM-104 Land governance

M15-PGM-105 Collaborative planning and decision support systems applied in decision rooms

M15-PGM-106 Urban risks: Planning for adaptation

M15-WRS-101 Climate change impacts and adaptation: Analysis and monitoring techniques for climate change

M15-WRS-102 Satellite data for integrated water resource assessments and modeling

The final list of advanced topics that will be offered in 2016 will be made available no later than March 2016.

PREREQUISITES MSc modules 1-11. Note that, for some topics, specific knowledge and skills may be required.

RECOMMENDED KNOWLEDGE Specified per advanced subject.

COMPULSORY TEXTBOOK(S) Specified per advanced subject.

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Lectures

Supervised practicals

Unsupervised practicals

Individual assignment

Group assignment

Self study

Examination

Excursion

Fieldwork



Development time

ASSESSMENT Specified per advanced module. Note that the assessment of module 13 must result in a mark.

96

3D GEO-INFORMATION FROM IMAGERY

Module NL13



EC 5

Module coordinator Gerke, M. (Markus, dr.ing.)

INTRODUCTION Image-based modelling (IBM) refers to techniques for acquiring 3D object information from two or more images. This includes traditional photogrammetric techniques for data acquisition from airborne or terrestrial images. Moreover, techniques developed in the computer vision community, like for example "Structure from Motion" (SfM), i.e. the derivation 3D point information from an image sequence, or dense matching techniques belong to the group of IBM approaches.

As far as the image capture platform is concerned, we can observe that for many applications so called UAVs (Unmanned Aerial Vehicles) are becoming interesting. UAVs can be remotely controlled helicopters, fixed wing airplanes or even parachutes and kites. UAV-based image acquisition is attractive, because it closes the so-called scale-gap between terrestrial photography, where many details can be captured in a relatively small area, and traditional remote sensing, where we can capture large areas in less details. Many applications ranging from large scale building modeling to vegetation structure mapping can profit from those data acquisition techniques.

In this module the current IBM and 3D geo-information processing techniques are reviewed. A practical part will allow the participants to actually apply IBM techniques, including image acquisition with a kite and/or a hexacopter (Aibotix X6, see www.aibotix.com or a DJI phantom vision2 plus). The participants will see how such a project is planned and executed. Several tools and software packages are available to facilitate both manual and semi-automatic approaches. Derived 3D point clouds can be compared to existing ground truth.

In a written report the applied techniques will be described and the results of the practical work will be evaluated.

LEARNING OUTCOMES Upon completion of the module, the participants will be able to: describe the acquisition of image data using a kite and/or a rotary wing multicopter; apply and evaluate IBM techniques; describe possible applications from various fields; present and discuss scientific results in a report and in front of an audience.

Moreover, the theoretical background in the key geo-information processing topics will be strengthened.

CONTENT Topics are: Kite-based or/and rotary-wing multicopter image acquisition; IBM approaches: Sift feature descriptor, Structure from motion, object modeling, dense matching; Application fields: disaster mapping, cultural heritage documentation

PREREQUISITES Modules ITC MSc curriculum 1-11

RECOMMENDED KNOWLEDGE Basic understanding of the principles and techniques of photogrammetry.

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COMPULSORY TEXTBOOK(S) Lecture notes and scientific papers, demo data.



Lectures 18




Group assignment 0

Self study 24

Examination 2

Excursion 0

Fieldwork 8



Development time 0

ASSESSMENT Students will prepare an individual, assessed, report that reflects on the usefulness of IBM techniques for a selected application. This report counts 50% for the entire course mark. The remaining 50% will be based on a written exam (1.5 hours).

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ADVANCED IMAGE ANALYSIS

Module NL13



EC 5

Module coordinator Tolpekin, V.A. (Valentyn, dr.)

INTRODUCTION Standard image analysis methods such as pixel based crisp maximum likelihood classification do not take into account spatial correlations in images and therefore do not exploit information contained in images to full extent. In addition, such methods cannot treat mixed pixels, uncertain class definitions and data from various sources.

In this module we aim to treat more specialized image analysis methods, focusing on Markov random fields and kernel based methods. These methods will be applied to analysis of optical and radar images on pixel as well as sub-pixel level.

The methods introduced in this module will be applied on real case studies.

LEARNING OUTCOMES Upon completion of this module students should be able to: summarize advanced image analysis methods; apply these methods to case studies using available software and data; be able to draw relevant conclusions from an image analysis.

CONTENT Analysis of Radar images, including polarimetry and interferometry; Kernel-based methods, semi-supervised learning, support vector machines; Markov Random Fields for classification on pixel and sub-pixel levels.

PREREQUISITES External participants: background in Remote Sensing or image analysis Internal MSc students: modules 1-11; Basic programming skills(scripting level); Basic math skills.

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Lectures 34




Group assignment 0

Self study 56

Examination 4

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Presentation of individual project

100

ADVANCED GEOSTATISTICS

Module NL13



EC 5

Module coordinator Stein, A. (Alfred, prof.dr.ir.)

INTRODUCTION Spatial statistics is a field that has come of age recently, and studies the modelling of spatial relations. Environmental data are usually collected by field samples, whereas a full coverage is required. Existing prior knowledge (like water and food security related knowledge) is most likely to be used in this context. Socioeconomic data, on the other hand, like the prevalence of aids and HIV data are usually aggregated data available within administrative units at various resolutions.

To model such variation, different techniques are available. Remote sensing data are available as a lattice, some with a positive support (e.g. equal to the resolution of an image) or basically as a point (like in lidar data). Drawing valid inference requires a skilful use of the best possible methods.

Also, several types of data are available as irregularly occurring points, such as fires in forests, earthquakes and disease outbreaks. In the topic 'Advanced geostatistics' we will deal with a broad and generic approach towards modeling and using spatial variation from different perspectives. We will both consider the spatial and the spatio-temporal issue. Random sets will be studied to also be able to consider aggregated data.

Modern aspects of spatial statistics include copulas and max stable processes. Tinme will be spent on these new aspects of spatial statistics.

LEARNING OUTCOMES At the end of the module the student has learned to deal with spatial data of various characteristics. S/he has learned to distinguish different data types, learned to draw the most out of the data in terms of spatial modeling and modeling of spatial dependence and to draw valid inferences. The student has obtained basic knowledge of two methods for dealing with spatial extremes.

CONTENT Bayesian statistics What is different from ordinary statistics, how can we include prior knowledge?

Geostatistics Model based geostatistics; spatial simulations

Space-time geostatistics Proprtional variogram modeling in time

Lattice data Techniques for clustering, spatial regression, SAR and CAR modeling

Point patterns

Intensities; the F-, G-, J- and K-functions; point process modelling

Spatial extremes Copulas Max-stable processes

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Use will be made of public domain software packages such as R and GeoDA. Use will be made of several texts available from the internet. Data from a wide range of different studies will be applied throughout. Students are also encouraged to bring their own data

PREREQUISITES Knowledge of geostatistics (module 12); knowledge of statistical hypothesis testing, ordinary statistics (regression and correlation);

RECOMMENDED KNOWLEDGE Introductory geostatistics, module 12.



Lectures 40




Group assignment 0

Self study 20

Examination 0

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Assessment is done by means of assignments during the module that are judged. No formal examination session is given.

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BUILDING INFRASTRUCTURES FOR GEO- INFORMATION SHARING

Module NL13



EC 5

Module coordinator Lemmens, R.L.G. (Robert, dr.ir.)

INTRODUCTION This course addresses the issues of how to design and implement collaborative geo-information systems on the internet. These systems should be capable of handling standards-based spatial data and spatial functions for the integration of geo-information from spatial data infrastructures, remote and in-situ sensing, crowdsourcing and volunteering, etc. Modern technologies support the creation of web-based infrastructures around a variety of formal information (e.g., from mapping agencies) and informal information (e.g., from social media).

LEARNING OUTCOMES At the end of the module the student should be able to: explain the purpose of collaborative geo-information systems on the internet and its components; provide examples of crowdsourcing applications; compare different applications and user scenarios for Spatial Data Infrstructures (SDIs); understand the concept of semantic modelling and explain its role in crowdsourcing and citizen

science; reason about user requirements and identify the minimal infrastructure for user types; design and create rich internet applications which perform like desktop applications but run in a

standard web browser; apply services to external geodata sources in which data and processing functionality are loosely

coupled; analyse a case study and reason what type of services are needed and how they should interact with

one another; identify current shortcomings of collaborative systems/SDI and web technology and be able to identify

future trends.

CONTENT You will get hands-on experience with both basic and advanced geo-services for information discovery, retrieval, processing and visualization. This will also involve tutorials and self-study work on service integration and consumption, interoperability, semantic modelling and messaging techniques using XML, RDF, etc. In a group project the students will construct their own infrastructure components. We will embark upon different scenarios of crowdsourcing geo-information.

PREREQUISITES ITC MSc curriculum modules 1-11; The knowledge gained in GFM.2 module 10: 'Web technology for GIS and mapping' is advantageous,

but is not strictly necessary.

Student from other courses are explicitly invited to join, but should be prepared to brush up their knowledge using one or two available tutorials.

RECOMMENDED KNOWLEDGE A working knowledge of geodata structures and on retrieving information from the web is recommended.

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COMPULSORY TEXTBOOK(S) Reader with self-study materials; Various on-line documents in BB, including slides; Online manuals of the software that is used.



Lectures 12




Group assignment 24

Self study 40

Examination 8

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Students execute the module both indivually and in groups: they study the materials together and conduct a group project. A written exam is also part of the assessment.

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SPATIAL-TEMPORAL ANALYTICS AND MODELLING

Module NL13



EC 5

Module coordinator Zurita Milla, R. (Raul, dr.)

INTRODUCTION Developments in information and communication technologies coupled with an ever increasing amount of sensors have resulted in what is known as the data deluge or information explosion. This explosion of (geo)information has opened the door to new and novel geo-applications that could not be solved before or that have just become interesting.

In this module,we will introduce the use of geocomputational methods to extract information from large and heterogeneous collections of spatio-temporal data. In particular, we will present several machine learning and data mining methods that can be used to model complex problems/systems.

LEARNING OUTCOMES At the end of this module the student should be able to: Discuss the main phases of data analysis; Discuss different modeling paradigms; Explain to peers the fundaments and usefulness of the main geocomputational methods; Choose and apply appropriate geocomputational methods for a particular spatio-temporal problem; Organize and conduct the analysis and modeling phases required by a simple spatio-temporal project.

CONTENT This is a project-based module where several real-life challenging problems will be offered to the students. They will then explore the problems from a spatio-temporal perspective and will try to solve them. Each project will be handled by a group of 2-4 students. Along with the project work, students will be offered lectures on fundamentals of spatio-temporal analysis, and modeling and will get a chance to test both basic and advanced methods and techniques in their projects. For this, we will rely on GIS software as well as on the use of programming languages (e.g. Python). Project topics will be drawn from a variety of application areas.

The topics covered by the module include: The data analysis workflow; Spatio-temporal modeling paradigms; Spatio-temporal data mining and machine learning methods;

Research skills will also be put into practice in this module. Students will look for relevant literature, will identify their concrete research questions and will analyze and model spatio-temporal data. Students will also report about their findings and will peer review the work of other groups. These aspects will be covered by means of group work, guided discussions, written reports and oral presentations.

PREREQUISITES MSc core module and modules 4-11;

The knowledge gained in GFM.2 modules 6 "Spatial data modeling and processing" is advantageous,but it is not strictly necessary. Therefore, students from other courses are explicitly invited to join this module

RECOMMENDED KNOWLEDGE (Basic) Programming skills are recommended.

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COMPULSORY TEXTBOOK(S) There is no compulsory textbook for this module. A reader and various on-line documents (including slides) will be provided via Blackboard.



Lectures 24




Group assignment 32

Self study 44

Examination 4

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT The assessment is based on two main deliverables: An analytical project report (group assessment); A technical peer-review of the work done by another group (individual assessment).

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STRATEGIC ENVIRONMENTAL ASSESSMENT (SEA) AND ENVIRONMENTAL IMPACT ASSESSMENT (EIA) APPLYING SPATIAL DECISION SUPPORT TOOLS

Module NL13



EC 5

Module coordinator Looijen, J.M. (Joan, drs.)

INTRODUCTION Decision making in a complex world: the request for (training in) SEA is growing rapidly worldwide and techniques to visually illustrate and assess the implications of spatial decisions are much in demand.

Ad hoc and often uncontrolled development initiatives can have undesired social, economic and ecological consequences. Rapid population growth, pollution, climate change, the exposure to hazards and disasters, and the loss of biodiversity and ecosystem services require effective assessment tools to assist sustainable planning and decision making. Environmental Impact Assessment (EIA) and Strategic Environmental Assessment (SEA) are basically procedures to support this process. EIA is a systematic procedure established to evaluate the impacts of proposed projects. Although by now EIA is acknowledged and legally embedded in most countries, practice has shown that EIA often occurs too late in the planning process. Since the nineties SEA for policies, plans and programmes evolved.

The key principles of SEA and EIA are the involvement of relevant stakeholders, a transparent and adaptive planning process, consideration of alternatives, and using the best possible information for decision and policy making. EIA and SEA therefore improve both the (spatial) planning process and the information used in this process. In this course, you will explore how GIS and remote sensing, models and spatial decision support systems can be used to help to identify and structure the problem(s), generate and compare possible solutions, and monitor and evaluate the proposed activities. This course provides a unique opportunity to integrate a multidisciplinary assessment of spatial policies, plans and projects. Hands-on experience with real EIA and SEA projects will be a major part of the course.

LEARNING OUTCOMES In this course you will work with a set of modern techniques and tools to provide geo-information as a basis for environmental assessment of policies, plans or projects. You will learn the basic principles, procedures and steps in EIA and SEA and their interaction with the planning process. You will explore how GIS is applied in the environmental assessment process. You will acknowledge the importance of stakeholder involvement and value environmental assessment methods, including dynamic land use modelling and methods to assess and value ecosystem services. You will develop and assess alternatives and scenarios using indicators and metrics, e.g. for integrated impact assessment and Green Accounting. You will apply spatial decision support tools for site selection, environmental sensitivity and vulnerability assessment, and ecosystem based risk reduction.

CONTENT EIA and SEA: concepts, principles, process and interaction with the planning process; Stakeholder involvement: Participatory GIS and community based modelling;

Alternatives: development and analysis of alternatives and scenarios; Environmental assessment methods and techniques: application of GIS, indicators and metrics; Spatial Decision Support tools in EA: spatial multi-criteria evaluation for site selection and

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vulnerability analysis; dynamic land use modelling Ecosystem services, green accounting, biodiversity and bio-fuel modelling; Integration of hazard and risk in EA: vulnerability and risk assessment, mitigation & adaptation, risk

zoning, ecosystem based risk reduction; Cost-benefit analysis and economic valuation for different applications; Final project dealing with a typical application within the field of environmental assessment for spatial

planning.

The course will be 'problem-driven', based on learning by doing. In the last week several real-life based case studies from different disciplines will be offered to gain hands-on experience with SEA and EIA. You may also work on a case study and data set of your work or interest.

PREREQUISITES Basics of GIS, remote sensing and modeling as covered in the MSc modules 1-11.

RECOMMENDED KNOWLEDGE Although participants may have diverse backgrounds, you should share practical experience of, or have an affinity with, the application of EIA and SEA within a spatial planning context. You may be a professional involved in development planning, or working in a governmental or non-governmental organization. You can be a practitioner, reviewer, consultant, expert, a student or professional working in the field of environment.

COMPULSORY TEXTBOOK(S) Recommended as background reading is the e-book on 'Strategic environmental assessment in action', by Riki Therivel. Earthscan, London, 2004. During the course use will be made of hand outs, power point and multi-media presentations, exercises, videos, web-links, hands-on case studies, digital data sets, computer assisted analysis, a study tour and multi-disciplinary project work.



Lectures 26




Group assignment 30

Self study 24

Examination 4

Excursion 8

Fieldwork 0



Development time 0

ASSESSMENT Individual assignment and group assessment.

108

SPATIAL-TEMPORAL MODELS FOR FOOD AND WATER SECURITY STUDIES

Module NL13



EC 5

Module coordinator Venus, V. (Valentijn, MSc)

INTRODUCTION Remote sensing and GIS are important tools to provide input to the spatial assessment of Food and Water Security. Such an assessmnet is important to both rainfed as irrigated agricultural systems and can be done at regional, national and continental scales. While a holistic study of food and water security requires many disciplinary inputs, at ITC's research and education three main fields are covered:

Mapping of agro-ecosystems: mapping and characterization of crop production systems andarea estimation (inputs for monitoring, modeling and planning).

Monitoring agro-ecosystems: detecting past land cover and use changes, and assessing presentland cover and crop conditions as for example affected by drought (early warning).

Modelling agro-ecosystems: early prediction, quantified estimation of moisture conditions,canopy cover, biomass and yield, plus estimation of future impacts by anticipated climate change.

This module will cover the last bullet point and will present the most contemporary modelling approaches that source from satellite imagery to estimate quantitatively the performance of studied agro-ecosystems as future performances after anticipated climate change. Assessments range from seasonal to inter- annual and from point to spatial and temporal. An earlier module titled "RS/GIS analysis methods to support Food and Water Security studies" focuses on the first two bullet points. The two modules gradually change focus from characterization to the use of prepared maps for monitoring and finally modeling.

Future research aspects concern (amongst others):

Combined use of indices, generated by optical, radar and thermal sensors and crop growth modelsto directly and quantitatively assess crop growth, standing biomass and harvestable yield.

Impact of climate change on crop performance and yield stability for identification of cropmanagement issues, needed modifications or alternatives.

In practice, gained knowledge serves (amongst others):

Operational use of satellite data and development of tailor-made prediction systems for food securityand stress monitoring, e.g. 'Improving/constructing Satellite-based Land and Ecosystem Monitoring Systems for an International Network for Food and Environmental Intelligence', and 'Promotion Programs on Satellite-based Earth Observation Technologies '.

Generate specific agricultural development support, like 'micro-insurance schemes', where the useof RS-based indices to model/assess risks and loss probabilities for formulating insurance contracts are developed (left-tailed quantitative anomaly assessment).

LEARNING OUTCOMES The participant will be able to use multi and hyper-temporal imagery and indices, with exogenous (secondary data) and/or field survey data, plus prepared maps with legends, to: use simple to advanced (dynamic) crop growth models for yield estimation, change assessments, and

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spatial suitability assessments (watershed level); assess impacts on performance (biomass, yields) due to anticipated climate changes (scenarios), and

to retrieve the required climate data and future scenarios (past, present, and future weather conditions);

use RS-data to "force" or correct crop growth models and estimate improved (actual) crop yields;includes (i) Soil-Leaf-Canopy (SLC; SCOPE) RS-data inversion techniques to estimate e.g. LAI as a forcing variable, and (ii) the heat-balance (ETa) "forcing" approach.

CONTENT Week 1: Day-1 (de Bie, Venus): Principles and types of empirical and dynamic Crop Growth Models(CGM), their relationship with RS-data, the state of the art of present day CGM-applications, early prediction logic, data requirements, accuracy, and scales. Intro to the small individual assignment.

Day-2,3 (Venus, Ettema): weather data: sources, principles, use, predictions; present climate change scenarios (expectations); downscaling climate predictions.

Day-4,5 (Venus, de Bie, Vrieling): Weather impact assessment at watershed level (area based) on the hydrological cycle and soil moisture.

Week 2: Day-6,7 (Venus, de Bie): quantitative yield and yield variability assessments, and assess impacts of climate change on crop productivity and variability (point-based, GRID-based).

Day-8,9,10 (Tol, Verhoef): Soil-Leaf-Canopy (SLC; SCOPE) RS-data (Modis) inversion techniques (ProSail) to estimate time-series of LAI; temporal LAI-cleaning and interpolation through temperature-sum formulae.

Week 3: Day-11 (Venus): instantaneous ETa assessment based on the canopy heat balance.

Day-12 (Venus, de Bie): Forcing method to use daily LAI and Eta estimates in a CGM to estimate end-of season yields or daily actual biomass.

Day-13, 14,15: Small individual assignment: implement, using required tools, a processing chain of selected spatial-temporal data to generate relevant Food and Water security information (to be submitted; graded exercise). Advise: initiate your project well in time.

PREREQUISITES Skills in RS and GIS (e.g. core-modules of ITC). Participation in Module 12 "RS/GIS analysis methods to support Food Security studies" is a requirement.

RECOMMENDED KNOWLEDGE Background in systems analysis for resources management.

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Lectures 25




Group assignment 0

Self study 16

Examination 4

Excursion 0

Fieldwork 0



Development time 0

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112

LAND GOVERNANCE

Module NL13



EC 5

Module coordinator Tuladhar, A.M. (Arbind, dr.)

INTRODUCTION Land remains a highly complex issue, and often forms a cause for conflict at regional, national, local and personal level in view of its value as an economic resource in relation to social, political, cultural and often religious systems. The failure to adopt, at all levels, appropriate (urban and rural) land policies and land management practices remains a primary cause of inequity and poverty. The consequences often take the form of difficult access to land Information, unawareness of land policies and legal frameworks, ignorance about land transactions and prices, misallocation of land rights, land grabbing and abuse. Many of the general governance principles thus appear highly relevant to the management and administration of land. When in place, this in turn strengthens confidence in governments and public agencies, and has a positive economic impact, also on economic development.

The main aim of this advanced module is to provide the participants with the broad knowledge, tools and skills to strengthen land governance issues while implementing policy frameworks for sustainable development in developing and emerging countries. The main objectives are: to introduce governance issues related to land with adequate knowledge and tools required in building

transparent land management and administration systems; to describe various substantive issues and tools whereby land governance and transparency in land

management and administration are assessed with a view to preventing and / or fighting corruption;

to demonstrate how ethical dilemmas are identified and how tools are applied to promote goodgovernance to address the problem situation and mitigate undesirable consequences.

LEARNING OUTCOMES At the end of the module the student should be able to: understand various international initiatives and relevant tools for promoting good governance; explain the relation between land, human rights and governance; describe relevant land governance issues and apply them in land management and land administration

in building trust between public agencies and citizens; apply relevant tools for good governance to reduce corruption in the relevant case study environment

of Asian and African continents.

CONTENT The concept of governance and its principles, transparency, corruption and reflection on human rights

policies; International initiatives (such as UN, FAO, World Bank, UN-HABITAT, FIG, UT/ITC, etc.), paradigm

and vision for land governance and transparency issues; various governance indicators; The broader ethical issues to deal with corruption and enhance transparency; exploring and situating

ethical dilemmas using real case studies in developing contexts; Key substantive issues and tools (i.e. assessment of transparency, access to land information, public

participation, professional ethics and integrity, and institutional reform) to promote good land governance in the management and administration of land;

Exploring possible entry points for the key substantive issues to address the problem situation andmitigate undesirable consequences using transparency tools in real case studies developed by the Asian and African land experts.

RECOMMENDED KNOWLEDGE Block 1 and 2 the ITC MSc curriculum.

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COMPULSORY TEXTBOOK(S) Presentation slides on various substantive issues and tools; Relevant scientific literatures, reports and policy papers; Real case studies developed by Asian and African land experts.



Lectures 32




Group assignment 24

Self study 20

Examination 8

Excursion 0

Fieldwork 0



Development time

ASSESSMENT 100% Presentation and Report.

114

COLLABORATIVE PLANNING AND DECISION SUPPORT SYSTEMS APPLIED IN DECISION ROOMS

Module NL13



EC 5

Module coordinator Boerboom, L.G.J. (Luc, dr.ir.)

INTRODUCTION

Collaborative planning is today's planning practice. New tools and methodologies have been developed to improve the processes and enhance quality of outcomes. New developments in fields such as information technology brought new insights in this field.

This module develops the participants' conceptual and practical understanding of several advanced methods for collaborative planning and decision support and provides theoretical perspectives and underpinnings to prepare participants for: Development of collaborative planning and/or decision support methods, systems and serious games; Observation and learning about collaborative planning and decision making processes using methods,

systems, games, and decision rooms.

The first part of this course addresses spatial scenario development through spatial planning support systems. The second part addresses collaborative analysis and decision making regarding scenarios. The course makes use of the facilities available in the ITC group decision room.

LEARNING OUTCOMES Upon completion of the module participants should be able to: explain general approach to scenario development and analysis; explain the complexity of the collaborative planning environment; state the role of disciplinary models in the planning process; explain ways of handling uncertainty; explain the role of various stakeholders, and the way to consider their views in the planning process; develop and apply qualitative/quantitative techniques for policy formulation and scenario development; develop and evaluate policy and assess its impacts in various scenarios; apply qualitative decision rule-based models for scenario development and analysis; state the potentialities and limitations of qualitative methods for scenario development and analysis; explain the principles of decision-making process and use of decision support systems; distinguish between various phases of the decision-making process and their required types of

information and support systems; use multicriteria evaluation techniques in time and space to propose an appropriate solution to a

spatial problem in a single and group decision-making environment; perform uncertainty analysis and scenario analysis;

assess and interpret the results of the collaborative multicriteria evaluation process; ability to conceptualize serious games.

CONTENT Planning and decision support systems (definition, components, architecture, and examples); Framework for planning and decision making, with examples of land and water resource issues; Introduction to serious gaming; Dealing with data uncertainty, and future and various stakeholders; Scenario definition, concepts, development and analysis; Model-based scenario development approaches; Quantitative and qualitative methods for scenario development; Integrated models for planning and policy formulation, scenario development, impact assessment and

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analysis; Introduction to the decision-making process and decision support systems; Performance assessments, indicator selection, assessment and valuation; Theory and practice of collaborative spatial decision support (EAST); Application of spatial multicriteria evaluation in planning and decision making; Models of uncertainty and how to capture these in decision support systems; Collaborative decision making under uncertainty and incomplete information; Group decision making and the required information technology supports; Application of spatial multicriteria evaluation in group decision making; Application of the above techniques in case studies (participants can select the case according to their

background and interests).

RECOMMENDED KNOWLEDGE Basic GIS skills required.

COMPULSORY TEXTBOOK(S) Reader will be provided.



Lectures 0




Group assignment 0

Self study 0

Examination 0

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Quiz, Exam and Group presentation.

116

URBAN RISKS: PLANNING FOR ADAPTION

Module NL13



EC 5

Module coordinator Flacke, J. (Johannes, dr.)

INTRODUCTION The world is becoming urban. Since 2008 more than half the world's population is living in cities and urbanized areas and this trend is continuing. It is expected that 60 percent of the world's population will live in cities by the year 2030 and 70 % by 2050. Moreover, also the number of large cities and the size of the world's largest cities are increasing. The number of cities in the world with populations greater than 1 million increased from 75 in 1950 to 447 in 2011.

At the same time cities and urbanized areas are much more often hit by natural hazards, such as floods, earthquakes, heat waves, landslides, etc. Worldwide the number of disasters has almost quadrupled during the past 30 years and there is a widespread consensus that urban disasters are increasing exponentially. The role of cities has changed from places of refuge and buffers against environmental changes to hotspots of disasters and risk.

As a consequence city authorities and planners are increasingly facing the challenge of finding ways to include risk reduction and adaptation strategies in their work. Both, risk reduction and climate change adaptation needs to be integrated into urban planning.

This module provides an overview of contemporary urban risk reduction and adaptation frameworks. Various forms and approaches of urban risk assessment are discussed and practiced making use of spatial data. Concepts of urban and climate change vulnerability are reviewed and the level vulnerability of groups in the society is assessed. Urban risk reduction and climate adaptation plans are reviewed and mainstreaming of risk into urban planning is discussed.

LEARNING OUTCOMES Understand key concepts and terms of urban disaster risk management, risk reduction and climate

change adaptation. Identify links and connections between various types of risks and climate change , risk reduction and

adaptation, and urban planning and management. Apply urban risk and vulnerability assessment approaches and methods. Understand community-based risk management strategies and people's coping capacities. Develop suitable urban risk adaptation plans and measures.

CONTENT Frameworks and concepts of urban risk reduction and adaptation Urban risk assessment Disaster resilience Integrated flood risk management (IFM) Climate change adaptation planning Community- based risk management Mainstreaming risk management into urban planning Urban vulnerability concepts

Sustainable urban risk governance Cumulative risk assessment industrial risk assessment

RECOMMENDED KNOWLEDGE -

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COMPULSORY TEXTBOOK(S) Reader will be provided.



Lectures 34




Group assignment 20

Self study 44

Examination 0

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Assessment is made based on the submission of a number of assignments and presentations, and does not include an exam.

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CLIMATE CHANGE IMPACTS AND ADAPTATION: ANALYSIS AND MONITORING TECHNIQUES FOR CLIMATE CHANGE

Module NL13



EC 5

Module coordinator Timmermans, W.J. (Wim, ir.)

INTRODUCTION This module will offer a set of methods and techniques for analysis and monitoring of climate and climate change, with applications in climate change impacts and adaptation.

LEARNING OUTCOMES Upon the completion of this module, the students will have: A better understanding of the physical processes (meteorology) determining the climate, and thus

climate change; A better understanding of the climate adaptation and response, with respect to water related issues

("climate change impact"); Hands-on experience with respect to (regional) modeling ("techniques"); Advanced knowledge about the implications of climate change and its implications for water resources

resulting from various climate change scenarios and climate change response options, including associated synergies.

Experimental knowledge on urban climate observations

CONTENT Freshwater is indispensable for all forms of life and is needed, in large quantities, in almost all human activities. Climate, freshwater, biophysical and socio-economic systems are interconnected in complex ways, so a change in any one of these induces a change in another. Climate change adds a major pressure to nations that are already confronting the issue of sustainable freshwater use.

The challenges related to freshwater are: Having too much water; Having too little water, and Having too much pollution.

Each of these problems may be exacerbated by climate change. Freshwater-related issues play a pivotal role among the key regional and global vulnerabilities. Therefore, the relationship between climate change and freshwater resources is of primary concern and interest.

This module intends to introduce to students relevant processes and tools related to climate and climate change impacts for the spatial and temporal distribution of freshwater resources, at global as well as at regional scales.

PREREQUISITES MSc modules 1-11 in WREM, NRM, AES, GEM, relevant module 12.

RECOMMENDED KNOWLEDGE Basic knowledge in mathematical and statistical analysis, basic understanding in quantitative Earth Observation, programming skills and image processing skills.

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COMPULSORY TEXTBOOK(S) 1. Lecture Notes "Climate Change", WREM Course, July 2009;2. Selection of relevant scientific papers;3. Module PowerPoint's, as used during the lectures.



Lectures 56




Group assignment 0

Self study 28

Examination 4

Excursion 4

Fieldwork 0



Development time 40

ASSESSMENT Written exam will be held to assess the understanding of the theoretical aspects of this module, including those relevant in practicals and case studies.

Teams of students must present a case that demonstrates their understanding of the case studies and how they would apply the knowledge in a selected application domain.

120

SATELLITE DATA FOR INTEGRATED WATER RESOURCE ASSESSMENTS AND MODELLING

Module NL13



EC 5

Module coordinator Rientjes, T.H.M. (Tom, dr.ing.)

INTRODUCTION Water resource and hydrological assessments are (increasingly) becoming more complex and more data demanding. Traditionally in-situ data is used in modelling but there is wide consensus that use of in-situ data in modelling often lead to inferior assessments by poor system and process representation. For this reason the use of satellite data is widely advocated and, over the last decade, has become popular by availability of a wide range of satellite products. However, integration of satellite data is not trivial and also assessments how modelling results are affected is not trivial. This module aims at a broader understanding on satellite data-model integration but also aims at a basic understanding on constraints and strengths on the use and application of satellite data in water resources and hydrological modelling. Various aspects of model performance will be discussed as well as aspects of water balance closure when satellite data is used instead of in-situ data.

LEARNING OUTCOMES At the end of this module the participant is able: To understand constraints and strengths of data integration in modelling To integrate satellite data in modelling To evaluate model performance when satellite data is used is stead of in-situ data To improve modelling skills To assess model performance for simulation and forecasting by use of satellite data To understand the various aspects involved to close the water balance at catchment scale

Various levels of data integration and assessments will be discussed and is part of the learning outcomes. A number of satellite applications such as precipitation, evapotranspiration (and possibly soil moisture and snow products) are discussed and also make part of the learning outcomes. A number of applications are available including rainfall-runoff modelling, water resources modelling, flood modelling (and possibly snow melt modelling).

CONTENT Current applications of integrated water resource and hydrological models for system simulation and forecasting often rely on in-situ data. Alternative to such data is the use of satellite data for system and process representation in a distributed and coherent fashion. Satellite products are available for terrain and land use modelling, for rainfall, evapotranspiration and moisture representation and for observing floods. This module addresses various aspects of use and integration of satellite data in integrated water resource assessments and hydrological models. Learning is by frontal teaching, practicals, assignments and self-study.

RECOMMENDED KNOWLEDGE Some basic knowledge on hydro-meteorological satellite remote modelling is recommended

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Lectures 42




Group assignment 21

Self study 18

Examination 8

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Assessment of this module will be by individual and group assignments. Weights to the assignments are 50% and 50%

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STATISTICS

Module NL14

Module code M15-GEM-100

Period 25 July 2016 - 12 Aug 2016

EC 5

Module coordinator Hussin, Y.A. (Yousif, dr.)

INTRODUCTION This module provides a practical and MSc-thesis oriented statistical course on the proper collection, the analysis, the presentation and use of statistical data. The course can be considered a prerequisite to any MSc thesis work. The emphasis will be on the more common statistical tests and sampling designs, but tests and sampling designs that are more effective for certain purposes will also be demonstrated. We will also deal with the good understanding and use of related concepts and technical terms. Theory, practical examples and exercises are all combined in a course that has shown its usefulness and attractiveness to many people, coming from a very wide range of backgrounds, and with sometimes limited expertise in statistics.

LEARNING OUTCOMES Upon completion of these two modules, the student will be able to: Define ways to tackle a scientific problem and structure research; Place his/her research project in a wider scientific and societal context; Structure his/her proposed scientific research to the specifications of the scientific discipline; Meet quality standards and excellence in research; Present scientific information in written English at a standard acceptable to the scientific community; Write an MSc research proposal and defend this to the Thesis Admission Committee.

CONTENT Descriptive statistics Normal distribution Inferential statistics t-distribution t-table /t-values Confidence intervals – limits Analysis of variance (ANOVA) F-distribution F-table Hypothesis testing Non parametric tests Cross tabulation, Chi square test Sampling concepts Sampling designs Sample data collection Sample data analysis and statistical error Data interpretation and data presentation Correlation

Regression analysis (simple, multiple, curvilinear)

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Lectures 24




Group assignment 0

Self study 44

Examination 0

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Assessment of submitted assignments

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MSC QUALIFIER

Module NL15


Period 15 August 2016 - 2 September 2016

EC 5


INTRODUCTION The research activities of the six scientific departments form the subject framework and organizational structure in which MSc students conduct their individual research. The purpose of Modules 15 is to help the student to define his or her own MSc research proposal.

Three weeks are spent on finalizing the MSc research proposal. At the end of Module 15, a Thesis Assessment Board (TAB) decides whether or not the student is admitted to Block 4 of the MSc programme (modules 16-23).

The student has to make a choice of his/her envisaged MSc thesis topic during Block 2 of the course. The choice is made, and explained, in the MSc pre-proposal. This pre-proposal has to be submitted by 8 June 2015.

For more information about the content and scope of the ITC's research, please visit: http://www.itc.nl/research-themes

LEARNING OUTCOMES Upon completion of these two modules, the student will be able to: Define ways to tackle a scientific problem and structure research; Place his/her research project in a wider scientific and societal context; Structure his/her proposed scientific research to the specifications of the scientific discipline; Meet quality standards and excellence in research; Present scientific information in written English at a standard acceptable to the scientific community; Write an MSc research proposal and defend this to the Thesis Admission Committee.

CONTENT

Finalizing Research Proposal:

The MSc research proposal is finalized by the student in mutual agreement with his/her MSc supervisors, appointed in Module 11. The research proposal should be a logical and ordered exposition of the envisaged research (as introduced in Module 11), including data availability, (fieldwork) methods, a flowchart, and time planning. In the last week of Module 15, the research proposal is presented before a Proposal Assessment Board (PAB).

When presenting the proposal, the student must also satisfy the Proposal Assessment Board that all the required data is available or, if not, that steps (including fieldwork if appropriate) will be taken to acquire these data in time. Likewise, requirements for hardware and/or software should be specified to ensure that these can be made available as required.

Acceptance of the proposal is a prerequisite for the start of the individual research (Modules 16-23). The MSc student will draft a supervision plan in consultation with the two appointed MSc supervisors.

PREREQUISITES Successful completion of Modules 1 to 14 of the MSc curriculum.

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To prepare an acceptable proposal and carry out the subsequent research work, it is necessary to have a sufficient level of knowledge in the chosen research field. Consequently, if a student wants to undertake research in which the focus differs from that of the domain modules followed in GEM foundation year, he/she will have to provide satisfactory evidence that he/she has the relevant background, knowledge and skills.



Lectures 0




Group assignment 0

Self study 0

Examination 0

Excursion 0

Fieldwork 0



Development time

ASSESSMENT

0

Individual MSc research proposal (written and oral presentation).

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SPECIALISATION YEAR BLOCK 4: INDIVIDUAL MSC RESEARCH

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MSC RESEARCH AND THESIS WRITING

Module NL16-23


Period 5 September 2016 - 2 June 2017

EC 40


INTRODUCTION The final stage of the MSc course is dedicated to the execution of an individual research project. Each student works independently on an approved research topic (see module 15) connected to one of the research themes of ITC. In this final block of the course, the students further develop their research skills, interact with their fellow students, PhD researchers and staff members and, finally, demonstrate that they have achieved the course objectives for the Master of Science degree by research, on a satisfactory academic level.

LEARNING OUTCOMES The student must be able to: Define, plan and execute a research project dealing with a problem related to the application of geo-

information and earth observation in a domain that suits his/her background and course followed; Write a concise, logical and well-structured thesis describing and discussing the key elements of the

research process, the findings and recommendations; Orally present and defend the work done before the Thesis Assessment Board.

CONTENT Based on the pre-proposal handed in before module 12b, and the final accepted research proposal prepared in module 15, the student will carry out the planned activities. The students will be provided with guidelines for the thesis early in the course. Regular individual progress meetings with the supervisors will be held to monitor the progress on the research and thesis writing, and records of the progress will be kept. The supervisors keep the course director informed about the progress.

The activities normally include: Describe and define a problem statement and research topic and its research margins; In-depth literature review, including assessment of the usability of literature and previous research; Collection of relevant online - and archived data; If appropriate, preparation and execution of fieldwork to collect primary data required for the research; Data processing and analysis and, if deemed necessary, adjustment of the research plan in

consultation with the supervisors (based on sound arguments); Active participation in seminars and capita selecta of the research theme under which the MSc

research resorts; Mid-term presentation; Preparation of the final manuscript of the MSc thesis (=hardcopy thesis and CD-ROM with thesis,

appendices and full dataset including the original data and results); A critical review of the quality, use and usefulness of the data and results, as well as the learning

process; Oral presentation and defence of the MSc thesis before the Thesis Assessment Board, all in

accordance with the relevant paragraphs of the MSc regulations.

PREREQUISITES Successful completion of MSc modules 1-15, and proven ability to undertake independent research.

RECOMMENDED KNOWLEDGE During the research phase, the students can specialise further in their own field of expertise.

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Lectures 0




Group assignment 0

Self study 0

Examination 16

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT A Thesis Assessment Board (TAB) will assess the individual assessment based on the written thesis and a presentation plus oral defence. The assessed aspects are: Research skills; Contribution to the development of the scientific field; Ability to work independently; Critical and professional thinking; Scientific writing; Presentation and defence.

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Foundation year: September 2015 - June 2016 Specialisation year: June 2016 – June 2017

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1. WELCOME TO LUND UNIVERSITY

Welcome to Lund University where a European cultural tradition going back hundreds of years lives side by side with dynamic developments in education and research for the benefit of society, today and tomorrow. Our university has all the advantages of a wide academic range and highly-qualified staff. We offer a rich and diverse academic environment with creative links between students and teachers, international cutting-edge researchers and between university and community. Lund University is Scandinavia's largest institution for education and research. We are active in Lund, Malmö and Helsingborg, and have a comprehensive global network of contacts and growing co-operation within the Öresund University. Our focus is on students, teachers and researchers. We believe it is important that our students realise the full significance of learning, critical thinking and creativity. Torbjörn von Schantz Vice-Chancellor

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1.1 To Study at Lund University To study in Lund means that you are part of a stimulating life as a student, with associations, unions and student clubs (nations), debates, parties, film and theatre, specs, student evenings inviting prominent speakers etc. Through the multitude of subjects, environments and people that study at Lund University, everyone can feel welcome and recognize themselves. If you come from a background where higher education is not very common, you should feel especially welcome. We want the student body at Lund University to be a reflection of the whole society and we want to meet every student in a personal way in order to help and facilitate. We especially work hard so that students with disabilities will get on well. More information about this is found later in this document. Today you have to choose your education with care. Few things in life have a greater value than a good education. At Lund University we strive to offer first-class education in an international and multidisciplinary environment. It is our goal that you will succeed with your studies but also that you will get the opportunity to develop your personal talents. At Lund University you will work with experienced, involved lecturers that are also active researchers who can give insight to the latest findings within your field of study. We hope your arrival will be, or has been, smooth. The information on these pages is about getting to, getting settled in, and getting around, Lund and Lund University. Moving is always exciting and unsettling. Moving to a new country with a foreign culture and language could be even more so. Feeling excited, home-sick, happy, lost, tense or jet-lagged in the first few weeks is perfectly natural - to be expected even, and you will probably experience similar feelings when you return home. Maybe you are an optimistic extrovert and adapt really easily, maybe you are more of a shy and/or anxious person or a bit of both with any of the other multitude of human characteristics. Whoever you are, we hope that your stay in Lund will be rewarding in every sense of the word. Please ask questions and ask for help, make contacts and make friends. The vast majority of human beings enjoy helping others out. If one doesn't, he or she may be having a bad day, maybe uncomfortable speaking English or maybe crabby by nature or history, then try someone else!

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1.2 External Relations Office and the International Desk The external relations staff is happy to answer questions and discuss possible problems with you. Do not hesitate to contact them. However in many cases the International desk and web-services will probably be enough to get answers to your questions. Address: Lund University, Box 117

SE-221 00 Lund, SWEDEN

Visiting address: Stora Algatan 4 Phone: +46 (46) 222 0100 Fax: +46 (46) 222 4111 E-mail: [email protected] Homepage: see below

1.3 International Housing Office The International housing office is dealing with student rooms and student apartments. Address: Lund University, Box 117

SE-221 00 Lund, SWEDEN

Visiting address: Winstrupsgatan 8 Normal visiting hours 13-15 weekdays, extended during semester start up

Phone: +46-46-222 0100 Fax: +46-46-222 8895 E-mail: [email protected] Homepages that may be useful: University main page: http://www.lunduniversity.lu.se/ Student health home page (very useful):

http://www.lunduniversity.lu.se/o.o.i.s/24754

Exchange student service: http://www.lunduniversity.lu.se/global-cooperation/student-exchange Housing: http://www.lunduniversity.lu.se/international-students/apply-fees-

scholarships-housing External affairs: http://lucat.lu.se/LucatWeb/MainServlet?task=view_english_organiz

ation_information000005333&username=

1.4 Insurance for GEM Students All students in the GEM programme are insured via the ITC at University of Twente. This insurance will cover all normal situations during your studies but may not be covering for all your private activities such as e.g. travels. It also do not cover personal belongings fully. So be sure to refer to relevant sections in this Study Guide or contact relevant ITC staff for more specific details. If you are an EU/EEA citizen you should make sure to bring your E128 or E111 form or the European Health Insurance Card. This document is also a health insurance, which will guarantee you medical treatment on the same conditions as Swedish citizens. Furthermore, acquiring a residence permit requires that you show proof of health insurance. Contact your regional social insurance office for an E128 or E111 form or the European Health Insurance Card.

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Emergency, dial 112

Free medical advice, dial 1177

St Lars Health Centre in Lund (to see or speak to a doctor or nurse) Phone: 046 275 22 00 After Hours doctor in Lund Phone: 046 275 19 00 Student Health counseling Phone: 046 222 43 77

Womens Crisis Centre – Women helping women Daytime and Mondays and Wednesdays 19—21 Phone: 046 12 19 60 E-mail: [email protected]

It could be a good idea to investigate possibilities to add an insurance of your own to cover things that are not covered by the insurance for GEM students. If you have questions regarding such insurance, please contact the International Desk (Section 2.3 above).

1.5 Important information for contacting health care in Lund

The Student health care homepage is very useful and filled with all kinds of information regarding both health care and other aspects of student life in Lund. The Student health care is a service for all the students at Lund University. The clinic has counsellors, nurses, a physician, psychiatrist and a psychologist. You have to book a time but you can also ask questions over the phone or call for advice. The staffs at the student health clinic work mainly with physical, psychological and social problems that are related to your studies. It is a complement to the other clinics in Lund where you seek traditional healthcare. Among the different areas of work, there is a psychosomatic division, which is specialized in examination and treatment. There is also conversational therapy, for example, advice, problem solving or short time therapy. Do not hesitate to call Student Health! All information is handled confidentially. If your problem is not within the range of the Student Health service, they will advise you on where to turn.

Student health counselling: phone: 046 222 43 77

Student health home page: http://www.lunduniversity.lu.se/o.o.i.s/24754

Download a 4-page overview of health services in Sweden and Lund (2013), including contact details and addresses (Pdf, 135kb). If you are not sure if you need an ambulance or can wait to visit the doctor (may be later the same day or the day after) YOU CAN ALWAYS CALL THE HEALTH CARE Free medical advice 1177. They are ALWAYS open and will help you out. If you get ill make sure that you notify at least one of your class mates and the department as soon as you can. It is normally best to advertise the student expedition or the course coordinator for the course that you currently attend in priority. In more serious cases the GEM coordinator or the Director of studies should be contacted. Weekends and nights: Call the information desk (see above) or, if it is an emergency, take a taxi to the emergency intake (Lund University Hospital - main hospital) or call an ambulance, phone 112. If you have to visit a dentist: Weekdays 8-16: Call Tandvårdscentralen, S.t Laurentiig. 10 (approx. half way between the GIS Centre and the railway station), phone 046 312850. You can also email them on [email protected]

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1.6 Main contacts at the Department of Physical Geography and Ecosystems Sciences

The Department of Physical Geography and Ecosystem Sciences (INES) is where most of the courses of the GEM-cooperation are running. First of all we would like to welcome you to Lund University and Geo-centre. We hope that you will like it here and enjoy your studies! We hope that this information will answer some of your questions, and to ease your way of making Lund your new home! The whole staff at the Department of Physical Geography and Ecosystem Sciences Key staff members at INES: Head of Department Karin Hall [email protected] 046 - 222 95 79 GEM Coordinator Petter Pilesjö [email protected] 046 – 222 96 54 Director of studies Ulrik Mårtensson [email protected] 046 - 222 49 67 International student advisor Paul Miller [email protected] 046 - 222 40 72 Student expedition Eva Kovacs [email protected] 046 - 222 86 98 Eva Andersson [email protected] 046 - 222 36 79 Petter is your prime contact in Lund and you will meet him at several occasions, both in this role and as teacher. He is also the vice-head of department. The head of the department, Karin, is leading all activities at the department, and she is responsible for all staff and students here. Ulrik, the director of studies is responsible for the bachelor and master education programs. Helena, our student advisor is the person you should talk to when you have questions regarding courses and related issues. To the student expedition and Eva and Eva, you turn to when you need transcripts, to buy course documentation and other practical issues. All information regarding your computer account, log in credentials, etc. will be given to you by your course coordinator, and it is also the course coordinator you should contact if you are experiencing problems with your computer account. The GEM coordinators office is located in the GIS-Centre, which is a small annexed building to the Geocentrum I. The offices for the director of studies, student advisor and student expedition are found on the 3rd floor in Geocentrum II, just turn right when you come from the stairs, and then left when you passed the door. The opening hours for the student advisor and student expedition are Monday, Tuesday and Thursday, 8-11 a.m. Please, respect these opening hours! The departments’ homepage At the homepage of the department, http://www.nateko.lu.se/index.asp?lang=2, you can find information about happenings at Geocentrum and the department as well as the university, e.g. seminars and guest lectures, information about courses, schedules, information about exams and re-exams, available jobs etc. To keep you updated, like us on Facebook, just click on the link at the left on the homepage!

1.7 Student Rights June 4, 1998, the board of the university adopted guidelines for relations between departments and students at Lund University. The guidelines were amended on November 6, 2000. The full text and additional information regarding student rights and obligations are found on the page: http://www.lunduniversity.lu.se/current-students/student-rights-and-rules

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Given below is an extract of the guidelines and of current legislation. Should you have any questions or be in need of assistance, it is always possible to contact your student association, the relevant Head of Department or equivalent, or the management of the course or program on which you are enrolled. The guidelines represent targets for relations between the university, students, departments and other individuals or organizations responsible for tuition at Lund University. Due to the varied nature of the operations of the university, local deviations may occur. However, departments are to strive to fulfil these guidelines as far as possible. As the guidelines do not represent absolute legal rights, they cannot form the basis of legal action against the university. Students own the right of representation in all decision-making bodies whose activities are of

importance to a course and/or program of study and to the situation of the student (Higher Education Ordinance, Ch 3, S 9, paragraph 2).

A student must never be subjected to abusive treatment. The working environment and equality

conditions of students are to correspond to current legal standards applicable to university employees.

Approved syllabuses for courses and programs are to be published and available at the latest one

month prior to the final application date. Course literature lists and tuition and examination schedules (including retake examinations) are

to be available at least one month prior to the start of the course. The department or other body responsible for the course or program is responsible for ensuring

that course evaluations are carried out for each course. Student participation in course evaluations is to be anonymous.

The results of course evaluations are to be made available to students upon request (Higher

Education Ordinance, Ch 1, S 14). For each course or module, an ordinary examination, a retake examination soon after the ordinary

examination, and a further retake opportunity are to be organized based on the same course contents.

Prior to written examinations, students are to be given time to prepare. Earlier examinations are to

be made easily available to students. Where earlier examinations are not available, study questions are to be provided.

Following each examination, an examination run-through is to be held at least two weeks prior to

the retake examination. The examiner should be present. Examination results are to be made available as early as possible and shall normally be registered

in the LADOK computerized student register at the latest 15 working days after the examination although earlier than two weeks prior to the date of the retake examination.

Following two failed examinations on the same course content, the student has the right to request

a new examiner. Absence from an ordinary examination shall not result in a student’s deregistration from the

course provided that the student has informed the course coordinator.

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1.8 Advices regarding studying in Lund Compulsory STiL When you got admitted to Lund University you receive a letter sent to your home address, with information regarding your STiL-account. The username and the password for your STiL-account are used when you log on to the computers in the library, or log on via www.lu.se to view your results from courses and your registrations, and your student e-mail. You are obliged to check your student-mail regularly, since all correspondence from the university is sent to this mail! One alternative is to forward your student-mail to your ”usual” mail-account. One of the first operations that you need to do to access facilities in Lund is to get a student ID card. This is obtained on the spot in SOL-center that is located opposite the street from Geocentrum I. The office for this is located just behind the reception on the bottom floor – should the door be closed just contact the reception and they will open for you. MAKE SURE to bring a valid ID card, passport or equivalent. Nothing else is needed except patience during peak hours. Allow 24 hours for the card to be activated (will be done automatically). Once you have your card you should be able to access all facilities you are supposed to have access to, such as computer labs. If you are experiencing any problems with your STiL-account, please contact [email protected] or call 046- 222 01 00. Useful Studentlund and the studentcard Studentlund is a corporation between the student´s unions at the different faculties (handles issues regarding the quality of your education and are the student´s voice towards the university), the student nations (are responsible for the social aspects in Studentlund) and Akademiska Föreningen (AF, owns accommodations through AFB, have different committees such as Radio AF, an art collection, and set up different shows, invite prominent outside speakers to different events, etc.). To become a member of Studentlund you need to visit a nation and register, and then pay the bill that is sent to you. To be a member of Studentlund is voluntarily, but to live in housing arranged by AFB and stand in their line for accommodation, to be admitted entrance at nations, participate in activities arranged by the union, SNG or nations and to be involved in a nation, union or SNG, you need to be a member of Studentlund. When you have paid the bill sent to you from Studentlund, you will receive a card, Studentkortet, after about a week. This is your proof that you have paid the fee for Studentlund, and it must be showed when you are participating in activities arranged by the members of Studentlund e.g. entrance to nations or activities arranged by the union. Studentkortet will also give you discounts with e.g. Skånetrafiken (local buses and trains), SJ (railway services), Apple, TopShop and other cooperation partners. If you don´t want to be a member of Studentlund, but still have access to the discounts, please contact Studentkortet via www.studentkortet.se. Lund’s Union for science students, LUNA LUNA's main purpose is to be the science students' voice in discussions with Lund University and the Faculty of Science. They work to improve the quality of your courses and programs, make the teachers better, give you enough computers in the computer rooms and microwave ovens in the lunch rooms, and much more. Representatives from LUNA are participating in most of the management boards at the faculty. If you experience any trouble with your education or anything related to education, please contact the union and they will do what they can to help you. To become a member of LUNA, please visit the

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student nation of your choice. When you register there and pay your semester fee, you will automatically become a member of LUNA as well. Also, every spring, LUNA arranges a day called ATLAS, where you can meet future employers who are interested in hiring scientists. It is also an opportunity for student´s to create connections for future internships and thesis projects. Details about this event normally becomes available end October every year. If you want to know more about LUNA or get involved, visit http://www.luna.lu.se/english or send an e-mail to [email protected]! The Student council for Physical Geographers and Geologists, SNG The student council works more on a department level than what the LUNA does e.g. the institution board, gender equality, reviews of course evaluations etc. SNG also works with creating togetherness between the students in the geology department and the physical geography department by e.g. arranging “sittningar”; dinner parties at different nations, “fika”; coffee and cakes, movie nights, excursions, BBQ etc. If you want to find out more about SNG, send an e-mail to [email protected] or visit the SNG-room (located to the left from the lecture room Pangea), where there are information about the next SNG-meeting! Career service, ”Karriärservice” For students at Lund University, Career service offers information and help regarding preparations and connections for your future working life. The university has a common career service, but there are also career services connected to the different faculties. Together with the worksite www.mycareer.lu.se, the career service constitutes an important link between studies and work- a venue for students and employers. At the universities´ common career service you can find help with writing your applications for jobs. Seminars about how to write applications and resume together with interview-sessions is held regularly, and from time to time guest-lectures are invited to tell about different career- opportunities. For more information, visit http://www.lu.se/student/karriaerservice! In English: http://www.lunduniversity.lu.se/current-students/careers-service Study-workshop, ”Studieverkstaden” The study-workshop is here to help you improve your study-technique, your academical writing and to hold presentations for groups. They can also help you if you have another native tongue than Swedish. You can also ask for help at the workshop to plan your studies and to find better study-strategies to make sure that you have time to read all your literature. They can also help you to find tools for a more efficient memorization and improve your writing skills. You can ask questions regarding term-paper or for help to structure your texts and about specific words or sentences. Important to remember is that the workshop will not proof-read your text, they will only give you advice how you can improve your language and writing.

The Study-workshop also offers rhetoric-courses if you feel uncomfortable in speaking in front of groups. They can help you to improve your oral presentations, the structure of the presentation as well as how you should handle the situation itself.

For more information, visit http://www.lu.se/student/att-studera/studieverkstaden!

Students with Disabilities Each University has at its disposal special resources for supportive measures for students with disabilities. These resources may be used only in connection with undergraduate and postgraduate studies at State Universities. Please note, for exchange students all support must be financed by the home university during the student’s period at Lund University.

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Examples of supportive measures for which financial support may be used: Note taking assistance and copying of notes Reading assistance for students with defective vision or mobility problems Personal assistant for students with defective vision or mobility problems Sign language interpreter for students with hearing difficulties Remedial instruction or extra tutoring Special arrangements for teaching and examinations Application for grants for special educational expenses Whoever is in need of any kind of supportive measures in his or her study situation, should apply for a grant towards the expenses incurred. This application should be made well in advance of the studies, but can also be made during the term in which the need for supportive measures was observed. Please enclose a medical certificate describing the kind and degree of your disability. Application forms are supplied by the Adviser for Students with Disabilities: Lunds universitet Studerandeenheten, Studentservice Box 117 S-221 00 LUND SWEDEN Telephone: + 46 46 222 00 00 The student can also discuss the need and degree of the supportive measures with the adviser. Issues concerning studies at the Lund Institute of Technology or the Malmö School of Education can be discussed with the Student Welfare Officer in question Difficult times When life at University or life in general feels hopeless or just difficult, it can be nice to talk with someone; Someone who has another perspective than friends and parents. Everything told is handled confidentially (according to the law of professional secrecy). Do not hesitate to contact: University Chaplains (www.svenskakyrkan.se/lundsstift/studentprasterna/ lund/lundenglish.htm) Friends on Duty (www.rkuf.se/main4.asp?ID=21&ver=BIE5) Leisure Sports Next to Geocentrum I is Gerdahallen, Lunds largest recreation center. They offer a wide range of work-out classes, spinning, gym, tennis etc. to a good student price. You can also buy coffee, lunch and cookies at Gerdahallen! If you are interested in sports and exercise please contact them via www.gerdahallen.lu.se, or the Swedish University Sport Federation (www.studentidrott.nu/english.asp) Studying advices Study skills are an important factor that will determine the result of your studies. Some naturally have very good study skills whereas others have a more difficult time doing the same amount of work. Here are some tips to help on the way: Plan your time. Make routines. It is like brushing your teeth; it can be boring but has to be done. Find out what time of the day you study most efficiently. Some can only study at noon, others at midnight. Take good notes. Highlight the important things. This forces you to work and think about what you are studying. Rewrite your notes from class. Many things are better summarized in your notes than books. Exercise! It is easier to learn if your brain has had a dose of oxygen.

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The amount of literature needed for University classes is extensive. The average cost for literature per term is about 3 000 sek, but this of course varies depending on what you study. Do not buy all the recommended literature the first day! Some of the recommended literature is for reference only and can be found at the library. As a GEM student you will get more detailed information on literature requirements at the start of each course. See also the course homepages under the heading “Education” at INES homepage: http://www.nateko.lu.se/index.asp?lang=2 An effective way of being efficient is to study your own study habits through a log. This is done by writing down when and where you study, and how it went (well, ok, terrible). Also, write down anything that got your attention away from your studies. After a while you will be able to see a pattern: where you studying well, what time of the day you were most efficient and what to avoid? Many students experience a certain degree of stress before examinations and due dates for assignments. A little stress is good, but with too much stress one can no longer study effectively and sometimes it can lead to depression. To avoid stress, which is often caused by last minute cramming, be sure to study in time for exams. However, even when prepared, sometimes one can feel very stressed. Are you under a lot of stress? 'Student Health' (see section about health above) has classes in stress handling.

1.9 Living in a New Environment The first encounter with a new environment is usually positive and exciting, being the opportunity to live in a different and perhaps exotic environment. For some of us it has been a dream, now come true; A different country and a different way of life. In many obvious but also in many subtle ways, it really is different. Along with the pleasure of new discoveries, you will certainly find many unfamiliar and perhaps confusing circumstances also demanding a great deal of your attention and energy. You may find organising your work and day-to-day living in a foreign country as well as using another language, tiring and frustrating, even though Swedish people generally speak good English. Some people may therefore find themselves feeling a little depressed and inefficient. You are not alone in feeling like this. This is "Culture Shock", and affects most people to a greater or lesser extent a few weeks after arrival. In fact you may be surprised to find yourself going through a similar experience on your return to your own country. Remember not to take the unfamiliar problems personally; new rules and regulations may seem rather daunting, but the Swedish system is very efficient, probably because Swedish people on the whole follow the rules. The International Researchers & Scholars Office (IRSO) is a university connected body that provide services for researchers and teachers and their families. However they have some interesting resources available on the net. Please check out their hints for survival available from their home page at: http://www4.lu.se/visiting-staff---irso/visiting-staff---irso/life-at-lund-sweden But above all, feel assured that after a few months everything will take on a more manageable and brighter aspect, and you will soon feel more at home here. Despite problems and frustrations, think of the pleasure in becoming acquainted with a different culture. In fact, there are quite a number of amusing insights to be met along the way, for instance, to find that filmjölk is not good as cream in your coffee. Maps You will find a paper map over Lund in Section 3. You can also get them for free at the tourist office (on the Southeast corner of the main square). A digital map service is available at http://www.lunduniversity.lu.se/maps.

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In Sweden you can use your bank/credit card almost everywhere. If you need cash it can be withdrawn from the majority of the ATMs spread around the city.

Washing Normally you are washing your clothes by yourself. If you live in a student room/apartment there is probably a separate room for laundry. Ask fellow students how and if you have to book a washing machine, and if you have to pay anything. Make sure the facility has appropriate measures to prevent your clothes from being stolen.

Transport To get to Lund you normally go by plane from abroad. When you are traveling to Lund University in Sweden, the closest airport is located in the Capital of Denmark, Copenhagen (IATA code reference CPH). Please do not travel to Stockholm, since this is a long (650 km) detour that will cost you extra money. Copenhagen airport is only about 60 km from Lund city.

From the Airport there is a commuter train to Lund that takes about 40 minutes, with a stop first at Malmo Hyllie, second stop at Malmö Triangeln and then at Malmo Central station where you sometimes have to change train. Pay attention to the messages in the train, sometimes only some of the wagons continue to Lund (and further, e.g. Gotenburg, Kristianstad, etc).

When you get through the customs after picking your bag you just continue straight ahead to join the decent to the railway. The price is about 140 SEK (16 Euro/20 USD) and you can buy in a ticket machine just beside the decent to the train station (Visa/master card should work) or in the ticket office just beside. You can change money inside the airport on your way to the luggage claim area (luggage service is rather slow so normally you have time to stop for this). Currency is Swedish Crowns (SEK) in Sweden.

Local travel in the region is served by Skanetrafiken. If you want to search for transportation possibilities to and from different places in Skåne you can use the online search tool that is also available as an app for smartphones: http://www.skanetrafiken.se/templates/StartPage.aspx?id=16125&epslanguage=EN)

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Please note that you cannot pay cash on any local or regional buses or trains. On regional buses you can pay by credit card but not on e.g. city buses. If you travel by train you have to get a ticket before boarding, this is valid both for regional and long distance trains. The best way to manage your local travelling is to get a “JOJO”-card, this gives you some discount. You get the empty card for free at the Skanetrafiken office in the north part of the railway station and then you fill it with the amount of money that you want, similar to a phone card. If you commute from outside Lund a monthly travel pass is probably more economical. The “Around the Sound” ticket is a very popular way to travel around the straight between Denmark and Sweden, visit Helsingborg and the Danish twin city Helsingör, with the castle of Prince Hamlet in the famous play by Shakespeare and then on to Copenhagen. Getting around in Lund is quite easy since the city is rather small. City buses are unfortunately not running so very frequent so the “normal” student means of transportation is walking or, even better, bicycling, which is probably the most efficient way to get from one place to another in Lund. Between the Department of Physical Geography and Ecosystems Analysis (we normally calls it INES, which is the Swedish abbreviation of its name) and the railway station the distance is about 1 km. Most shops are in the city centre that is located south of the Cathedral. You also have local shops and shopping malls in the outer parts of the city. Don’t be afraid asking people at the Airport, in the train and train stations and in the streets for directions, most people know Lund University very well and most people are happy to assist travelers finding their way.

1.10 EMERGENCY In case of emergency, call

112 When speaking to the emergency desk you have to tell them your name, where you are, what type of emergency you are in, and if you need police, ambulance and/or fire brigade.

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1.11 Department of Physical Geography and Ecosystems Science (INES) and the Lund University Centre for Geographical Information Systems (GIS Centre)

1.1.1 Introduction

The administrative contact point in Lund is INES and the GIS Centre, which is about 10 minutes’ walk from the railway station and the address is Sölvegatan 12 and 10 respectively, please refer to the map below. Normal office hours are Monday to Friday 09-17.

INES contact

Post address: Department of Physical Geography and Ecosystems Analysis

Lund University, Sölvegatan 12 223 62 Lund Sweden

Internal post box: HS 16 Visiting address: Sölvegatan 12 Telephone: +46 (0)46 - 222 86 98 Fax: +46 (0)46 - 222 03 21 Homepage: http://www.nateko.lu.se/index.asp?lang=2 GIS Centre contact Post address: GIS Centre

Lund University, Sölvegatan 12 223 62 Lund Sweden

Visiting address: Sölvegatan 10 Internal post box: Internal mail 16 Homepage: http://www.gis.lu.se/english/index.htm Head of Department Karin Hall [email protected] 046 - 222 95 79 GEM Coordinator Petter Pilesjö [email protected] 046 - 222 96 54 Director of studies Ulrik Mårtensson [email protected] 046 - 222 49 67 International student advisor Paul Miller [email protected] 046 - 222 40 72 Student expedition Eva Kovacs [email protected] 046 - 222 86 98 Eva Andersson [email protected] 046 - 222 36 79

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Map of Lund showing the location of the INES and GIS Centre (Sölvegatan 12 – Main administration and Sölvegatan 10 – Teaching facilities)

Activities As a university department INES/GIS Centre are involved in research, academic education and external activities such as consultancies and cooperation with authorities and international organisations.

Research Fields

At INES/GIS Centre study the Earth surface, particularly the interface between atmosphere, biosphere, hydrosphere, and lithosphere are the main fields of interest for research and teaching. Activities are concerned with both natural processes and the human influence on the Earth system. The research we perform covers a broad scale, both in temporal and spatial scale from centimetre up to the global level, from seconds to centuries, as well as multi-disciplinary. Central in our research is the analysis of the processes behind the forming and functioning of our natural environment:

Climatology, especially climatic change in present and historical perspective and the effect of both local and global climatic features on the Earth surface processes.

Geomorphology describes landforms and analyse the processes causing the forms and dynamics of different (Nordic) landscapes. The research at our department has a particular interest in the development of the landscape in time and the effect of climatic factors, the erosion processes and the geomorphology of the peri-glacial environment.

Ecosystems ecology with focus on analysing and predicting effects of climate change and changes in atmospheric composition on terrestrial ecosystems at global and regional scales, as well as the associated feedbacks through effects of vegetation structure and function on the global biogeochemical cycles.

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Biogeophysics include the study of fluxes of mass and energy in natural environments. Our research focus on the processes steering the exchange of carbon, water, nutrients and energy between the soil, plant and atmosphere.

Geographical Information processing and Remote Sensing for surveillance and analysis of land surface changes and changes in the environment and natural resources. Research is directed to both application of existing and development of improved techniques.

Education The education programmes at INES follows the European system of a three years bachelor programme followed by a two years master programme. In total the department is running 2 BSc and five Masters’ programs, including the GEM program. One of the Masters’ programs, the iGEON (see below) is totally Internet based and cooperation with ITC, University of Twente. Bachelor programme in Physical Geography and Ecosystems Analysis Program The bachelor programme starts with 1.5 years of basic courses focused on physical geography, climatology, hydrology, plant ecology and the cycles in nature. You will get an introduction to basic methodology and tools within geographical science for example geographical information systems (GIS) and remote sensing. After 1.5 years of study, you can choose different courses towards your area of interest. You will finalise your bachelor education with a 10 weeks theses work. Master program in Physical Geography and Ecosystems Analysis The aim of this master’s programme is to offer you the possibility to gain first-rate theoretical and practical skills in complex issues and technical systems within the area of environmental and climate change. During this master programme you are able to choose courses from different areas of specialisations, such as environmental and climate systems, global environmental issues and global cycling, climatology and climatic change, ecosystems analysis, bio geophysics, methods of environmental analysis, GIS and remote sensing, geomorphology, etc. This possibility enables you to create your own unique profile of expertise within the area of Physical Geography and Ecosystems Sciences. Master program in Atmospheric Sciences and Biogeochemical cycles The programme is multidisciplinary and involves a versatile education on atmospheric sciences taught by leading scientist within the area. The programme will provide you with a deeper understanding of general atmospheric science, biogeochemical cycles and processes in land-ecosystem-atmosphere interactions. You will gain knowledge about a broad range of topics within fields such as: physical phenomena, atmospheric chemistry, meteorology, physical geography and ecology. You will also receive skills in how to operate advanced computational and laboratory-based methods and experience in field measurements and operations. As a graduate from the Atmosphere-Biosphere programme you will be able to work within the fields of environmental management, consultancy, climate modelling and research in both national as well as international context. Master program in Geographical Information Systems (iGEON) iGEON is an internet-based distance programme for those with an interest in analysing and modelling spatial phenomena using GIS (Geographical Information Systems). The aim is to offer you a flexible and complete training in GIS. All courses are provided over the Internet as e.g. text, audio and video lectures and through e-mail, forums and Skype correspondence with specialised academic staff. Students may adopt the learning methods that work best for them and choose their own study tempo.

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As an iGEON student you will get skills in: hands-on training using up-to-date software, deep theoretical understanding of spatial phenomena and basics of GIS, data base management, cartography and advanced knowledge of GIS methodologies, etc. After fulfilling the programme you should have theoretical and practical knowledge about planning, implementation and handling of GIS within diverse disciplines. These skills are highly advantageous within all areas concerned with spatial phenomena, such as: natural and social sciences, medicine, engineering, hydrology, agriculture, forestry, defence, global change and in spatial planning of local, regional and national systems. Master program in Geomatics The master programme aims at providing an attractive education that prepares you for work in governmental and private organisations as well as for research. It provides courses in a wide range of areas in the field of geomatics including geographic information systems (GIS), geodesy, remote sensing and computer science. The programme consists of three parts. The first part provides theoretical courses in e.g. computer science and statistics. The second part contains a number of courses in geographic information technology regarding: collecting data – mainly remote sensing and geodesy, storage of data – e.g. spatial database technology, treatment of data – fundamental algorithms in geographical analysis, distribution of data – e.g. standardized web services, and visualization – e.g. cartographic rules for screen display. The third and last part treats applications mainly focusing on environmental, physical and urban planning. Master program in Geo-information Science and Earth Observation for Environmental Modelling and Management (GEM) This Erasmus Mundus programme is taught by a consortium of four of Europe’s leading institutions within geo-information science and earth observation for environmental modelling and management: Lund University in Sweden, University of Southampton in Great Britain, ITC in the Netherlands and the University of Warsaw in Poland. The best elements of these institutes are combined in a programme where students are taught by world-renowned faculties as well as by visiting scholars of international repute. The programme is designed for those who wish to contribute to sustainable global change and will provide you with a sound theoretical and practical base of knowledge within Geo-information Science and Earth Observation combined with proficiency in project management, leadership and communication. The programme combines management and policy skills with knowledge from a variety of disciplines, and the problem-based teaching methods challenge you to solve complex issues. As a graduate you will achieve a solid theoretical knowledge but also the latest technology and techniques to solve real-world case studies. Hence you will have excellent qualifications for both national and international employments at research institutes, in governments, companies, as well as in public-private partnerships. Past and on-going research projects and external involvement Projects at INES and GIS Centre cover a large variety of topics and type of activities. Some projects are large scale and long term investments that have many international cooperation partners and some are smaller and of short duration. In order to get an up-to-date overview of our projects we invite you to visit our web-pages: INES: http://www.nateko.lu.se GIS Centre: http://www.gis.lu.se/english/index.htm Under the headings Research, Publications and Projects & Research you find information about activities, contact persons and links to more specific project web pages. You could also go to the staff pages to see who is involved with what at the department. Please feel free to contact any staff member if you want more information or discuss opportunities for thesis work.

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Key staff members Via our homepage you can access the profiles and contact details for all staff active at INES and GIS Centre, totally about 100 persons. It could be valuable for you to scan the staff profiles as you advance in your studies, not least in order to find staff members that you may consider as suitable supervisors for your thesis work. In the list below you find key staff members, which normally are involved in the teaching of the courses that are part of the GEM curricula.

Ardö Jonas

With a combination of measurements and remote sensing I study the Carbon cycle of Africa, with focus on the Sahel region. I conduct meteorological measurements in Sudan and eddy covariance measurements in Senegal in order to gain process understanding and to provide calibration/validation data. I have a background in remote sensing in forestry and experience from GIS-based estimations of environmental noise and integration of environmental models in GIS.

Christensen Torben R.

General goal is to work for an improved integration of biogeochemical/physical and plant ecological studies at a variety of scales. I believe that only improved collaboration extending from mechanistic process-oriented studies to larger scale measurements combined with modelling efforts may we improve our understanding of how vegetation and ecosystem processes may respond and provide feedback effects on climate under changing environmental conditions. Such improved interdisciplinary understanding is of crucial importance both from a basic research viewpoint and from a point of view of evaluating consequences of, and mitigation measures in relation to, major environmental problems.

Eklundh Lars

My research interest is vegetation remote sensing, primarily for carbon modelling (northern biomes) and environmental change studies (African biomes). Challenging issues are the estimation of leaf area index (LAI) and absorbed photosynthetically active radiation (APAR) from satellite measurements, as well as the modelling of phenological events using high-time resolution satellite sensor data. My teaching is focused on remote sensing and geographical information science.

Eriksson Helena

I am physical geographer working as a teacher in GIS and remote sensing at campus as well as distance based courses. Currently also involved in development of new course material. My research is focused on remote sensing, and particularly on forested areas. Forest attributes such as leaf area index, species distribution, health, productivity and growth are well suited to be determined for large land areas from the information that is collected from satellite sensors.

Groth Roger

Has been employed at the GIS Centre since 2004 as a computer expert and has in-depth knowledge in computer hardware, system administration and computer security, and about 10 years’ experience of system management on both Windows and Unix. He is skilled in several programming languages, most notably C#, VB.NET and Perl. His specialization is development of database driven web applications. He holds lectures and has created several course modules at Lund University and within LUMA-GIS. Work tasks include, but are not limited to; System development, database modelling, administration and implementation, teaching and consulting.

Hall Karin

I work in a project that focuses on the processes that determine patterns of diversity in semi-natural grasslands and the way in which present day diversity (in genes, species and habitats) may be explained by landscape history and present and past landscape structure. We are investigating landscape changes and the process of habitat fragmentation over the last 300 years.

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Harrie Lars

Is involved in research and teaching of technical and theoretical aspects of GIS. The main interests are algorithms for processing, analyzing and visualizing geographic data as well as methods to improve the national spatial data infrastructure. Has a keen interest in geodesy.

Lagergren Fredrik

I currently work on ways to model the carbon balance for forested ecosystems. The models I use are both process based (e.g. Biome-BGC) and empirical (e.g. light absorption). The models are verified on data from flux measurements in Sweden. The goal is to come up with carbon budgets for the entire forested area in Sweden. I am also involved in the fieldwork at some flux stations, mainly as an expert in sapflow measurements but also in biomass and growth estimation. The Projects I work in are: “Carbo Europe IP” supported by EU and “Carbon balance of Swedish forests” supported by the Swedish Energy Agency. In spring 2006 I will substitute Harry Lankreijer as scientific secretary of the NECC and responsible for course NGE606.

Lankreijer Harry

My research topic is described best by the word ‘biogeophysics’. It focuses on the energy, carbon and water balances of the Earth surface and particular that of forested areas. It aims at a better understanding of the underlying processes both by measurements out in the field and by using simulation models. One of the interesting aspects of this research is its broad field as it includes physics, biochemistry, physiological ecology, soil science, hydrology and micrometeorology at different scales in space and time.

Larsson Karin

Senior lecturer in GIS/remote sensing. Karin Larsson is the main resource for internal and external GIS support. She is particularly involved in activities relating to external stakeholders in civil service, schools and high schools and is one of the prime GIS teachers on our campus courses.

Lindroth Anders

My research interests are interactions between atmosphere and land-surface and particularly the exchanges of heat and mass in the soil-plant-atmosphere system, mainly forested ecosystems. I try to link modelling with experimental field work and I work with a broad range of spatial scales, typically from ‘leaf’ to ‘region’. The main focus at present is to try to better understand the processes that control the exchanges of carbon dioxide between forested landscape and the atmosphere and how these processes depend and interact with the climate system both in the short and the long term.

Manourian Ali

Main research interests are methods for modelling, development and evaluation of Spatial Data Infrastructures (SDI), technical aspects of WebGIS and Geospatial Web Services and advanced modelling for applied GISs. Being involved, as director or advisor, in several projects relevant to development of enterprise and applied GISs, development of Web GIS and Geospatial Web Services, development of Mobile GISs, planning and development of SDIs, and developing Geoportals. Also involved in teaching SDI and advanced GIS courses.

Mårtensson Ulrik

About 30 years of experience of different assignments and research in countries in Africa and Asia, of which about 6 years has been spent in developing countries. Professionally experienced in the fields of geomorphology and geography, with focus on land degradation, water resources, environment management issues, Geographical Information Systems (GIS) and Remote Sensing (RS). As a participant in various assignments also gathered insight in related fields as social sciences, human

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geography, agronomy, forestry, coastal ecology and coastal sensitivity modelling. Several assignments during the last decades relates to implementation of new technology (GIS) in complex organisations (environment sector at national level) in SSA-countries. Current research activities are Land degradation in Lebanon and Tunisia and HIV/AIDS in Tanzania using GIS methodologies.

Persson Andreas

Spatially distributed hydrological modelling is the main topic of my research. The modelling aims at calculating the plant available water in agricultural fields. The potential water supply is calculated from a DEM (digital elevation model) in which the water movements are modelled. Hydrology, modelling, GIS, GPS and digital elevation models are key words in the research. I also teach GIS at both campus courses and on out internet based master’s program.

Pilesjö Petter

Is the Director of the GIS Centre. Deputy Head of Department, Physical Geography and Ecosystems analysis. Spatial modeller, GIS specialist and geographer with considerable experience from Sweden/Europe and developing countries. Focusing on GIS in environment – health studies, implementation of GIS, e.g. in social sciences (regional development and economy), as well as on technical issues (modelling and algorithm development). Significant experience in project design, planning, coordination and implementation. Long experience in organising and conducting GIS courses and workshops in Sweden as well as in developing countries

Runnström Micael

Physical geographer working many years on satellite data time series analysis and GIS applications. Today also doing research in tourism impact in natural areas and decision support systems for tourism planning and sustainable eco-tourism. Lecturing many years in GIS and Remote Sensing at the Department of Physical Geography and Ecosystem Science.

Seaquist Jonathan

Physical geographer with principal research interests in land systems and their change at regional (especially semi-arid and boreal regions) to global scales. Earth observation, modelling and complex networks are used to shed light on drivers and mechanisms underpinning these changes. Has a very long teaching experience in most domains of GISystems/science.

Smith Ben

Ecologist and ecological modeller at the Department of Physical Geography and Ecosystems Analysis (INES) within the Centre for Geobiosphere Science (CGB) at Lund University in Sweden, where he jointly leads a research group on ecosystem modelling and biodiversity studies (EMBERS). His research is primarily concerned with terrestrial ecosystem functioning and responses to global environmental change, with a particular focus on the role of population and community processes in ecosystem dynamics. He has taught courses in ecology, physical geography, modelling and statistics.

Selander Mitch

Master’s degree in computer science and engineering and has been employed at the GIS center since 2009. Apart from teaching he is involved in several research projects where he does database modeling, system development, server and database administration.

Tenenbaum David

A physical geographer with expertise in geographic information science and ecohydrology; his research interests include digital terrain analysis, passive remote sensing of surface moisture conditions, and the distributed ecohydrological modelling of flows of water, carbon and nutrients in a

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variety of landscapes. David teaches across the broad spectrum of physical geography and GIScience, including introductory and advanced GIS, quantitative methods, remote sensing, environmental modelling, and programming for GIS, and teaches both campus and distance courses.

1.12 The Geolibrary

Introduction

The Geolibrary supports researchers, lecturers and students of the geoscience institutions of Lund University. The library also offers its services to other university departments and for all those with an interest in the geosciences. We have professional personnel, many study areas and photocopying facilities. Welcome!

Contact

Postal address: Geocentrum II

Solvegatan 12 223 62 Lund

Visiting address: Geocentrum II, Solvegatan 12 Telephone: 046-222 39 60 Telefax: 046-222 44 19 E-mail: [email protected]

Home page: http://www.geobib.lu.se/en/index.html

Opening hours Monday - Thursday 10.00-17.00 Friday 10.00-16.00 Saturday and Sunday – closed

Staff

Robin Gullstrand, Head Librarian Rolf Hall, Librarian Britta Smångs, Librarian

Lending conditions

The Geolibrary follows the General Lending Conditions of Lund University Libraries (LUB). All residents of Sweden who are at least 18 years old can obtain a library card from LUB. The Geolibrary has the following loan periods: Books: 28 days Course books: 14 days Journals and reference materials cannot be loaned. If the loaned item is not returned on time a fine of 10 SEK per loan per day is charged

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FOUNDATION YEAR - SE1 NGEA11

Syllabus for Geographical information systems Basic course (15 ECTS)

1. Fundamental informationRatified by the Education Committee of the Faculty of Science 2007-03-01. The syllabus is valid from 2007-07-01. The course is at the basic level.

2. General informationThe course is part of the main field of study in Physical Geography and Ecosystems Analysis at the Faculty of Science. The course is compulsory in a Bachelor’s degree in Science, with a major in Physical Geography and Ecosystems Analysis. The course is also given as a single subject course. The language of instruction is Swedish.

3. Aim of the courseThe course aims at providing basic knowledge of concepts and methodologies within management and analysis of geographical data with geographic information systems (GIS), as well as an introduction to cartography and geodesy.

4. Learning outcomesHaving successfully completed the course, students should have acquired the following knowledge, understanding and skills:

Knowledge and understanding

The student is expected to be able to: describe different conceptual models for spatial phenomena, describe different data models for digital geographical data (raster and vector), and be familiar

with how these are stored in computers, account for basic methodology in spatial analysis, account for fundamental cartographic methodology, explain the implications of different map projections, geodetic reference systems and coordinate

systems, explain the implication of simple spatial interpolation methods, describe the basic structure of relational data bases.

Proficiency and skills

The student is expected to be able to: organise and manage geographical data in computers, independently and within groups, solve predefined problems using basic analyses of geographical

data, in raster and vector format, with standard GIS software, present work flow and results from data capture and analysis of geographical data orally, in

writing, and in maps for specialists and lay persons perform and present simple statistical evaluation of spatially interpolated data, utilize simple data base management systems (basic SQL), handle simple positional equipment (GPS) for field collection of spatial data.

Attitude and ability to appraise

The student is expected to be able to:

show awareness of, and confidence in, using geographic information and analysis withinscience and other areas of application,

critically assess geographical data and have achieved a critical attitude towards analysisresults,

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5. Course contents The course provides a broad theoretical base for further work with digital geographical data. Understanding of representation and analysis of spatial elements is emphasised. The course also highlights general geographical issues within studies of environment and society through practical GIS applications. These treat Swedish as well as international conditions, and varies in scale from local to regional. Issues treated are basic cartography including map projections and geodetic reference systems, geographical data in digital form (maps, images and table data), positioning using GPS, basic analysis of geographical data in raster and vector format and cartographical presentation of digital map data. The course also contains training in communication, with special emphasis is on cartographic presentations. 6. Teaching and assessment Teaching consists of lectures, practicals and project work. Practicals and project work, and the course elements associated with these are compulsory. Assessment takes the form of a written test at the end of the course, and evaluation of student reports. Students who fail the ordinary tests will have an opportunity to take another test in close proximity to the ordinary test. 7. Grades Students are graded for the course according to the following levels: Passed with distinction, Passed, and Failed. In order to pass the course the student is required to have passed the test, to have delivered acceptable practical reports and project reports and to have participated in all compulsory course elements. The final grade for the course is determined by the aggregated results of the different parts of the examination. 8. Entrance qualifications The following are required for admission to the course: basic eligibility 9. Literature According to a list established by the department, available at least five weeks before the start of the course, see http://www.nateko.lu.se/ 10. Further information This course replaces NGE602. The course cannot be credited as part of a degree along with NGE602, GEG451, SGE501, SGE502, NGE558, NGE559, GIS401, NGE012, VFT032, TEK270.

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FOUNDATION YEAR – SE2 NGEA12

Syllabus for Geographical information systems continuation course (15 ECTS)

1. Fundamental informationRatified by the Education Committee of the Faculty of Science -2007-03-01. The syllabus is valid from 2007-07-01. The course is at the basic level.

2. General informationThe course is part of the main field of study in Physical Geography and Ecosystems Analysis at the Faculty of Science. The course is optional in a Master’s degree in Science, with a major in Physical Geography and Ecosystems Analysis. The course is also given as a single subject course. The language of instruction is Swedish.

3. Learning outcomesThe course aims at providing deeper theoretical and practical knowledge in spatial analysis and geographical information management. Having successfully completed the course, students should have acquired the following knowledge, understanding and skills:

Knowledge and understanding The student is expected to be able to: explain fundamental methods and conceptual models for the contents of a geographical database, describe the principles of transformation between different geodetic reference systems, explain concepts and computational methods in interpolation and advanced spatial analysis, explain fundamental logic in computer programming, and describe how programming can be used

with geographical data and problems. account for the effect of error propagation in geographical modelling, account for the how society’s geographical data infrastructure looks, and outline the laws that

affect the use of geographical data, exemplify advanced use of GIS in environment and society.

Proficiency and skills

The student is expected to be able to: develop and manage data bases with data of different geometric origin and format, transform data between common geodetic reference systems, independently and in a group suggest work flow and methods for solving complex geographical

tasks, and carry out these in a GIS, presents results of GIS analyses orally, in writing, and in maps for specialists and lay persons gather information in the field in a predominantly individual and independent way.

Attitude and ability to appraise

The student is expected to be able to:

compile, appraise and discuss choice of data and analysis method to solve a given geographicalproblem,

critically review, appraise and discuss the reliability of GIS, and describe and appraise use of GIS in society.

4. Course contentsThe course consists of a number of elements based on advanced use of existing software for data base development, analysis and presentation of geographical information. The student will train the ability to organise and solve complex problems. An element of individual programming is included to train logical problem solving and as a preparation for higher studies and professional life. A project will finalize the course to train independent work with a GIS. Applications are selected within current problems in Physical Geography.

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5. Teaching and assessment Teaching consists of lectures, practicals, field exercises, seminars, group exercises and project work. Practicals, field exercises, seminars, group exercises and project work, and the course elements associated with these are compulsory. Assessment takes the form of a written test at the end of the course, and evaluation of student reports. Students who fail the ordinary tests will have an opportunity to take another test in close proximity to the ordinary test. 6. Grades Students are graded for the course according to the following levels: Passed with distinction, Passed, and Failed. In order to pass the course the student is required to have passed the test, to have delivered acceptable practical reports, hand-in exercises, project reports and to have participated in all compulsory course elements. The final grade for the course is determined by the aggregated results of the different parts of the examination. 7. Entrance qualifications The following are required for admission to the course: Basic admission requirements and the course NGEA11 or equivalent. 8. Literature According to a list established by the department, available the department’s web page at least five weeks before the start of the course. 9. Further information This course replaces the course NGE608 and therefore the course cannot be credited as part of a degree along with: NGE608, Introduction to Geographical information systems I GIS502 Geografiska informationssystem, 6,7 credits, GIS503 Tillämpad hantering av geografisk data, 6,7 credits, GISA02 Geografiska informationssystem, 10 credits, GISA11 Tillämpad hantering av geografisk data, 10 credits.

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FOUNDATION YEAR – SE3

NGEN02 Syllabus for Ecosystem Modelling (15 ECTS) 1. Course details Ratified by the Education Committee of the Faculty of Science 01-03-2007. The syllabus is valid from 01-07-2007. The course is at the 2nd cycle. 2. General information The course is part of the main field of study in Physical geography and ecosystems analysis at the Faculty of Science. The course is optional in a Master’s degree in Science, with a major in Physical geography and ecosystems analysis and Atmospheric sciences and biogeochemical cycles. The course is also offered as a single subject course. The language of instruction is English if necessary. 3. Learning outcomes On completion of the course, the students shall have acquired the following knowledge and understanding: Knowledge and understanding the general principles and methods for defining, parameterising and evaluating an ecosystem

model; some of the various types of process-oriented models used in ecosystem and environment-

oriented research and planning, including their general attributes, advantages and limitations; implementing an ecosystem model in the form of a computer program; the ways in which models and model results are utilised in various contexts in the environmental

area. Application and judgement analysing various types of environmental problems and selecting appropriate methods for

approaching them using existing models and suitable input and evaluation data; critically evaluating and interpreting results from models; implementing, parameterising, evaluating and applying a process-oriented mathematical model of

an ecosystem or one of its components. Communicative ability outlining various types of investigations and their results orally as well as in writing; leading and synthesising discussions during seminars and group exercises; summarising and presenting models and their results; leading a group-based activity using models to approach a scientific question or applied problem. Study and information competence The student shall have developed his or her ability to find relevant information in articles, reports and other scientific literature. 4. Course content Simulation models are important tools in the environmental area, where they are used to provide input to environmental policy decisions and planning. In the research context, models are used to describe and improve the understanding of complex systems. The course deals with some of the various types of process-oriented models applied in ecosystem and environmental research and within relevant sectors and industries. Principles, methods and tools for the implementation, parameterisation, evaluation and application of models in these areas are discussed, emphasizing the importance of interpreting results with due reference to underlying assumptions and sources of uncertainty. Some elements of the course include practise in using computer-based analysis and presentation tools, finding information and oral and written presentation techniques.

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5. Teaching and examination Teaching consists of lectures, seminars, computational exercises, group exercises and project work. Some exercises and projects include oral presentations. Seminars, group exercises and projects, and the course elements associated with these, are compulsory. Examination takes the form of a written test at the end of the course, and oral and written presentations and hand-in exercises during the course. Students who fail the ordinary tests will have an opportunity to take another test in close proximity to the ordinary test. 6. Grades Students are awarded one of the following grades: Distinction, Pass or Fail. To be awarded a Pass on the whole course the student shall have participated in all compulsory course elements. The final grade for the course is determined by the aggregated results of the different parts of the examination. 7. Admission requirements The following are required for admission to the course: courses corresponding to 90 ECTS credits in the natural sciences. 8. Literature According to a list established by the department, available at least five weeks before the start of the course. 9. Further information The course cannot be credited as part of a degree along with NGE611 Ecosystem analysis, 10 credits.

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FOUNDATION YEAR – SE4 NGEN09

Syllabus for Remote sensing, digital methods (7.5 ECTS)

1. Course detailsRatified by the Education Committee of the Faculty of Science 14-06-2007. The syllabus is valid from 01-07-2007. The course is at the 2nd cycle.

2. General informationThe course is part of the main field of study in Physical geography and ecosystem analysis at the Faculty of Science. The course is optional in a Master’s degree in Science, with a major in Physical geography and ecosystem analysis, Geomatics and Atmospheric sciences and biogeochemical cycles. The course is also offered to students at the Faculty of Engineering and as a single subject course. The language of instruction is English if necessary.

3. Learning outcomesOn completion of the course, the students shall have acquired the following knowledge and understanding:

Knowledge and understanding the basic physical principles of remote sensing, the basic technical principles of satellites, sensors and ground segments in data collection and the

properties of the available data from these systems, the principles of digital image processing and manipulation in remote sensing.

Abilities and skills analysing digital remote sensing data independently using existing image processing software, integrating remote sensing data with other data in geographical information systems, contributing actively to discussions and presenting the results of remote sensing orally, in writing

and as maps to specialists and laypersons, and gathering information in this subject area more or less independently.

Approach and evaluative abilities compile, evaluate and discuss choices of data and methods of analysis to solve a given remote

sensing problem, review, evaluate and discuss the reliability of analyses based on remote sensing data critically.

4. Course contentThe purpose of the course is to provide fundamental knowledge of theories and methods in digital remote sensing: basic physical principles and terminology of electromagnetic radiation and the radiation’s

interactions with various media (air, water, ground, vegetation, etc). an overview of various remote sensing satellites and their orbits, common imaging sensors and

their technical principles, technical performance and data formats. data processing from raw data to geometrically and radiometrically correct images. image processing in remote sensing, e.g. image enhancement, image transformation and basic

classification methods. the integration of field data with remote sensing data for classification and accuracy evaluation. thematic map production using remotely sensed data.

5. Teaching and examinationTeaching consists of lectures, practicals, field exercises, seminars, group exercises and project work. Practicals, field exercises, seminars and group exercises and project work, and the course elements associated with these, are compulsory.

Examination takes the form of a written test at the end of the course and hand-in exercises during the course.

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Students who fail the ordinary tests will have an opportunity to take another test in close proximity to the ordinary test. 6. Grades Students are awarded one of the following grades: Distinction, Pass or Fail. To be awarded a Pass on the whole course the student shall have passed the written test, have acceptable hand-in exercises and project presentations and have participated in all compulsory course elements. The final grade for the course is determined by the aggregated results of the different parts of the examination. Students who wish to supplement the ordinary grade with an ECTS-grade should request this from the responsible teacher no later than one week after the start of the course. 7. Admission requirements The following are required for admission to the course: courses corresponding to 90 ECTS credits in the natural sciences. 8. Literature According to a list established by the department, available at least five weeks before the start of the course on the department’s homepage. 9. Further information The course cannot be credited as part of a degree along with NGE609 Remote sensing and biogeospheric systems 10 credits, GIS417 Digital remote sensing and GIS 7.5 credits, GISNO9 Digital remote sensing and GIS 10 credits or NGE619 Remote sensing – digital methods 5 credits.

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FOUNDATION YEAR – SE5 NGEN05

Syllabus for GIS/Remote Sensing in Distributed Environmental Modeling (7.5 ECTS) 1. Course details Ratified by the Education Committee of the Faculty of Science 14-06-2007. The syllabus is valid from 01-07-2007. The course is at the 2nd cycle. 2. General information The course is part of the main field of study in Physical geography and ecosystem analysis at the Faculty of Science. The course is compulsory in a Master’s degree in Science, with a major in Geo-information Science and Earth Observation for Environmental Modeling and Management. The course is also offered as a single subject course. The language of instruction is English if necessary. 3. Learning outcomes On completion of the course, the students shall have acquired the following knowledge and understanding: Knowledge and understanding contextual modelling of environmental factors upscaling point models to area models theoretical dynamic modelling algorithms/programming techniques relevant to dynamic spatial modelling; and the complexities of scientific/technical variables in combination with economic, legal and social

variables.

Skills and abilities suggesting procedures and methods for solving geographical modelling problems and

implementing these using GIS, both independently and in a group understanding and trouble-shooting spatial modelling presenting the results of a GIS analysis orally, in writing or as a map both to specialists and

laypersons. 4. Course content The course covers process modelling from a spatial perspective. The overall goal is to give the students theoretical and practical knowledge of the possibilities and problems in using digital GIS and/or remote sensing data to model environmental factors in space and time. Both purely scientific/technical aspects and economic, legal and social aspects may be included. The course consists of theoretical and practical (computer-based) elements relevant to spatial modelling. Individual projects and group work as well as practise in oral and written presentations are included. The course takes an inter-disciplinary approach to spatial analysis. 5. Teaching and examination Teaching consists of lectures, practicals, field exercises, seminars, group projects and project work. Practicals, field exercises, seminars and group projects and project work, and the course elements associated with these, are compulsory. Examination takes the form of a written test at the end of the course and project presentations and hand-in exercises during the course. Students who fail the ordinary tests will have an opportunity to take another test in close proximity to the ordinary test. 6. Grades Students are awarded one of the following grades: Distinction, Pass or Fail.

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To be awarded a Pass on the whole course the student shall have passed the written test, have acceptable hand-in exercises and project presentations and have participated in all compulsory course elements. The final grade for the course is determined by the aggregated results of the different parts of the examination. Students who wish to supplement the ordinary grade with an ECTS-grade should request this from the responsible teacher no later than one week after the start of the course. 7. Admission requirements The following are required for admission to the course: courses corresponding to 90 ECTS credits in the natural sciences including the courses NGEA11 Geographical information systems foundation course 15 credits and NGEN08 Satellite remote sensing 15 credits or the equivalent. 8. Literature According to a list established by the department, available at least five weeks before the start of the course on the department’s homepage.

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SPECIALISATION YEAR – SE6a NGEN01

Syllabus for Climate Change and its Impacts on the Environment (15 ECTS) - alternatively SE6b 1. Course details Ratified by the Education Committee of the Faculty of Science 01-03-2007. The syllabus is valid from 01-07-2007. The course is at the 2nd cycle. 2. General information The course is part of the main fields of study in Physical geography and ecosystem analysis and Environmental science at the Faculty of Science. The course is optional in a Master’s degree in Science, with a major in Physical geography and ecosystem analysis, Atmospheric sciences and biogeochemical cycles and Environmental science. The course is also offered to students at the Faculty of Engineering and as a single subject course. The language of instruction is English if necessary. 3. Learning outcomes The course is designed to give in-depth knowledge about the effects of observed and future climate change on the environment. On completion of the course, the students shall have acquired the following knowledge and understanding: a good understanding of observed climate variations over a time-frame of several centuries a good understanding of the principles of using climate models as tools to study climate change a good understanding of the ways in which climate affects various ecosystems a good understanding of feedback mechanisms, i.e. the ways in which ecosystems affect climate a good understanding of the ways in which climate change can be detected in observational

material and modelling scenarios an understanding of the ways in which modelling tools can be used to study the effects of climate

change the ability to appraise and evaluate information and statements about future climate change

critically. 4. Course content The main focus is on studying the causal links that can explain variations and changes in climate. Modelling scenarios are used to study global and regional climate change and their potential effects on e.g. hydrology, water resources, ecosystems and ecosystem processes, biodiversity, biogeography, wind energy and storm damage. Methods of detecting climate change are covered. Observational data and modelling scenarios are used to give opportunities to practice the critical analysis of e.g. data representativity, modelling assumptions and validation against independent information. 5. Teaching and examination Teaching consists of lectures, practicals, group projects and individual project work. Practicals and group projects, and the course elements associated with these, are compulsory. Examination takes the form of a written test at the end of the course and oral and written reports on practicals and projects during the course. Students who fail the ordinary tests will have an opportunity to take another test in close proximity to the ordinary test. 6. Grades Students are awarded one of the following grades: Distinction, Pass or Fail. To be awarded a Pass on the whole course the student shall have acceptable practical reports, group project reports and presentations and have participated in all compulsory course elements.

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The final grade for the course is determined by the aggregated results of the different parts of the examination. 7. Admission requirements The following are required for admission to the course: courses corresponding to 90 ECTS credits in the natural sciences. The courses NGE604 The climate system 10 credits, or NGEA06 The climate system 15 credits and NGEA04 Ecosystem analysis 15 credits, or NGE621 Ecosystem analysis 10 credits, are recommended. 8. Literature According to a list established by the department, available at least five weeks before the start of the course. 9. Further information The course cannot be credited as part of a degree along with NGE611 Climate change and its effects on the environment, 10 credits.

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SPECIALISATION YEAR – SE6b NGEN04

Syllabus for Greenhouse Gases and the Carbon Cycle (15 ECTS) – alternatively SE6a


2. General informationThe course is part of the main fields of study in Physical geography and ecosystem analysis and Environmental science at the Faculty of Science. The course is optional in a Master’s degree in Science, with a major in Physical geography and ecosystem analysis, Atmospheric sciences and biogeochemical cycles and Environmental science. The course is also offered as a single subject course. The language of instruction is English if necessary.

3. Learning outcomesThe course is designed to give thorough theoretical and practical knowledge of the subject area of ecosystem analysis with a particular focus on the biogeochemical cycles of carbon and greenhouse gases and the processes by which these are governed. The course also aims to give in-depth understanding of the feedback mechanisms at work between the biogeochemical cycles of carbon and greenhouse gases and the climate. In addition, the course is designed to give students the ability to design solutions to environmental problems related to the biogeochemical cycles of carbon and greenhouse gases.

Knowledge and understanding On completion of the course, the students are expected to be able to explain, in-depth: the abiotic and biotic processes which govern the biogeochemical cycles of carbon and

greenhouse gases, primarily in northern ecosystems the feedback mechanisms which operate between the biogeochemical cycles of carbon,

greenhouse gases and nutrients, vegetation dynamics and climate the methodologies of computer-based, field-based and laboratory-based methods used to

measure the biogeochemical cycles of carbon and greenhouse gases.

Skills and abilities On completion of the course, the students are expected to be able to: choose, use and evaluate relevant methods of analysing the exchange of carbon and greenhouse

gases between soil, plants and the atmospheric system critically and independently design, plan and carry out research and investigations in practice in this subject area evaluate, reflect upon and review literature in this subject area critically collect, compile and analyse data and discuss and present results and conclusions in a thorough,

structured and logical way and in a research context.

Approach and evaluative abilities On completion of the course, the students are expected to be able to: evaluate society’s measures for handling environmental problems related to carbon and

greenhouse gases have a critical perspective on methods and analytical results be aware of the difficulties in approximating the carbon cycle.

4. Course contentThe course includes lectures which aim to give a solid theoretical knowledge of the carbon cycle, vegetation dynamics, greenhouse gases and related environmental issues. The assimilation of carbon into ecosystems via photosynthesis is covered as well as carbon emissions from ecosystems via respiration and decomposition and the production of greenhouse gases (carbon dioxide, methane, laughing gas and other volatile organic carbon compounds). We will also discuss the ways in which these processes are influenced by changes in vegetation and climate, primarily in northern ecosystems.

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The course includes several practical elements such as field-based, computer-based and laboratory-based exercises and a more extensive field-project. These elements aim to give theoretical and practical insight into the methods used in this subject area. 5. Teaching and examination The instruction consists of lectures, practicals, group projects and project work, as well as a more extensive field-project. The practicals and group projects, and the course elements associated with these, are compulsory. Examination takes the form of a written test at the end of the course and oral and written reports on practicals and projects during the course. Students who fail the ordinary tests will have an opportunity to take another test in close proximity to the ordinary test. 6. Grades Students are awarded one of the following grades: Distinction, Pass or Fail. To be awarded a Pass on the whole course the student shall have acceptable practical reports, group projects and project presentations and have participated in all compulsory course elements. The final grade for the course is determined by the aggregated results of the different parts of the examination. 7. Admission requirements The following are required for admission to the course: courses corresponding to 90 ECTS credits in the natural sciences including either NGEA04 Ecosystem analysis 15 credits, or NGE621 Ecosystem analysis 10 credits or the equivalent. 8. Literature According to a list established by the department, available at least five weeks before the start of the course on the department’s homepage.

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Syllabus for Global Ecosystem Dynamics (15 ECTS) – alternatively SE7b (7.5 ECTS) and SE7c (7.5 ECTS)


2. General informationThe course is part of the main fields of study in Physical geography and ecosystem analysis and Environmental science at the Faculty of Science. The course is optional in a Master’s degree in Science, with a major in Physical geography and ecosystem analysis, Atmospheric sciences and biogeochemical cycles and Environmental science. The course is also offered as a single subject course. The language of instruction is English if necessary.

3. Learning outcomesThe course covers ecosystem processes from an inter-disciplinary perspective with a focus on the processes which govern and regulate vegetation dynamics. The overall goal is for the students to understand the interplay between biotic and abiotic processes – both natural and man-made – in various dimensions: of time – Ice ages, present and future of space – local, regional and global.

On completion of the course, the students shall have acquired the following knowledge and understanding: the ability to analyse and estimate different ecosystems’ sensitivity to climate change at various

time-scales, an understanding of the dynamics in natural and man-made vegetation successions and their

relation to environmental and climate change, the ability to estimate climate change effects on biodiversity on both local and global scales.

4. Course content Global and regional environmental and climate change over the past 130,000 years with a focus

on the last 15,000 years and the future. The interplay between ecosystem dynamics, biodiversity and land use at various scales. Climate change effects on land use and biodiversity in the past and the future. Studies of changes in vegetation from the Holocene and onwards using e.g. pollen analysis;

palaeoecological methods; various geographical scales (from global to landscape); patterns inland use and landscape since the Holocene; land-use change.

Biodiversity at various levels (gene – species – landscape); biodiversity from a historicalperspective.

Species interactions under future climate change; species’ biogeography, biodiversity andecosystems’ sensitivity to change at various scales.

The course consists of 2 parts.

5. Teaching and examinationTeaching on the first part of the course consists of lectures, practicals, field exercises and excursions. Practicals, field exercises and excursions, and the course elements associated with these, are compulsory.

Examination on the first part of the course takes the form of a written examination.

The second part of the course is a literature-based project. For this part of the course, examination takes the form of a written report.

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Students who fail the ordinary tests will have an opportunity to take another test in close proximity to the ordinary test. 6. Grades Students are awarded one of the following grades: Distinction, Pass or Fail. To be awarded a Pass on the whole course the student shall have acceptable practical reports, group reports and project presentations and have participated in all compulsory course elements. The final grade for the course is determined by the aggregated results of the different parts of the examination. 7. Admission requirements The following are required for admission to the course: courses corresponding to 90 ECTS credits in the natural sciences. The courses NGEA04 Ecosystem analysis 15 credits or NGE621 Ecosystem analysis 10 credits or the equivalent are recommended. 8. Literature According to a list established by the department, available at least five weeks before the start of the course on the department’s homepage. 9. Further information The course cannot be credited as part of a degree along with BIO792 Dynamic biogeosphere processes, 10 credits.

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Syllabus for Algorithms in Geographical Information Systems (7.5 ECTS) and mandatory SE7c (7.5 ECTS) – alternatively SE7a (15 ECTS) 1. Course details Ratified by the Education Committee of the Faculty of Science 14-06-2007. The syllabus is valid from 01-07-2007. The course is at the 2nd cycle. 2. General information The course is part of the main field of study in Physical geography and ecosystem analysis at the Faculty of Science. The course is compulsory in a Master’s degree in Science, with a major in Geomatics. The course is also offered to students at the Faculty of Engineering and as a single subject course. The language of instruction is English if necessary. 3. Learning outcomes On completion of the course, the students shall have acquired the following knowledge and understanding: Knowledge and understanding In order to pass the course, the students must be able to: explain the theory underlying the basic algorithms (for rasters, vectors and graphs) used in

geographical information processing, analyse spatial concepts and describe their definitions, suggest suitable ways to solve geometrical problems in geographical information processing, describe ways in which geographical data can be stored in a database and how an extended

version of SQL can be used to retrieve geographical data, give detailed descriptions and derivations of empirical transformation in the plane, describe spatial data structures, and describe methods of spatial indexing. Skills and abilities In order to pass the course, the students must be able to: programme basic algorithms used in geographical information processing, structure and solve geometrical problems, and communicate with a database designed for geographical data. Approach and evaluative abilities In order to pass the course, the students must be able to: reflect on the possibilities and limitations of a GIS programme. 4. Course content In previous, more basic courses, the students will have familiarised themselves with basic theories of GIS and learned to use GIS as a tool in geographical analysis. The aim of this course is to provide the underlying mathematical and technical theory of GIS. This knowledge is necessary to evaluate the results of an analysis and to perform more advanced analyses which exceed the capabilities of a standard GIS programme. The lectures cover the basic theory of storing geographical data in databases, and the most important algorithms in GIS. The practicals mainly centre on using geographical databases and programming algorithms. The course concludes with an individual project. 5. Teaching and examination Teaching consists of lectures, practicals and individual project work. Practicals and project work, and the course elements associated with these, are compulsory.

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Examination takes the form of a written test and the oral and written presentation of the project. Students who fail the ordinary tests will have an opportunity to take another test in close proximity to the ordinary test. 6. Grades Students are awarded one of the following grades: Distinction, Pass or Fail. To be awarded a Pass on the whole course the student shall have passed the written test, have acceptable hand-in exercises and project presentations and have participated in all compulsory course elements. The final grade for the course is determined by the aggregated results of the different parts of the examination. Students who wish to supplement the ordinary grade with an ECTS grade should request this from the responsible teacher no later than one week after the start of the course. 7. Admission requirements The following are required for admission to the course: courses corresponding to a bachelor’s degree in physical geography, including 30 ECTS credits in GIS, or three years’ study at a faculty of engineering. 8. Literature According to a list established by the department, available at least five weeks before the start of the course. 9. Further information The course cannot be credited as part of a degree along with NGE612 Algorithms in geographical information processing 5 credits, GIS418 Algorithm theory in GIS 5 credits or GISN07 Algorithm theory in GIS 7,5 credits.

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SPECIALISATION YEAR – SE7c NGEN07

Syllabus for Web GIS (7.5 ECTS) and mandatory SE7b (7.5 ECTS) - alternatively SE7a (15 ECTS)


2. General informationThe course is part of the main field of study in Physical geography and ecosystem analysis at the Faculty of Science. The course is compulsory in a Master’s degree in Science, with a major in Geomatics. The course is also offered to students at the Faculty of Engineering and as a single subject course. The language of instruction is English if necessary.

3. Learning outcomesOn completion of the course, the students shall have acquired the following knowledge and understanding:

Knowledge and understanding analysing the possibilities and limitations of handling geographical information over the Internet, the theory underlying cartographical on-screen visualization, techniques for distributing geographical information over the Internet and advantages and

disadvantages of these techniques, the uses of geographical information processing over the Internet, basic programming methods and mark-up languages for GIS services on the Internet, standardised map services on the Internet in detail, and the ability to give examples of some important factors in introducing map services in an

organisation.

Skills and abilities handling a programme to develop GIS services on the Internet independently, creating a map service with good cartographical properties adapting a GIS service using mark-up languages and script programming.

Approach and evaluative abilities seeing on a broad scale how the Internet can affect the usage of geographical data, and bearing in mind the laws and ethical rules applicable to the usage of geographical data.

4. Course contentIn previous, more basic courses, the students will have familiarised themselves with GIS in the shape of an information system used on a standalone computer. The aim of this course is to show how GIS can be used in a client-server environment using the Internet to communicate. Another aspect of the course is the cartographical rules for on-screen presentations. The lectures cover the most important techniques for transferring geographical data over the Internet. The practicals primarily focus on creating GIS services for the Internet using various programming systems and manual coding using mark-up languages and scripts. The course concludes with a project in which the students create their own Internet-based GIS services.

5. Teaching and examinationTeaching consists of lectures, practicals, seminars and project work. Practicals, and project work, and the course elements associated with these, are compulsory.

Examination takes the form of a written test at the end of the course and the oral and written presentation of the project.

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Students who fail the ordinary tests will have an opportunity to take another test in close proximity to the ordinary test. 6. Grades Students are awarded one of the following grades: Distinction, Pass or Fail. To be awarded a Pass on the whole course the student shall have passed the written test, have acceptable hand-in exercises and project presentations and to have participated in all compulsory course elements. The final grade for the course is determined by the aggregated results of the different parts of the examination. Students who wish to supplement the ordinary grade with an ECTS-grade should request this from the responsible teacher no later than one week after the start of the course. 7. Admission requirements The following are required for admission to the course: courses corresponding to a bachelor’s degree in physical geography, including 30 credits in GIS, or three years’ studies at a faculty of engineering. 8. Literature According to a list established by the department, available at least five weeks before the start of the course on the department’s homepage. 9. Further information The course cannot be credited as part of a degree along with NGE613 Geographical information processing over the Internet 5 credits, GIS416 Internet GIS 5 credits or GISN09 Internet GIS 7,5 credits.

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Spatial Analysis (7.5 ECTS) – alternatively SE8b

1. Basic informationDetermined by the education committee of the Faculty of Science 2009-09-11. The course outline comes into force 2009-10-01. The course is at an advanced level, A1N.

2. General information The course forms part of the main subject area of Physical Geography and Ecosystem Analysis in the Faculty of Science. The course is a compulsory course forming part of a Master of Science degree in Geomatics and an elective course in a Master of Science degree in Physical Geography. The course is also given as a free-standing course. The course is given in English.

3. Teaching aimsThe aim of the course is to give basic knowledge and practical skills in spatial analytical methods. After completing the course the student will be able to:

Knowledge and comprehension: explain correlations between geographical data interpret, discuss and apply regressions of geographical data explain and apply geostatistics explain in depth the problems of scale in spatial analysis and geographical data give an overview of analytical methods used for large geographical datasets, and explain in depth the construction of geographical decision support systems.

Skills and ability independently carry out analyses and interpret results from regression analyses, and understand and apply special spatial analytical methods to geographical data.

Evaluative ability and approach independently form an approach to both spatial and ordinary statistical measurements and

methods frame a critical approach to geographical data and different analytical techniques, and evaluate the reliability of analyses carried out using different methods.

4. Course contentThe course consists of 5 elements: regressions and other basic modelling methods geostatistics problems of scale analysis of large datasets, and spatial decision support techniques.

5. Teaching and assessmentThe theoretical part of the course is given in the form of lectures with subsequent practical assignments in the form of laboratory work. Assessment takes the form of a written examination at the end of the course. It is compulsory to hand in assignments and to take part in laboratory sessions.

Students who fail the ordinary examination will be offered an additional opportunity to sit the examination soon afterwards.

6. GradesGrades for the course are pass with distinction, pass and fail.

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For a pass grade for the whole course, an examination pass and pass results for the submitted assignments plus approved attendance are required. The final grade is determined by an aggregate of the results for the elements included in the assessment. 7. Course prerequisites Required for acceptance on to the course are at least 90 higher education credits in the area of technology/natural science, of which at least 30 higher education credits must come from within the area of geographical information science or equivalent. Further requirements are basic knowledge of statistics corresponding to NGEA07 Physical geographical theory and methods, 15 higher education credits or GISN02 GIS and statistical analysis, 7.5 higher education credits. 8. Literature According to the set booklist, which will be available on the department’s homepage, at the latest, five weeks before the start of the course. 9. Additional directions This course cannot be credited towards a degree along with GISN01 GIS and geostatistics, 7.5 higher education credits. 10. Diary number N 2009/662

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Geographical databases (7.5 ECTS) – alternatively SE8a

1. Basic informationDetermined by the education committee of the Faculty of Science 2009-09-01. The course outline comes into force 2009-10-01. The course is at an advanced level, A 1 N.

2. General informationThe course forms part of the main subject area of Physical Geography and Ecosystem Analysis in the Faculty of Science. The course is a compulsory course forming part of a Master of Science degree in Geomatics and an elective course in a Master of Science degree in Physical Geography. The course is also given as a free-standing course. The course is given in English.

3. Learning objectivesThe aim of the course is to provide a theoretical understanding of how a geographical database is constructed and how it can be used. In addition, the course aims to give practical skills in modelling, creating and using a geographical database.

Knowledge and comprehension In order to pass the course the student will: explain the ways in which query language can be used to create a relational database and to ask

advanced questions describe the ways in which geographical data can be stored and searched for in a database analyse advantages and disadvantages of storing geographical data in a database compared with

a file system give an account of the basic concepts in object-oriented modelling, and explain the ways in which object-oriented modelling can be used to describe the structure of a

geographical database.

Skills and ability In order to pass the course the student will: independently create an object-oriented model of the structure of a geographical database in a

standardised modelling language, and be able to communicate with a database designed for geographical data.

Evaluative ability and approach In order to pass the course the student will: frame a critical approach to structure and storage techniques for geographical data.

4. Course contentThe course addresses the central subject areas concerned with the handling of geographical databases. In particular, the course deals with spatial databases, object-oriented modelling of the content of a geographical database, the query language SQL (as well as a spatial extension of this language) and spatial indices.

5. Teaching and assessmentThe theoretical part of the course takes the form of lectures with subsequent practical exercises. These exercises are compulsory.

Assessment takes the form of a written examination in combination with grades given for submitted project work. Students who fail the ordinary examination will be offered an additional opportunity to sit the examination soon afterwards.

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6. Grades Grades for the course are pass with distinction, pass and fail. For a pass grade for the whole course, an examination pass and pass results for the submitted assignments and project reports are required. 7. Course prerequisites Required for acceptance on to the course are at least 90 higher education credits in the area of technology/natural science, of which at least 30 higher education credits must come from within the area of geographical information science or equivalent. 8. Literature According to the set booklist, which will be available on the department’s homepage, at the latest, five weeks before the start of the course. 9. Additional directions This course cannot be credited towards a degree along with GISN06 Geographical databases, 7.5 higher education credits.

10. Diary number N2009/663

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Specialisation year: June 2016 – June 2017

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WELCOME FROM THE UK GEM PROGRAMME LEADER

On behalf of all the academic staff, welcome to Geography & Environment at the University of Southampton. We are delighted that you have chosen to follow this exciting and innovative international Masters programme, and even more pleased that you have elected to do your Research Project at this university. You join a lively community of scholars and researchers, dedicated to advancing geographical enquiry and having an impact on policy and practice. Most of you will be associated with the research theme ‘Global Environmental Change and Earth Observation’ (GECEO), but we hope that you will also take this opportunity to learn about our other research themes. We also appreciate that you bring with you knowledge, insight and experience from your own countries and cultures, and we are keen that you share those with us.

I sincerely hope that your time in the UK is enjoyable and productive, and that you take away with you many happy memories as well as a deeper understanding of the research process and your chosen topic.

GEM Coordinator

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1.1 General Information

Your student office You should visit the Student Office for all general queries relating to the administration of your programme, including coursework submission, feedback and extension requests; examinations; module registration changes; special considerations requests; sickness (self-certification/medical reports); studentships; suspension, transfer and withdrawal requests. Opening Hours: Monday to Friday 9.00am to 5.00pm Location and contact details: Education, Geography and Psychology programmes and modules Building 44, room 2003 [email protected] Maths and Social Sciences programmes and modules Building 58, room 2127 [email protected]

1.2 How we keep in touch with you Email We will use your University email account to contact you when necessary. We will not use any other email accounts nor social networking sites. Check your University email account regularly and do not let your inbox exceed your storage limit. Notification that you are due to exceed your storage limit will be sent to your University email account and you should take immediate action as you will be unable to receive further emails once your storage limit has been exceeded. Written Correspondence Formal correspondence regarding your programme of study (eg suspension, transfer or withdrawal from programme, academic performance (including progression/referral information), issues of academic integrity, complaints and appeals) will be sent to your term-time (TT) or permanent (PM) address listed as active on your student record. You are responsible for advising the University if you change your permanent or term-time address. Neither the University nor the Faculty will be held accountable if you receive important information late because you failed to update your student record. Use of social networking sites We understand that students are increasingly using social networking sites such as Facebook to interact with members of their student community. You should note that any behaviour that affects other members of the University community or members of the general public in ways which might damage the standing and reputation of the University may be subject to disciplinary action within the scope of the University's regulations.

1.3 Confirmation of your student enrolment status The Student Office can provide you with a certificate to confirm your status as a student (e.g. for bank account opening). Please ensure that you give at least 48-hours’ notice of your requirements (please note that requests may take longer to process at peak enrolment/examination periods). No charge will be made for this service. During the enrolment process, you will be asked whether or not you wish for your data to be securely transferred to your local council (Southampton City Council, Winchester City Council, Portsmouth City Council and Eastleigh Borough Council) and for those who consent to share, relevant data will be forwarded about you to your council. If you do not wish to share your data or if you live in an area not covered by the councils listed above, you will need a council tax letter to confirm your student status. This letter will be produced by the Student Records Team and you will be notified when your letter will be available to collect from the George Thomas Building (37).

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1.4 Provision of official transcripts of marks/confirmation of award

The University’s Examination & Award Office can provide you with an official transcript of marks. All continuing students at the University of Southampton (ie those who are actively studying but are not yet in their final year) are entitled to one free transcript per year. Additional copies can be obtained for a fee. Please see the website for more information: http://www.southampton.ac.uk/studentadmin/awards When you successfully complete your programme you will receive a formal award certificate. Your award certificate will be produced using the legal name data you have provided within your student record. Please check that your student record contains the correct information. If you need to change your name you will need to provide evidence of your name to the Student Office who will be able to update your record.

1.5 Supporting you through your studies Supporting students with disabilities, mental health conditions or specific learning difficulties Enabling Services provides a wide variety of support for students who have disabilities, mental health problems or specific learning difficulties. Its expert team can provide advice and support relating to your studies throughout your time here. Please see for further information and contact details: http://www.southampton.ac.uk/edusupport/index.page.

The role of your academic/personal tutor Your Research Project supervisor will be assigned to act as your personal tutor. S/he can offer general academic guidance and can also advise on how to improve your study skills. Your tutor will advise you on the best method to make an appointment. If your tutor is on leave or away (e.g. through illness) the GEM Programme Leader will act as your temporary personal tutor. If you are experiencing any difficulties that you feel may affect your academic performance you should raise these with your tutor as soon as they occur. It is vital that you do not wait until after examination results have been announced to raise any difficulties you are experiencing. Provision of academic references Your tutor will be able to provide a reference for you. However, it is important to ask your tutor's permission before giving his/her name as a referee. You may find it helpful, therefore, to provide your potential referee with some detailed information about yourself in the form of a CV (résumé) or a personal information sheet.

What to do if you are ill Regardless of where you register, it is important that your doctor (as well as your tutor) is immediately informed of any illness that is likely to affect your studies. If appropriate, your GP may inform your tutor that you are experiencing some health difficulties that may affect your academic performance and will be done with your consent. In the case of minor illness of up to five days, you should fill out a self-certification form and submit it to the Student Office. You should submit your form immediately you return to your studies so that it can be promptly recorded. If you believe that illness or other circumstances have adversely affected your academic performance, you must complete a Special Considerations form. All claims must be substantiated by written documentary evidence, for example a medical certificate or GP/consultant letter, self-certification (although self-certification will not be regarded as evidence in relation to your examination performance) or a statement from your academic tutor. The purpose of asking for supporting documentation is for you to be able to corroborate the facts of your submission. All claims will be reviewed by the Faculty’s Special Considerations board which meets at the end of each semester and just prior to the referral examination board.

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External factors affecting your attendance or performance in your studies We expect you to take responsibility for your studies to ensure that your full academic potential can be realised. However, sometimes difficulties can arise that can affect you. If you are absent from an examination or other assessment or have other grounds for believing that your studies have been affected by external factors you must bring this to the attention of your academic tutor or to the Student Office immediately. Whilst we recognise that students can sometimes be reluctant to discuss cultural, sensitive or personal issues, it is essential that you bring problems affecting you to our attention immediately so that we can determine how best to help you. Special Considerations If you believe that illness or other circumstances have adversely affected your academic performance, you must complete a Special Considerations form. It is important that you submit this to your Student Office in a timely manner and prior to the summer meeting of the Board of Examiners. All claims must be substantiated by written documentary evidence, for example a medical certificate or GP/consultant letter, self-certification (although self-certification will not be regarded as evidence in relation to your examination performance) or a statement from your Personal Academic Tutor. The purpose of asking for supporting documentation is for you to be able to corroborate the facts of your submission. All claims will be reviewed by the Special Considerations Board which meets regularly throughout the year. Full details of the University’s policy on Special Considerations can be found at http://www.calendar.soton.ac.uk/sectionIV/special-considerations.html.

Suspending your studies Should you feel that you need to take some time out from your studies you should first discuss this with your personal tutor. A Suspension Request form should be obtained, completed and returned to the Student Office. Please note that, if you wish, you can suspend your studies in order to undertake an internship or period of industrial training outside of normal vacation time. http://www.calendar.soton.ac.uk/sectionIV/interruption.html

Withdrawing from your studies If you no longer wish to continue with your studies, a Withdrawal Notification form should be obtained, completed and returned to the Student Office. http://www.calendar.soton.ac.uk/sectionIV/interruption.html

1.6 Your safety

Faculty Health and Safety The University takes the safety of all staff, visitors and students very seriously. This summary provides information on fire safety and first aid procedures, what to do if you have an incident or see something you feel may be hazardous and who your primary contacts are within the Faculty for Health and Safety. Please take time to read this and check arrangements for the buildings which you use. As a new student you will have received information on Personal Safety and H&S/Fire Safety as part of your ‘Southampton Welcome’. Both new and existing students should take a look at the following links for further information: http://www.susu.org/help-and-support/safety/2012/ http://www.southampton.ac.uk/healthandsafety/ The University statement of Health and Safety Policy Statement and Management System, which defines commitment, governance, responsibilities and management of H&S is available here:

http://www.southampton.ac.uk/healthandsafety/hsms/

Local arrangements Within the Faculty of Social and Human Sciences advice and support is available from the H&S team (details below). If you have any questions or concerns please get in touch. Essential local Health and Safety arrangements are as follows:

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Action in the event of a fire

If you notice or suspect that there is a fire you should immediately raise the alarm by operating the nearest fire alarm call point (one will be located on the wall as you leave the building). The fire alarm is a continuously ringing bell.

On hearing the alarm you should immediately stop what you are doing and make your way out of the building by following the green emergency exit signs to the nearest exit, shutting doors behind you as you leave. Do not stop or return to collect personal belongings. Do not use lifts unless you have a Personal Emergency Evacuation Plan (PEEP).

On leaving the building make your way to the assembly point. Ensure any car parks or roads are kept clear for emergency vehicles. Do not re-enter a building until you are told it is safe to do so by the Fire & Rescue Service, the senior Fire Warden or Security staff.

Fire extinguishers are provided in buildings but should only be used by those trained in their use and only if it is safe to do so.

Evacuation alarms are tested weekly. The times of these tests are detailed near main entrances to buildings. When tests take place the bell will ring for no more than a few seconds. If you have a permanent or temporary mobility impairment that affects your ability to use stairs to exit a building then you should have been notified to Health and Safety personnel in order for a PEEP to be developed. If this has not been done please contact the Health and Safety team using the details overleaf.

First Aid In the event of an accident causing injury, the nearest first-aider should be contacted. Their details are displayed on signs in corridors. Alternatively, contact security on 3311 using an internal phone and they will assist. Following treatment, the incident must be reported to your line manager/supervisor and the Faculty Health and Safety team.

Incident Reporting

If you are involved in an accident or incident, spot a hazardous situation or are concerned that you are being asked to do something without the necessary information, instruction or training that would ensure your safety, please report this to your supervisor and the Faculty Health and Safety team. The circumstances can then be investigated and measures put in place to minimise future risk.

Induction and Training

As a new student you should have the following expectations with regard to Health and Safety:

To be made aware of local emergency arrangements and H&S contacts on your first day. To receive a local induction before using any laboratory or workshop area. This will identify

hazards and make you aware of particular procedures in place to help ensure your safety. Risk assessments and other written arrangements that maintain good H&S in all your activities will

be brought to your attention by your supervisor.

Building Access

Most University buildings are open to all from 08.00-18.00 Monday-Friday excluding University and public holidays. All undergraduate students must leave buildings by 18.00. Access by ID card may be available to postgraduate students from 06.00-23.00 depending on student status. Buildings are to be

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clear by 23.00 and remain so until 06.00 (Closure Period) unless you have particular need which must be approved by your Head of Out-of-Hours Policy The Out-of-Hours Policy covers the Closure Period from 11.00pm through to 6.00am the following day and applies to every day of the year, including weekends and Public Holidays. You must have received approval to work during the closure period from your Head of Academic Unit and this must be documented using Form A available from the link http://www.southampton.ac.uk/estates/services/outofhoursworking/ When you are present in the building you should have access to a completed copy of Form B (available from same page).

Contact Information A student’s primary contact should be their supervisor. However, the following contacts may be used if necessary:

Faculty Health and Safety Team (Social and Human Sciences)

Pete Dargie Faculty Health and Safety Officer

44/3011 023 8059 4513

[email protected]

Peter Morgan Geography and Environment Health and Safety Officer:

44/1017 023 8059 4673

[email protected]

Safety and Occupational Health

Safety and Occupational Health (SOH)

Please contact SOH if local contacts are not available

26 University

Road

023 8059 3277

[email protected]

Security – Central Control Room (CCR)

CCR 023 8059 3311 (Emergency)

023 8059 2811 (Enquiries)

[email protected]

Assembly points Building

Assembly point

B32 (Education) Visitor car park at North end of B32 (Burgess Road end). B34 (Education) Area around flag pole in front of University library. B39 (S3RI) Car park in front of B54 B44 (Geography / Psychology) Grassed area in front of University Health Service Building (North

end of Physics building). B44a Car park in front of B44 (Shackleton)44 Chamberlain Rd (Psychology) Car park in front of B44 (Shackleton)B54 (Mathematics) Grassed area between Turner Sims Concert Hall and John

Hansard Gallery. B56 (Human Performance Laboratory – Education)

Grassed area between Turner Sims Concert Hall and John Hansard Gallery.

B58 (Social Science) For those exiting Building 58 to the North from Level 2, this is the grassed area alongside Building 58A. For those exiting to the South from Level 1, this is the car park between Building 54 and the John Hansard Gallery.

Other buildings Check the emergency information that should be displayed on a noticeboard in teaching rooms.

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1.7 Your Academic Programme

Who’s Who in the Academic Unit Geography and Environment at Southampton has around 30 academic staff, all of whom, staff are available to supervise Masters projects as part of the GEM programme, so please check our website for an up-to-date list of all staff in the Academic Unit http://www.southampton.ac.uk/geography/about/staff.page

GEM supervisors (as at August 2015)

Dr Jadunandan Dash Main research interests: Validation and application of MERIS land products, Field and laboratory spectroscopy, Global biogeography Contact details: Room 2049; x 22203; email: [email protected]

Prof Andy Tatem Main research interests: Spatial demography, Population and disease movements in low income settings, Spatial epidemiology, The role of global travel networks on the spread of vector-borne diseases. Contact details: Room 2059; x 22975; email [email protected]

Dr. Booker Ogutu Main research interests: Monitoring vegetation biophysical variables using remote sensing data, biogeochemical (carbon) cycle modelling, crop production/yield mapping and modelling. Contact details: Room 2054, x 22013, email: [email protected]

Dr Ellie Biggs Main research interests: Climate change and hydrological extremes; environmental applications of GIS; hydrological modelling Contact details: Room 2084; x 29655; email: [email protected]

Dr Gareth Roberts Main research interests: Monitoring land surface dynamics using optical and thermal remote sensing. Contact details: Room 2079; x 29224; email [email protected]

Dr Marije Schaafsma Main research interests: Environmental Economics, Ecosystem Services and Poverty Alleviation. Contact details: Room 2065; email:[email protected]

Note: from outside the university, replace the first digit of the phone number with ‘59’ and use the prefix 02380. For example, Booker Ogutu is 02380 592013.

Attendance The University’s Attendance policy (www.calendar.soton.ac.uksectionIV/attendance.html) sets out the general expectations placed upon you as a student. Please note that you are expected to attend research seminars across all of the research themes, not just those in GECEO.

Additional costs

You may incur additional costs as a result of your programme, for example, for materials, printing, field trips, or books.

1.8 Learning and Teaching in the Faculty

Learning environment A University education aims to encourage you to become independent in your learning. A key component of this is a culture of research and inquiry, sustained by a growing familiarity with original research. Programmes in the Faculty provide an environment that will allow you to build research skills and to engage with your chosen discipline.

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Time management It is your responsibility to manage your time in order to ensure that you keep up to date with the material presented and with the requirements of the programme. Deadlines for work submission should be adhered to, otherwise marks will be deducted via the imposition of a late submission penalty. However, the framework of when lectures and classes occur and deadlines for submission of work will be made available to you well in advance, but if you are unclear about any aspect of your module you should talk this through with your module co-ordinator or programme director. This knowledge will allow you to plan your life based on how you know you work best. Effective use of your time will allow you to perform well on your course and to enjoy student life. One of the work-place skills you should aim to acquire at University is the ability to manage multiple priorities. If you have problems in this area please discuss them with your personal tutor.

Key skills Key skills are those skills which can be applied to other disciplines and fields of work. Employers are increasingly seeking to employ individuals with well-developed key skills. A conscious effort is made by the Faculty to ensure that every module allows and encourages development of key skills. Further details can be found within individual module specifications.

1.9 Academic integrity: avoiding suspicion of cheating and plagiarism

It is often helpful to discuss ideas and approaches to your work with your peers, and this is a good way to help you think through your own views. However work submitted for assessment should always be entirely your own, except where clearly specified otherwise in the instructions for the assignment. In some instances working in groups will be required, and there may be occasions when work is submitted from the whole group rather than individuals. In these instances the instructions will make it clear how individual contributions to the joint work should be identified and will be assessed. If you are in any doubt, check with the person setting the assignment. If you have worked with others you should make sure that you acknowledge this in any declaration you make. If you wish to improve your study skills, always seek advice sooner rather than later. Your personal tutor will be able to help you identify sources of assistance. It is an important element of independent learning, and a normal part of academic development, to recognise when you need to seek advice, and to learn to benefit from it. This would not necessarily mean that you are ‘struggling’ with your work – you may feel you need additional advice to reach your personal potential. If in doubt about what is required in any particular assignment, what referencing styles are appropriate etc, always ask. Your tutor or module coordinator will be able to point you in the direction of appropriate sources of advice and information. We take academic integrity very seriously. You must familiarise yourself with the University’s Academic Integrity Regulations (http://www.calendar.soton.ac.uk/sectionIV/academic-integrity-regs.html) which include the Academic Integrity Statement (http://www.calendar.soton.ac.uk/sectionIV/academic-integrity-statement.html) by which all students are bound. We are aware that students may have experienced differing standards at other institutions (including those overseas) but it is essential that you take steps to ensure your full understanding of the standards expected at Southampton as significant penalties can be imposed if these are breached. You are responsible for your own work and conduct, and for ensuring that you neither fall accidentally into poor academic practice in your written work nor engage in practices which breach academic integrity. Such practices are unacceptable, whether they have been followed deliberately or through a lack of understanding. As well as damaging your own development, failure to work with academic integrity is unfair to other students who complete work honestly and fairly. It can also potentially damage the relationship between staff and students which is at the heart of the University community, and relationships with external partners. Ultimately, your results will not be a true reflection of your performance, which may potentially damage the academic standing of the University’s awards. Furthermore, should you have reason to believe that a fellow student is not working with academic integrity, you should speak in confidence to the module convenor. Your identity will not be revealed as part of any investigation; however no further action would be taken unless additional evidence is identified by the marker or module convenor. If it is suspected that you have not worked with academic integrity an investigation will be conducted within the University’s defined procedures (http://www.calendar.soton.ac.uk/sectionIV/academic-integrity-procedures.html). If you are found to have followed one of these practices there are a range

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of penalties which may be applied. These penalties will always affect the mark you receive for the piece of work in question, and the most serious cases could lead to a reduction in degree classification or even termination of programme. There is likely also to be an impact on any future reference we provide.

1.10 Assessment and Examinations

Research Project assessment and submission The Research Project is the only element of assessed work you will do while at the University of Southampton. It is worth 60 ECTS and is therefore a very significant proportion of your Masters assessment. For this reason, it will be assessed using a range of criteria designed to capture all aspects of the research process. Some assessment will be ‘formative’ – that is, it won’t count towards your final mark, but is done to help you develop your ideas. Other assessments count towards the final mark (summative).

Formative assessment You will be asked to present your Research Proposal at a meeting in November, and you will receive written feedback from your supervisor and from other academic staff.

Summative assessment The mark for your Research Project will be derived from the following elements: 1. A seminar presented by each student at the Annual GEM Conference normally in in May. [Weighting25%] 2. The final report (maximum 25,000 words including captions, but excluding references and anyappendices). Additional information (e.g. data sets) may be provided on a DVD bound into the back of the report. Each report will be marked by the supervisor and ‘blind marked’ by one other member of academic staff. In cases where the marks awarded are significantly different, a third blind marker will be used, and the view of the External Examiner may also be sought. [Weighting 75%]

The due date for submission of the Research Project will be announced in October. If you are unsure about the date or time required for any submission, or any other aspect of assessment it is your responsibility to contact your tutor or the Student Office as soon as possible to obtain clarity.

Normally, all coursework should be accompanied by a completed Coursework Submission/Feedback form and submitted to the Student Office at the time/date specified. Both paper-based and electronic submission is required, and you should note that your submission will not be considered complete until both formats have been submitted. If other arrangements are in force for submission of a particular piece of coursework, this will be advised by your module co-ordinator.

Penalties for late coursework submission When coursework is set a due date for submission will be specified and there will be associated penalties for handing in work late.

The University has a uniform policy for the late submission penalty for a piece of assessed work worth 10% or more of the final module mark.

Work submitted up to 5 days after the deadline should be marked as usual, including moderation or second marking, and feedback prepared and given to the student. The final agreed mark is then reduced by the factors in the following table.

University Working Days late Mark 1 (final agreed mark) * 0.9 2 (final agreed mark) * 0.8 3 (final agreed mark) * 0.7 4 (final agreed mark) * 0.6 5 (final agreed mark) * 0.5 More than 5 Zero

Coursework extensions If you know there will be a valid reason why you cannot submit the work at the given date you must contact the Student Office as soon as possible. You should complete a Coursework Extension form, which should provide adequate detail of the reasons why you are seeking an extension. Your completed form should be submitted to the Student Office who will arrange for your request to be

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reviewed and approved. The Student Office will contact you via your University email account to let you know once approval has been made. It is your responsibility to request an extension in a timely manner and the entire process should be completed at least 48 hours before the published deadline for submission of the piece of coursework.

Scrutiny of assessed work by the external examiners Samples of examination papers, scripts and other assessed assignments are moderated by an external examiner. This process is conducted to ensure that both the papers set and the marks awarded are deemed fair and of the appropriate standard and quality. Each programme has an external examiner, normally a member of the academic staff of another university department who has no connection with the Faculty. They bring a completely impartial and objective attitude to the assessment of students’ work and perform a vital function in ensuring fairness and quality in the Faculty’s assessment procedures by reviewing all assessed work at the end of the year.

Coursework and examination feedback Feedback comes in many forms and you must learn to recognise the merits of all of these. Formal feedback is well documented and the following paragraphs identify ones that you are officially entitled to. Informal feedback is just as important and comes in the form of individual chats with your tutor, module coordinators or project supervisors, or group meetings with academics after a lecture or practical session. Also tests and quizzes on Blackboard, which are available for several modules, can provide valuable feedback on how you are progressing. All coursework will be marked with the feedback provided relating to the standard of your work and the reasons for the mark/grade given. You should note that all marks are considered provisional until they have been reviewed and confirmed by the examination board. This feedback will be returned within four weeks following your submission. Large assignments (eg your dissertation/project work) may take slightly longer to be returned. Bear in mind that if you hand in work late, your feedback may be delayed. Where appropriate, for example with smaller problem solving exercises like calculations, the lecturer will decide if feedback should be given individually, or reported back to the whole group. You are, however always free to ask the lecturer personally how you are progressing. The feedback you receive will be: timely - allowing you to learn from your work related to the learning outcomes for that piece of work constructive and honest – allowing you to take the comments on board, learn from your

mistakes and understand why you did well. For the feedback to be effective, it is important that you work with the feedback given and identify how you can improve your work in the future. Should you need further information about your work, get in touch with whoever marked the coursework. Feedback can normally be collected from the Student Office and you will be contacted when it is available for you to collect. For some kinds of assignment, other arrangements will be made and the module co-ordinator will explain those to you. Although individual feedback on examinations is not normally given, feedback on the strengths and weaknesses of the performance of the whole group which took an examination will normally be available via Blackboard.

Final assessment At the end of your programme, your overall performance will be assessed. The basis of this assessment is specified in your programme regulations (http://www.calendar.soton.ac.uk/sectionXIII/sectXIII-index.html). If you satisfy the academic standards necessary, the examination board will recommend you for award.

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Module Profile

GEM Research Project

Module code GEOG6089

Faculty Social, Human and Mathematical Sciences

ECTS Points, eg 10 ECTS 60 ECTS

Level (4, 5, 6, 7 or 8 in the FHEQ) 7

Any pre-requisite and/or co-requisite modules Students should have achieved a minimum ECTS grade of E in all their assessed modules from the foundation year of the programme.

Programmes in which the module is core MSc in Geo-Information Science and Earth Observation for Environmental Modelling and Management.

Module coordinator Dr. Booker Ogutu

Contact hours Depends on the supervisor and the nature of the project, typically 100 hours.

Non-contact hours 1,400

Total study time 1,500 hours

Date approved by Faculty Programmes Committee

Aims and learning outcomes

The aim of this module is to provide Level 7 students with an opportunity to conduct a sustained research-based task, culminating in the production of a substantive academic report of professional standard (maximum 25,000 words).

Learning outcomes

By the end of this module, You will gain experience in formulating research questions and associated hypotheses; You will understand how to plan a research project in GIS or Remote Sensing to address those

research questions; You will have conducted a review of the relevant literature; You will be familiar with a range of quantitative and/or qualitative modes of scientific enquiry; You will have sourced appropriate data sets (primary and/or secondary) and devised a suitable

schedule of analysis, which may involve fieldwork; You will have analysed the data and other evidence, and presented your results in a seminar; You will have produced a final report in the approved format.

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Summary of syllabus content

Examples of Research Projects undertaken in the past:

Supervisor(s) Project Title

Dash / Edwards Remote sensing of atmospheric gas fluxes from Arctic lakes. Dash Validation of land surface phenology using outdoor webcam data. Milton Evaluation of full waveform LiDAR for surveying ombrotrophic peatlands.

Milton Hyperspectral sensing of land degradation and biodiversity in southern Portugal.

Tompkins Evaluating the economic benefits of following ‘triple wins’ from coastal management policies.

Tompkins / Roberts

EIA nickel mining in New Caledonia.

Biggs An assessment of UK international aid on alleviating poverty in Nepal Roberts Environmental degradation/risks Darby Temporal Evolution of Roughness in Eroding River Banks.

Dash/Edwards Understanding the impact of changes in lake catchment on carbon flux of arctic lakes

Dash/Edwards Quantifying decadal changes in Arctic lake ice phenology Dash/Milton Monitoring terrestrial primary productivity using remote sensing data Tatem Assessing the risks of vector-borne disease importation to Europe via air travel

Roberts Determining the impact of fire severity on vegetation regrowth as a result of the Greek forest fires 2007

Summary of teaching and learning methods

Students will be assigned a Supervisor at the University of Southampton and should meet with this person on a regular basis during the period of the Research Project. Most of these meetings should be face-to-face, but where one or both parties are located away from Southampton, other means may be used (e.g. Skype, email). All students should be based in Southampton by September unless special arrangements have been made in advance (e.g. extended fieldwork overseas). Detailed arrangements for supervision is a matter for negotiation between supervisor and student, however, during the period September to June, meetings should take place at least fortnightly. It is assumed that students will already be familiar with basic GIS and image processing operations using ArcGIS and ENVI software

Summary of assessment methods

Students will present their individual Research Proposals at a meeting in November, and will receive feedback from their supervisor and other academic staff. No mark will be recorded for this (i.e. formative assessment only). The mark for the module overall will be derived from two components (summative assessment): 1. A seminar presented by each student at the Annual GEM Conference in May. [Weighting 25%] 2. The final report (maximum 25,000 words including captions, but excluding references, appendices). Additional information (e.g. data sets) may be provided on a DVD bound into the back

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of the report. Each report will be marked by the supervisor and ‘blind marked’ by one other member of academic staff. In cases where the marks awarded are significantly different, a third blind marker will be used, and the view of the External Examiner may also be sought. [Weighting 75%]

Special features of module

For features such as field trips, information should be included as to how students with special needs will be enabled to benefit from this or an equivalent experience.

The module will be accessible to all students.

Resources

For resources which are required or useful for the module: set books, text books, data books, software, web sites, other sources of related information.

Supervisors will recommend initial reading and will arrange training and support for any specialised equipment or software. Supervisors will also be responsible for ensuring that all necessary Risk Assessments have been completed and copies lodged with the AU Health & Safety Officer.

Some projects may raise ethical issues, especially where human or animal subjects are involved. The need for Ethics Assessment should be discussed at an early stage and the relevant ERGO procedure followed, see https://www.ergo.soton.ac.uk/. Affected students must not commence their research project before ethical approval has been given. Further information on ethics assessment can be found at: http://www.southampton.ac.uk/isolutions/computing/training/user_ documentation/ergo/index.shtml

1.11 Module Evaluations and Student Feedback Each module is subjected annually to student evaluation with the primary purpose to evaluate the student experience of the module and to engage in a process of continuous improvement. A significant element of module monitoring is student feedback, obtained from questionnaires administered at the end of each module. The valuation of student feedback is normally undertaken by the module co-ordinator or other member(s) of staff directly involved in the delivery of the module.

The University is committed to placing students at the heart of its education mission. The involvement of students in decision-making processes and the encouragement given to students to voice their views, especially any concerns, is a key element of this approach. One key mechanism for the involvement of students is through student representation on committees at discipline, faculty and University level. At the discipline level, there exist staff/student liaison committees and student representation is available at Faculty Programmes Committee. These committees have the role of monitoring the organisation and management of the student programmes, to note any difficulties that students may be encountering, and to take advice about ways of improving the programmes.

Through the Students’ Union (www.susu.org/education/) you will be invited to elect your faculty representatives (Faculty Leaders, Academic Presidents and Course Representatives) who co-ordinate the student voice on Faculty committees to enable your voice to be heard.

1.12 Employability We provide support to students with their future careers, so every effort is made to help you secure employment after leaving University. Students are encouraged to start job-seeking early using resources such as the University Careers Advisory Service (http://www.soton.ac.uk/careers/)

Employability events within the Academic Unit Geography & Environment normally holds an annual ‘employability week’ sometime in October at which prospective employers and former students return to the university and are available to discuss career options and given informal advice. This is an excellent opportunity for networking and investigating how to take your career forward after you graduate

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UNIVERSITY OF WARSAW

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WELCOME TO UNIVERSITY OF WARSAW

The study that you are going to undertake in Poland will be under the supervision of the staff of the University of Warsaw, within the organizational unit Inter-Faculty Studies in Environmental Protection. The specific character of Inter-Faculty Studies stems from the interdisciplinary cooperation of the highly-qualified staff of seven different faculties of the University of Warsaw, creating a unique undergraduate and master programme in environmental protection. More than 500 students have already graduated from Inter-Faculty Studies in Environmental Protection since 1998 – the year the first students completed the master programme. The school is proud to work in cooperation with the best specialists in environmental science as well as representatives of the social sciences involved in economic and legal aspects of environmental protection. Please take advantage of the creative links existing between students and teachers and between the university and the community. As Head of Inter-Faculty Studies in Environmental Protection at the University of Warsaw I wish you success during your studies and I hope that you will enjoy developing your potential in critical thinking and creativity. Professor Zbigiew Czarnocki Head of Inter-Faculty Studies in Environmental Protection, University of Warsaw

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Dear Students, You will have the opportunity to study the environment in Poland by developing models and validating your results at test sites in areas with differing vegetation and soil conditions. Using remote sensing you will gain knowledge about the spatial and temporal dynamics of vegetation. You will learn how EU policies on sustainable development are being implemented in specific regions. Topics such as biodiversity, land sustainability, and socio-economic systems will be discussed in relation to the implementation of EU environmental policy. During your studies you will visit and have discussions at the three levels of Government in Poland: local, regional and national. Prof. Dr. Katarzyna Dąbrowska-Zielińska National Coordinator EM GEM UW

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1.1 Basic information University of Warsaw was founded in 1816. It is the largest university in Poland, as well as the best university in Poland according to independent rankings and ratings, e.g. according the ranking „Perspektywy” in 2014. Facts and figures about UW: 19 faculties and 30 other research-didactic units; 40 fields of studies; 80 study programmes; over 100 specializations; over 45 000 students (every year about 10 000 new students enter the University); bilateral agreements with 158 partner institutions of higher education in 49 countries; ca 300 Erasmus programme partner institutions; ca 1000 foreign students hosted every year. The following faculties form part of the University of Warsaw: Faculty of Applied Linguistics and East-Slavonic Philology; Faculty of Applied Social Sciences and Resocialisation; Faculty of Biology; Faculty of Chemistry; Faculty of Economics; Faculty of Education; Faculty of Geography and Regional Studies; Faculty of Geology; Faculty of History; Faculty of Journalism and Political Science; Faculty of Law and Administration; Faculty of Management; Faculty of Mathematics, Informatics and Mechanics; Faculty of Modern Languages; Faculty of Philosophy and Sociology; Faculty of Physics; Faculty of Polish Studies; Faculty of Psychology; Institute of Oriental Studies. Other research and didactic units: British Studies Centre; Centre de Civillisation Française et d’Etudes Francophones; Centre for Archaeological Research at Novae; Centre for Environmental Study; Centre for Europe; Centre for Foreign Language Teaching; Centre for Foreign Language Teacher Training and European Education; University College of English Language Teacher Education; University College of French Language Teacher Education; University College of German Language Teacher Education; Centre for Open Multimedia Education; Centre for the Study of Classical Tradition in Poland and East-Central Europe; Centre of Studies in Territorial Self-Government and Local Development; Chaire UNESCO du Développement Durable; Comité Polonais de l’Alliance Française; Erasmus of Rotterdam Chair; Heavy Ion Laboratory; Institute of Americas and Europe; Centre for Latin-American Studies; Centre for European Regional and Local Studies; American Studies Centre;

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Institute for Social Studies; Interdisciplinary Centre for Behavioural Genetics; Interdisciplinary Centre for Mathematical and Computational Modelling; Inter-Faculty Individual Studies in Humanities; Inter-Faculty Individual Studies in Mathematics and Natural Sciences; Inter-Faculty Studies in Environmental Protection; Physical Education and Sports Centre; Polish Centre of Mediterranean Archaeology; University Centre for Technology Transfer. The University possesses over 100 buildings, located all over Warsaw. A significant number of them is located at the three main campuses: 1. “Central”: buildings along the streets Krakowskie Przedmieście, Nowy Świat, and Karowa (see

Fig. 1.1.-1.3); 2. “Ochota”: buildings along the streets Banacha, Pasteura, Miecznikowa, and Żwirki I Wigury; 3. “Smyczkowa”: buildings along the streets Smyczkowa and Szturmowa.

Fig. 1.1. The main gate at the central campus

Fig. 1.2. The Old Library

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Figure 1.3. Central Campus (1 – Kazimierzowski Palace: Rector’s Office, Recruitment Office, Office of Students Affairs,

International Relations Office, 2 – Old Computer Centre, 3 – Faculty of Polish Philology, 4 – Student Mess Hall, 5 – Faculty of

History: Department of Old-Polish Culture, 6 – Faculty of Polish Philology: Institute of Western and Southern Slavic Philology, 7

– Administration, 8 – Auditorium Maximum: Post Office, 9 – Faculty of Law and Administration: Dean’s Office, 10 – Old

Library, 11 – Institute of Oriental Studies:, 12 – Administration, 13 – Faculty of History: Institute of Art History, 14 – Institute of

Oriental Studies: Department of Arabic and Islamic Studies, Department of Turkish and Asian Studies, 15 – Main College,

Faculty of History: Institute of Archeology, 16 – Faculty of Modern Languages, Faculty of Polish Philology: Dean’s Office, 17 –

the University of Warsaw Archives, 18 – Career Office, Faculty of Modern Languages: Dean’s Office, 19 – Centre

for Archeological Research at Novae, Faculty of Polish Philology: Institute of Polish Language and Culture for Foreigners

Polonicum, 20 – the University of Warsaw Printing House, 21 – Medical University of Warsaw, 22 – Centre for Foreign

Language Teaching, 23 – Faculty of Geography and Regional Studies, 24 – Ambulatory, 25 – Student’s Union and

organizations, 26 – Faculty of Polish Philology: Institute of Polish Culture, 27 – Academic Sports Associations, Administration,

28 – Faculty of History: Dean’s Office, Institute of History, Mordechaj Anielewicz Centre for Research and Teaching on Jewish

History and Culture, 29 – Faculty of History) (source:www.uw.edu.pl)

More about the University of Warsaw can be found on the website: <http://www.uw.edu.pl/en/>.

1.2 Studies in English Studies for undergraduate students: Psychology Studies in English (uniform MA studies, total duration 5 years); Philosophy Studies in English (first cycle BA studies). Studies for graduate students (second - cycle studies): American Studies; International Business Programme; MA Programme in International Economics; MA Programme in European Finance and Accounting; MA Programme in Development Economics; MA Programme in International Relations;

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Master’s Cycle Program in European Studies; Master’s Degree Studies in English in Political Science; MBA studies; Executive MBA; International MBA Programme; Non-degree programmes; School of Polish Law; Postgraduate Polish Studies; Selected courses taught in foreign languages; Warsaw Programme for Jewish Studies; E-learning courses; PhD studies. The University of Warsaw grants PhD degrees in 27 disciplines. Foreign candidates wishing to undertake doctoral studies are obliged to follow an appropriate application procedure, depending on the faculty/institute where they wish to study. Enrolment takes place on a variety of terms. For more information please contact the International Relations Office: <http://www.bwz.uw.edu.pl/en/>.

1.3 Polish language courses Polish language classes for foreigners are organised by The Centre of Polish Language and Culture for Foreigners “Polonicum”. The classes cater to all levels of proficiency: from A1 to C2 (the group coding in accordance with the proficiency levels for Polish as a foreign language introduced by the State Commission for the Certification of Proficiency in Polish as a Foreign Language and the Council of Europe). See also the website: <http://www.polonicum.uw.edu.pl/indexpl.php?lang=en>.

1.4 Support & Facilities

Regulations of Studies Below, a short summary of the regulations, the complete document may be found on the website: <http://www.bss.uw.edu.pl/aktualnosci/RegulaminANG.pdf>.

III. STUDENT RIGHTS AND DUTIES

§ 12 1. Students have the right to: a) Take part in the decision making by University collective bodies by means of student representatives; b) Participate in making decisions that concern the course of study or the situation of individual students, in accordance with

university regulations; c) Refer other matters of importance concerning the course of study and students’ personal development; d) Comment on the teaching process. 2. Students may: a) Join academic networks; b) Join student organizations and form new ones. 3. Students have the right to be treated with respect by any member of the academic community. 4. In accordance with the rules as defined, and the resolutions by the Senate and faculty council, students have, in particular,

the right to: a) Acquire knowledge and skills and develop interests by using the full range of didactics the University has on offer; b) Participate in academic research; c) Undertake parallel studies; d) Have access to classes required by the plan of the study to which they have been admitted as well as participate in other

classes, and have these classes accredited; however, in any class priority is given to students, who are required to undertake the subject at that stage of their studies, and then to students for whom the subject is part of their curriculum;

e) Consultations offered by academic teachers during their office hours; f) Pursue a part of the study curriculum at another domestic or foreign university, on condition that they meet the

requirements set out elsewhere in the regulations; g) Use the university’s assistance – within the limits defined in separate provisions

– in seeking jobs, obtaining internships or professional practical training, even where they are not part of the study plan; h) Use the resources of the University’s library and IT system; i) Use the University’s material resources, in accordance with the laws in force. 5. Students may be entitled to financial assistance if they meet the conditions set out in separate provisions. 6. Detailed methods to permit students, who are disabled or have a long-term illness,

to participate at the University are regulated in a separate ordinance of the Rector.

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§ 14 1. Students’ duties include conduct consistent with the oath and these Regulations, and in particular: a) Care for the University’s good reputation; b) Respect for the dignity of all members of the academic community; c) Acquiring knowledge; d) Ethically obtaining of all credits; e) Observance of the regulations applicable at the University; f) Respect for the University’s property. 2. Students have a duty to: a) Participate in classes and obtain credits for them, as well as pass examinations in accordance with the study plan and the

timetable of classes for their studies, upon having fulfilled prerequisites; b) Obtain credits for all subjects in which they are enrolled in a given didactic cycle, provided that schedules and/or crediting

rules have not changed; any change in this respect entitles the student to resign from classes, with the proviso that the dean be notified within 14 days of the new situation occurring.

3. Students are obliged to: a) Timely fulfil their obligations to the University, including enrolment for classes where necessary, pay the due fees,

document the course of study in accordance with the regulations; b) Promptly notify the governing bodies of the parent unit about any change of name, address or other data which may

influence the financial aid obtained. 4. For disciplinary transgressions students shall bear disciplinary liability according to the rules defined in separate

regulations. VI. CREDITING SUBJECTS

§ 24

2. The following positive marks are assigned: excellent, very good, good plus, good, satisfactory plus, satisfactory, as well as the negative mark – unsatisfactory.

3. The marks listed in par. 2 correspond to the following numerical values: excellent (A) – 5 very good (A) – 5 good plus (B) – 4.5 good (C) – 4 satisfactory plus (D) – 3.5 satisfactory (E) – 3 unsatisfactory (F) – 2

5. A student has the duty to attempt to obtain credits for all the subjects in which he/she enrolled. 6. A student who failed to obtain a credit for a subject in a given didactic cycle may repeat the subject once, unless the

faculty council has resolved that subjects may be repeated multiple times.

§ 25 9. In case of absence from an examination deemed justified by the dean, in particular due to an illness, the student has the

right to an additional examination date. The method of justifying absences from examinations shall be defined in the study rules applicable to the unit where the classes are taught.

§ 26

1. Within seven days of the date when classes are finished or credit results announced, the student shall, in case of objections to the form of credit or impartiality in awarding marks, be entitled to appeal to the dean, who may order that the student’s performance be verified by a commission.

2. VII. CREDITING A STAGE OF STUDY

§ 30

8. The dean shall strike a student off the list of students if he/she: a) Failed to take up studies or resigned from studies; b) Failed to submit the diploma thesis or take the diploma examination by the end of the last stage of study; c) Was punished with the disciplinary penalty of expulsion from the university. 9. The dean may strike a student off the list of students if he/she: a) Did not make any progress in learning, in particular when failing to obtain unconditional credit for a given stage of study

more than once; b) Failed to obtain credit for a semester or year by the fixed deadline; c) Failed to pay the due fees. 10. The decision referred to in par. 8 and 9 may be appealed against to the Rector, via the dean, within 14 days of notification

of the decision. The Rector’s decision shall be final.

VIII. LEAVES IN THE COURSE OF STUDY

§ 32 1. A student may apply for the following leave of absence: a) Health leave, due to illness or disability; b) Parental leave, due to birth of a child; c) Academic leave, for the pursuit of other studies, studies at another university or research; d) Special leave, for the period of active military service; e) Fortuitous leave in other circumstances, if there are good reasons.

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1.5 Communication The easiest and the quickest way to contact academic staff is by e-mail and telephone. To use the wireless network EDUROAM1 at the University of Warsaw you can either use your account from Enschede or Lund or have an e-mail address at UW: <http://google.uw.edu.pl/information-in-english/>. ”Pesel”: ID USOS web ”Password”: Password USOS web You will be given an ID and a password USOS web by the end of September (just after you arrive at the University of Warsaw). Once you have an e-mail address at the UW you should visit: https://www.eduroam.org/. ”Login”: login of the e-mail UW ”Password”: password of the e-mail UW ”Domain”: cus.uw.edu.pl

1.6 Libraries The Central University Library (pol. Biblioteka Uniwersytetu Warszawskiego – BUW) is one of the biggest research libraries in Poland. It has public resource status and contains domestic and foreign materials covering all the disciplines within the University departments and programmes. The Library holds about three million items. The Library is housed in one of the most modern buildings in Europe (Fig. 1.4.). It is situated in the Powiśle district in the vicinity of the Old Town and the Vistula River. It is only 10 minutes walking distance from the main Campus of the University in Krakowskie Przedmieście.

Fig. 1.4. The University of Warsaw Library Contact: Address: Dobra 56/66 (see Fig. 1.5.) Phone: (+48 22) 55 25 060/office; 55 25 181/information <http://www.buw.uw.edu.pl/en/>.

1 EDUcation ROAMing: <http://www.eduroam.org/?p=europe>.

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Figure 1.5. Location of the Central University Library

You may use the library itself (the reading-room) as well as electronic resources outside the library (excluding the right to lend).

Library of the Centre for Environmental Studies, University of Warsaw: Address: Żwirki i Wigury 93, room 1105 Phone: +48 22 55 44 701, +48 22 82 22 261 <http://ucbs.geo.uw.edu.pl/>.

Library of the Faculty of Geography and Regional Studies, University of Warsaw: Address: Krakowskie Przedmieście 30 (building 23 at Fig. 1.3.), rooms 5 and 6 Phone: +48 22 55 20 677 E-mail: [email protected]

Other libraries in Warsaw: Central Library of Geography and Environmental Protection (Institute of Geography and Spatial

Organization, Polish Academy of Sciences): Address: Twarda 51 <http://www.cbgios.pan.pl/index_en.htm>

Central Agricultural Library: Address: Krakowskie Przedmieście 66 <http://www.cbr.edu.pl/index_en.html>

Library of Warsaw School of Economics: Address: Rakowiecka 22b <http://www.sgh.waw.pl/ogolnouczelniane/library/informacje_ogolne-en?set_language=en&cl=en>

The National Library: Address: Niepodległości 213 Phone: +48 22 608 29 99, +48 22 452 29 99 E-mail: [email protected]

1.7 Support with any problems

Małgorzata Roge-Wiśniewska (Gosia) will be your first point of contact with respect to matters such as:

1. Information about courses;

2. Displeasure at any aspect of your studies;

3. Inability to attend either coursework or examinations, for example, due to illness or a seriouspersonal problem. You are obliged to report the circumstances as soon as possible to yourcontact in writing, as well as provide a doctor’s certificate (in the case of illness) and/or a letterfrom a relevant professional (for other serious problems).

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Contact details: Małgorzata Roge-Wiśniewska (Gosia) Faculty of Geography and Regional Studies, Warsaw University, Krakowskie Przedmieście 30, room 205, E-mail: [email protected] Tel. +48 609 571 933

The main rule that applies is: if you think you may have a problem, or you are not sure what to do, seek help immediately! Any problems you may face are more easily solved if you explain your situation straight away. Regulations relating to all students at the University can be found in Chapter 5.4.1. General information about studying in Poland is to be found at the website: <http://www.studyinpoland.pl/en/index.php/about-poland/2-general-information-about-poland>.

1.8 Tourist Information Krakowskie Przedmieście 39 <http://www.warsawtour.pl/en>.

1.9 Mentors UW students will help you during your stay in Warsaw. They will organise many events for you, such as sightseeing. A list of mentors with contacts you will get before your arrival in Warsaw. With any small problem please call your mentor. We hope you will have a great time together!

1.10 Health Handbook If there is an emergency for which medical treatment is required (you think your life or health are in danger) call an ambulance (medical emergency service): 999 or 112. Remember that ambulances should not be called for regular medical examinations. In case of serious accidents and problems you should contact: Małgorzata Roge-Wiśniewska +48 609 571 933, [email protected] or Paulina Borowy +48 22 55 40 035, [email protected]. With any small problem during the day you can contact a mentor (see Chapter 5.4.5.). When calling the medical emergency service you will have to provide:

– Your name; – Address; – Injuries/symptoms.

If necessary an ambulance will take you to hospital. When calling the medical emergency service you will have to provide:

– Your name; – Address; – Injuries/symptoms.

If necessary an ambulance will take you to hospital. If you are not sure if you need an ambulance or may be able to wait to visit the doctor (later the same day) you can call: LUX MED MEDICAL SERVICE

Phone: +48 801 80 08 08 or +48 22 33 22 888 <http://www.luxmed.pl/en/> They have a 24-hour countrywide service in English.

If it is not that urgent, but you have to see a doctor, we recommend you contact (on weekdays and Saturdays):

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DAMIAN MEDICAL CENTER Hospital and outpatient clinics reception Phone: +48 22 56 62 222 <http://www.damian.pl/clinics.html> They provide 24-hour duty readiness in all specialisations.

ALFA LEK Address: Nowy Świat 58 A (on the corner of Ordynacka and quite near to the central campus of the University) – see Fig. 1.6. Phone: +48 22 82 64 502 (doctors) Phone: +48 22 82 62 310 (dentists)

Figure 1.6. Location of Alfa Lek

DENTAL-MED Address: Hoża 27, room 2. Phone: +48 22 62 90 038 <http://www.dentalmed.net.pl/en.php5/About_us> They offer complete dental care.

UNIVERSITY OF WARSAW CLINIC (pol. przychodnia)

Address: Krakowskie Przedmieście 24/26 (building 24. at Fig. 1.3., entrance at the little courtyard – to the right, behind the main gate) Phone: +48 22 55 20 365

You have medical insurance. This insurance covers all emergency costs for hospital visits, dentists, surgery, medicines etc. You have to first pay the cost of treatment yourself and then claim it back from the insurance company. Remember to keep all receipts and bills. It is wise to make a copy of the receipt or bill before sending the original to the insurance company. EU citizens staying in Poland have free health care provided through their European Health Insurance Card (EHIC). Before visiting a doctor you will have to show the EHIC, Student ID and passport or ID card. If a payment is very high, you do not have to pay cash. You can call your insurance company or ask for an invoice to be paid by bank transfer. This invoice will then be paid by the insurance company.

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1.11 Safety Handbook All students are advised to maintain a high state of vigilance with regard to security. You should remember that valuables should not be left unattended in lecture halls and that unoccupied rooms should be locked at all times. Do not leave valuables in bags or coats hanging unattended. University buildings form easy targets for petty criminals and thefts of laptop computers and staff property occasionally occur within the University. Watch out for pickpockets when on public transport and in busy places. Basic telephone numbers:

Police: 997 or 112 Fire brigade: 998 or 112

When contacting the emergency desk you have to tell them: – Your name; – Where you are; – What type of emergency you are in.

For all emergency situations and problems contact: Małgorzata Roge-Wiśniewska (Gosia) +48 609 571 933, [email protected] or Paulina Borowy +48 22 55 40 035, [email protected]. In case of fire: 1. Immediately raise the alarm (break the glass of the nearest manual fire alarm call point and press

the alarm button); 2. Immediately alarm the fire-brigade (998) informing them about:

Where the fire is; What is on fire; If there is anybody in danger; Your name, last name and the telephone number you are calling from;

3. Stay calm and warn co-workers without causing panic; 4. Inform people at the porter's lodge as well as Małgorzata Roge-Wiśniewska (+48 609 571 933)

about the accident; 5. If necessary, first organise an evacuation of people and equipment from the room in danger; 6. Begin extinguishing the fire with available means, following proper procedures; 7. Once the fire brigade arrives, follow the instructions of the person in charge, but first, inform the

officer: If there are any people in danger and where; Where the fire is located;

8. Once the action is over, if you are able to, secure any evidence and establish the cause or the instigator of the fire.

1.12 Transport Warsaw’s municipal transport consists of trams, city buses, suburban buses and the underground (pol. metro). University of Warsaw students are entitled to travel on a reduced-price ticket. We recommended you buy a 90-day Individual Travelcard (valid for any number of journeys within 90 consecutive days following the validation date), which will be encoded onto a Warsaw City Card (pol. Warszawska Karta Miejska) or Student Card. A 90-day Individual Travelcard is valid when used in combination with a document confirming the identity of the person to whom the Individual Travelcard was issued (e.g. personal identification card, passport, driving licence, student card or a card issued by the Warsaw Transport Authority) on condition that the Travelcard has been legibly and durably marked with the data of the person authorized to hold it, i.e. their full name and the number and series of the document with photo, to be produced at ticket inspection. A journey on a night line bus costs the same as on a day line bus. Transport of luggage is free. More about ticket tariffs and regulations: <http://www.ztm.waw.pl/?c=608&l=2>. Students of foreign universities no longer than they turn 26 with ISIC card (International Student Identity Card) valid for a given calendar year give 50% fare ride based on long term travel cards <http://www.ztm.waw.pl/?c=142&l=2>.

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Tickets may be encoded on a Warsaw City Card or on a Student Card.

1.13 Visas We help you to obtain proper visas. Please contact: Paulina Borowy +48 22 55 40 035, [email protected]. All information on diplomatic staff of diplomatic missions from foreign states in Poland are found on a website: <http://www.msz.gov.pl/en/p/msz_en/ministry/diplomatic_protocol/foreign_missions_and_consular_posts_in_poland/>.

1.14 Banks mBank: http://www.mbank.pl/en/

+48 42 6 300 800 Bank Millennium S.A.: Krakowskie Przedmieście 4/6,

Phone: +48 801 331 331, http://www.bankmillennium.pl/en/individuals/

Bank Zachodni WBK S.A.: Krakowskie Przedmieście 56, Phone: +48 22 82 89 448, http://english.bzwbk.pl/11591

Bank PEKAO http://www.pekao.com.pl/?s,main,language=EN PKO Bank Polski http://www.pkobp.pl/index.php/id=e_about/section=ogol

1.15 Museums The National Museum in Warsaw

Sunday: admission free http://www.mnw.art.pl/en/

Copernicus Science Centre (pol. Centrum Nauki Kopernik) http://www.kopernik.org.pl/en/

Museum of Technology in Warsaw http://muzeumtechniki.warszawa.pl/

The Warsaw Rising Museum Sunday: admission free http://www.1944.pl/en/

More: http://www.local-life.com/warsaw/culture

1.16 Sport Below are only a few examples of recreational facilities. More about active leisure in Warsaw can be found on the website: http://www.warsawtour.pl/en/aktywny-wypoczynek.html Billiard: Hula Kula Entertainment Center – Blue Club Billiard

Address: Dobra 56/66 (Central University Library building – see Fig. 1.5.) Phone: +48 22 55 27 468 E-mail: [email protected]

Bowling: Hula Kula Entertainment Center

Address: Dobra 56/66 (Central University Library building – see Fig. 1.5) Phone: +48 22 55 27 400, +48 22 55 27 500

Climbing wall at UW: Sport and Recreation Centrum UW

Address: Banacha 2a tel. (22) 55 40 865

Fitness room: WOSiR Ochota

Address: Rokosowska 10

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Phone: +48 22 82 48 386 http://www.osirochota.waw.pl/basen.php?tresc=silownia&strona=osilowni

Squash: WOSiR Ochota

Address: Nowowiejska 37B Phone: +48 22 82 52 430 E-mail: [email protected] http://www.osirochota.waw.pl/hala.php?tresc=squash&strona=grafik

Swimming pool at UW: Sport and Recreation Centrum UW

Address: Banacha 2a tel. +48 22 55 40 865

Swimming pool: Water Park (pol. Wodny Park)

Address: Merliniego 4 Phone: +48 22 85 40 130 E-mail: [email protected] http://www.wodnypark.com.pl/index.php?lang=en

Skating-rink: TORWAR II

ul. Łazienkowska 6a 02-449 Warsaw email: [email protected] http://www.torwar.pl/?page_id=68

1.17 Clubs Hybrydy Students’ Club

Address: Złota 7/9 Phone: +48 22 82 23 003, +48 22 82 28 702 E-mail: [email protected] It is also academic centre of culture.

Park Students' Club

Address: Niepodległości 196 Phone: +48 22 82 59 165 E-mail: [email protected]

Proxima Students’ Club

Address: Żwirki i Wigury 99a, Phone: +48 22 82 23 003 E-mail: [email protected]

Stodoła Students’ Club

Address: Batorego 10 Phone: +48 22 82 56 031, +48 22 82 56 032 E-mail: [email protected] http://www.stodola.pl/klub/index_en.php

Tygmont Jazz and Dance Club

Address: Mazowiecka 6/8 Phone: +48 22 82 83 409 E-mail: [email protected] The Warsaw jazz club is listed in the Down Beat's International Jazz Club Guide as one of the 100 Great Jazz Venues.

1.18 Bars & Restaurants Bars at the Central Campus, UW

– Student Mess Hall (Fig. 1.3. – point 4) students pay only 9,00 PLN for a two course lunch with a cup of compote,

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– in the basement of the Old Library,– at the ground floor of the Kazimierzowski Palace (Fig. 1.3. – point 1).

Familijny. Milk Bar Address: NOWY ŚWIAT 39 With some very cheap dishes.

Pierogi na Bednarskiej Address: Bednarska 28/30 Here you can taste lovely dumplings (pol. pierogi). Menu in English: http://www.pierogarnianabednarskiej.pl/main.php?lang=pl&page=nasze_menu&dzial=en

Gospoda pod Kogutem Address: Freta 48 Phone: +48 22 63 58 282 http://www.gospodapodkogutem.com/menu.html Here you can taste a good Polish soup called „żurek”, served in a bread bowl.

1.19 Inter-Faculty Studies in Environmental Protection

Contact

By post: Inter-Faculty Studies in Environmental Protection University of Warsaw Żwirki i Wigury 93 (see Fig. 1.8.) 02-089 Warszawa

By phone: +48 22 55 40 035

By fax: +48 22 82 68 599

By email: [email protected] http://www.msos.uw.edu.pl

Figure 1.8. Location of the Inter-Faculty Studies in Environmental Protection

Introduction

Inter-Faculty Studies in Environmental Protection (IFSEP – in Polish MSOŚ: Międzywydziałowe Studia Ochrony Środowiska) was established at the University of Warsaw in 1992 as a new form of education.

The speciality of IFSEP is interdisciplinary education, presenting a wide, general programme of studies surpassing the boundaries of faculties, while the bachelor and master theses require more specialized study in a chosen discipline. Therefore, environmental protection is understood to be a

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field of knowledge requiring a wide academic and research foundation to allow understanding of both natural mechanisms and processes, and of the role of man’s interference in this system. Practical action needed in the field of environment protection, such as solving complex environmental problems to secure sustainable development of societies, creates the demand for such education. A specific interdisciplinary programme and curriculum was created for studies going beyond the boundaries of a single faculty. The basic goal of the curriculum is to provide students with a broad knowledge of environmental sciences, economics, law, management and other disciplines referring to environmental protection, and also to develop their ability to co-operate with specialists from natural sciences and humanities. This is the reason why classes and lectures are offered by staff members of 10 faculties of the University of Warsaw: 1. Faculty of Biology; 2. Faculty of Chemistry; 3. Faculty of Economic Sciences; 4. Faculty of Geography and Regional Studies; 5. Faculty of Geology; 6. Faculty of Law and Administration; 7. Faculty of Management; 8. Faculty of Mathematics, Computer Science and Mechanics; 9. Faculty of Philosophy and Sociology; 10. Faculty of Physics. In addition to the faculties of the University of Warsaw, Inter-Faculty Studies in Environmental Protection also co-operate with Soil Science and the Chair of Landscape Architecture of Warsaw University of Life Sciences (SGGW), the Department of Biology, Geography and Oceanography of Gdańsk University, the Institute of Geography and Spatial Organization of the Polish Academy of Sciences (PAN), the Institute of Geophysics of the Polish Academy of Sciences (PAN), the Institute for Nuclear Research in Świerk, the Institute for Land Reclamation and Grassland Farming in Falenty, and the Institute of Geodesy and Cartography. The European Commission developed the European Credit Transfer System (ECTS) to facilitate acknowledgment of a period of study completed abroad, or at another school in the country. The system is based on universally accepted "measures" – points and grades, making educational achievements transferable from one academy to another. The system is incorporated in schools of member countries of the European Union and EFTA, and is also being introduced in Polish schools, as well as at the University of Warsaw. Acknowledgement of ECTS points is based on the assumption that each year of study covers 60 ECTS points. Based on this number of points per year, the point value of each subject in the programme (course) is determined. The lectures, seminars, tutorials, field studies and laboratory classes are presented in Polish. However, some of them may be presented in English. Graduates of the course receive a “licencjat” (bachelor) or “magister” (Master of Science) diploma and may find a job as: organizer of environmental protection at a local, central, or municipal administration, and creator

of teams of specialists working in different ways to protect the environment; specialist in the field of environmental protection, working on projects, consultancies

and environment assessments independently, or in teams; consultant and specialist in environmental protection in business; propagator of/instructor in environmental protection, at publishing houses, educational units or in

the media. IFSEP graduates are especially suited to working in monitoring, assessment and management of the environment. Graduates possess the competence to cooperate with planners and other specialists dealing with environmental protection. The Head of Inter-Faculty Studies in Environmental Protection is Professor Zbigniew Czarnocki, PhD.

Master course in Geo-information Science and Earth Observation for Environmental Modelling and Management (GEM) at UW

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At the University of Warsaw students have the possibility to specialise in EU policy and environment. The University of Warsaw offers nine courses: PL1: Introduction to Poland PL2: Elective Lectures PL3: Environmental Management and Assessment PL4: Environmental Policy – Application of Remote Sensing PL5: Research Proposal Writing PL6: Research Project and Field Work Skills PL7: MSc Research Concepts and Skills PL8: Research Project and Field Work Skills II PL9: MSc Research Concepts and Skills and MScThesis Course PL5 – PL9 are strongly connected with master thesis topics selected by students. The EM GEM National Coordinator at the University of Warsaw, who is also Coordinator of some of the courses, is Professor Dr Katarzyna Dąbrowska-Zielińska. The EM GEM Formal Contact Person at the University of Warsaw, EM GEM UW Course Director, and Coordinator of most courses is Dr Małgorzata Roge-Wiśniewska. Teachers are employed in five units of the University of Warsaw: 1. Centre for Environmental Studies: Dr Anna Kalinowska;2. Faculty of Biology: Dr Wiktor Kotowski;3. Faculty of Economic Sciences: Professor Dr Tomasz Żylicz;4. Faculty of Geography and Regional Studies: Dr Witold Lenart, Adrian Ochtyra, Msc, Dr

Małgorzata Roge-Wiśniewska;5. Faculty of Law and Administration: Dr Hanna Machińska;and in the Institute of Geodesy and Cartography: Professor Dr Katarzyna Dąbrowska-Zielińska.

Master theses may be supervised by staff from all faculties involved in IFSEP UW and by staff from the Institute of Geodesy and Cartography.

Student cards will be hand on just after you arrive University of Warsaw. Please contact: Paulina Borowy +48 22 55 40 035, [email protected].

1.20 Who’s Who

Academic staff

Zbigniew Czarnocki, Ph.D., Professor: Head of Inter-Faculty Studies in Environmental Protection, University of Warsaw; Contact details: Faculty of Chemistry, University of Warsaw, Pasteura 1, room 236 Phone: +48 22 82 20 211 ext. 220 E-mail: [email protected]

Katarzyna Dąbrowska-Zielińska, Ph.D., Professor: National Coordinator EM GEM UW, Coordinator of the course ”UW 4. Environmental Policy – Application of Remote Sensing”; Member of the Polish National Committee – International, Geosphere and Biosphere Programme International Council of Science (ICSU), Member of the Scientific Board of the Institute of Geodesy and Cartography, Member of the Committee on Earth Observation of International Astronautics Federation, Space and Natural Disasters Reduction Committee – International Astronautics Federation, Member of European Remote Sensing Laboratories, National Expert of Fulbright Programme; Main research interests: modelling crop yields with the use of meteorological and remote sensing data; application of information derived from optical and microwave sensors for retrieval of soil and crop parameters, yield forecasting, crop growth assessment and environmental modelling; field work studies Contact details: Institute of Geodesy and Cartography, Modzelewskiego 27 , room 204 Phone: +48 22 32 91 974 E-mail: [email protected]

Anna Kalinowska, Ph.D.: Director of the University Centre for Environmental Studies, University of Warsaw; Member of the Commission of Education and Communication of The World Conservation Union (IUCN); Main research interests: Environmental education and communication, Education for

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Sustainable Development, Environmental policy; Contact details: University Centre for Environmental Studies, University of Warsaw, Phone: +48 22 82 22 261 E-mail: [email protected]

Wiktor Kotowski, Ph.D.: President of the "Wetland Conservation Centre" Association; Main research interests: Plant ecology and conservation biology, specifically interested in wetland ecology, conservation and restoration; Contact details: Department of Plant Ecology and Environmental Conservation, Faculty of Biology, University of Warsaw, Al. Ujazdowskie 4 Phone: +48 22 55 30 570 E-mail: [email protected]

Witold Lenart, Ph.D.: Deputy director of the University Centre of Environmental Study, Chief and organizer of the Geographical Field Station at Murzynowo, Co-editor of the quarterly issued “Problems of environmental assessments”; Main research interests: Geography (physical geography and climatology; hydroclimatology, cloudiness, precipitation, water vapour transport in the atmosphere) and the environment (environmental management, impact assessment, public participation in environmental procedures); Contact details: Faculty of Geography and Regional Studies, University of Warsaw, Krakowskie Przedmieście 30, room 103 Phone: +48 602 629 939 E-mail: [email protected]

Hanna Machińska, Ph.D.: Director of the Information Office of the Council of Europe; Main research interests: International and European Union law on environmental protection, human rights and environment – legal aspects, EU institutions; Contact details: Faculty of Law and Administration, University of Warsaw, Krakowskie Przedmieście 26/28, room 59 Phone: +48 22 55 20 397 E-mail: [email protected]

Małgorzata Roge-Wiśniewska, Ph.D.: EM GEM Formal Contact Person at the University of Warsaw, EM GEM UW Course Director, Coordinator of courses UW1, UW3 and UW5–UW9. Main research interests: environmental impact assessment, environmental management, public participation Contact details: Faculty of Geography and Regional Studies, University of Warsaw, Karowa 20, room 202a Phone: +48 609 571 933 E-mail: [email protected] Contact Gosia if you have any question or problem, please.

Adrian Ochtyra, MSc: Main research interests: application of remote sensing and GIS; Contact details: Faculty of Geography and Regional Studies, University of Warsaw, Krakowskie Przedmieście 30, room 106 Phone: +48 22 55 21 507 E-mail: [email protected] Tomasz Żylicz, Ph.D., Professor: Dean of Faculty of Economic Sciences; Main research interests: methods of environmental externality assessment, costs and benefits analysis, financing mechanisms for the municipal infrastructure investment, social and economic conflicts, more: <http://coin.wne.uw.edu.pl/tzylicz/index_en.html>; Contact details: Faculty of Economic Sciences, University of Warsaw, Długa 44/50 room 306 Phone: +48 22 83 14 725 E-mail: [email protected]

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Office staff

Paulina Borowy, MSc: Student administration Contact details: Inter-Faculty Studies in Environmental Protection UW, Żwirki i Wigury 93, room 2009 Phone: +48 22 55 40 035 E-mail: [email protected]

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Module sequence number(s)

PL1

Course type MSc Module type Programme Erasmus Mundus Masters Specialisation Module name Introduction to PolandType of course Obligatory Year of study, semester Second, first. Number of credits allocated, workload based

0,5 ECTS

Name of lecturer (coordinator)

Dr Małgorzata Roge-Wiśniewska

Course contents Information about: – Poland and University of Warsaw (7 h), – Polish part of studies (3 h).

Objectives of the course Basic and practical information about Poland, University of Warsaw and Polish part of GEM course. Students have a basic knowledge about Poland and University of Warsaw as well as UW study regulations.

Prerequisites Successful completion of all previous courseware modules. Recommended reading – Teaching methods 10 hours / 10 contact hours, 2 days

Lectures, self study. Allocated time per teaching/learning method

Time (in # of hours) allocated per major method: • lecture (L), • supervised practical (SP), • group assignment (GA) e.g. workshop, project, • individual assignment (IA) including Thesis, IFA, • self study (S) including unsupervised practicals, • overhead (O) (e.g. QH, exam, opening)

L SP GA IA S O 9 - - 1 - -

Assessment methods Attendance, tests. Language of instruction English.

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PL2

Course type MSc Module type Programme Erasmus Mundus Masters Specialisation Module name Elective LecturesCourse title Depends of a course selected by a student. Type of course Obligatory Year of study, semester Second, first. Number of credits allocated, workload based

3,0 ECTS


Depends of a course selected by a student.

Course contents Depends of a course selected by a student. Objectives of the course Depends of a course selected by a student. Prerequisites Depends of a course selected by a student. Recommended reading Depends of a course selected by a student. Teaching methods Depends of a course selected by a student. Allocated time per teaching/learning method

Time (in # of hours) allocated per major method: • lecture (L),• supervised practical (SP),• group assignment (GA) e.g. workshop, project,• individual assignment (IA) including Thesis, IFA,• self study (S) including unsupervised practicals,• overhead (O) (e.g. QH, exam, opening)

L SP GA IA S O

Assessment methods Depends of a course selected by a student. Language of instruction English.

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PL3

Course type MSc Module type Programme Erasmus Mundus Masters Specialisation Module name Environmental Management and AssessmentType of course Obligatory Year of study, semester Second, first. Number of credits allocated, workload based

6,0 ECTS


Dr Anna Kalinowska, Dr Wiktor Kotowski, Dr Witold Lenart, Dr Hanna Machińska, Adrian Ochtyra MSc, Dr Małgorzata Roge-Wiśniewska, Professor Dr Tomasz Żylicz

Course contents The aim of this module is to give overview of environmental management main elements (such as e.g. spatial planning, nature conservation, environmental: assessment, standards, certification, plans and programmes) and elaborate on the impact of recent policy changes on the Central European environment. The relation between particular elements of environmental management are discussed, particularly on the cases of environmental impact assessment of various projects in Brudzeń Landscape Park. Topics such as access to information about environment and environmental protection, investment procedures, nature preservation, waste management, certificated environmental management systems, environmental impact assessment are discussed.

Objectives of the course The learning outcomes from this module are: an understanding of the complicate environmental, economic and low aspects of environmental management as well as changes occurring in the environment caused by human actions. Students analyse alternatives of localisation and technology various investment projects using GIS methods. They realize the role of markets in an efficient use of environmental resources and number of issues related to environmental policy. Students analyse case law of the Court of I Instance and the Court of Justice.

Prerequisites Familiarity with basic GIS techniques and image processing operations. Recommended reading Folmer H. and Gabel H. L, (eds.), Principles of Environmental and Resource

Economics. A Guide for Students and Decision-Makers, Second Edition, Edward Elgar Publishing 2000, especially pp.130-156. Roge-Wiśniewska M., (ed.), 2010, Environmental Management and Environmental Assessment in Poland, University of Warsaw, Warsaw. Roge-Wiśniewska M., (ed.), 2009, Brudzeń Landscape Park – Natural and Cultural Environment and State of Land Use Structure, University of Warsaw, Warsaw.

Teaching methods 90 hours / 60 contact hours – 6 hours/week, 15 weeks/year Lectures, practical classes, presentations, project work, computational exercises, self study.

Allocated time per teaching/learning method


L SP GA IA S O 25 31 20 10 4

Assessment methods Written assignments, presentations, analysis using GIS methods. Language of instruction English.

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PL4

Course type MSc Module type Programme Erasmus Mundus Masters Specialisation Module name Environmental Policy – Application of Remote Sensing Type of course Obligatory Year of study, semester Second, first. Number of credits allocated, workload based

3,0 ECTS


Prof. Dr Katarzyna Dąbrowska-Zielińska

Course contents Object oriented classification for land use classes distinguished at the image; Application of energy balance approach for calculations of heat fluxes for various

land use classes (detected from object oriented classification) – forests, agriculture, grassland, wetlands;

Analysis of heat fluxes using the data from field measurements; Applications of models with implementation of evapotranspiration derived from

latent heat; Cropping System Analysis; Precision crop management: crop waters stress; VIS, NIR, SWIR and SAR

wavelength; vegetation indices for determining nutrient stress; Combining remote sensing with crop growth modelling for yield prediction; E-cogniction.

Objectives of the course Students will be able to: understand the processes of heat transport between the vegetation – soil surface

and the atmosphere; analyse object oriented classification for distinguishing various surfaces for heat

transfer; make a deduction of water balance and energy balance components using the

imputes derived from remote sensing; analyse of crop growth models.

Prerequisites Familiarity with basic GIS techniques and image processing operations. Recommended reading – Teaching methods 45 hours / 15 contact hours – 9 hours/week, 5 weeks/year

Lectures, practical classes, presentations, computational exercises, self study. Allocated time per teaching/learning method


L SP GA IA S O 5 10 20 10 -

Assessment methods presentation, analysis using GIS methods. Language of instruction English.

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PL5

Course type MSc Module type Programme Erasmus Mundus Masters Specialisation Module name Research Proposal Writing Type of course Obligatory Year of study, semester Second, first. Number of credits allocated, workload based

5,5 ECTS



Course contents This module is reserved for proposal preparation and will end with a formal evaluation of the candidate’s ability to undertake MSc research. All third-country students conduct their fieldwork in Europe.

Objectives of the course Upon completion of this module students should: Produce a preliminary research proposal (including problem definition, summary

of relevant literature, proposed methods and plan of execution); Present and justify the proposed research problem and design in a public

presentation.

Prerequisites Successful completion of all previous courseware modules. Recommended reading Teaching methods 90 hours – 22,5 hours/week, 4 weeks/year

Individual assignment, self study. Allocated time per teaching/learning method


L SP GA IA S O 60 30

Assessment methods Preliminary research proposal. Language of instruction English.

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PL6

Course type MSc Module type Programme Erasmus Mundus Masters Specialisation Module name Research Project and Field Work Skills I Type of course Obligatory Year of study, semester Second, first. Number of credits allocated, workload based

6,0 ECTS



Course contents This module focuses on research themes. These themes form the subject framework and organizational structure in which MSc students conduct their individual MSc research. The content is theme specific, and where possible inter-disciplinary. Research themes are free to fill in this module within the boundaries described in this module description. The emphasis is on specific field work skills required to successfully complete a MSc thesis. The supervisors provides thesis guidelines early in the module, based on the thesis proposal that has been finalised and accepted (module “Research Proposal Writing”). Revision of the thesis proposal may be necessary. The final stage of the Master’s course is dedicated to carrying out an individual research project. Each student works independently, but under the supervision of a staff resarch theme leader, on an approved research topic from one of the research themes related to the programme. All research projects are linked to ongoing research themes, either at the partner Universities or externally. Depending on background, interest and career aspirations a student can participate in projects in specific fields in different environments. During the thesis work students develop their research skills further, and in a final examination they demonstrate that they have achieved the course objectives. Progress on the thesis is monitored regularly through individual progress reports and meetings with supervisors. Supervisors and co-supervisors visit on a regular basis.

Objectives of the course The learning outcomes are knowledge and expertise in developing a research project as well as an ability to conduct effective field work. The learning outcomes includes specific research skills and the formulation of a detailed fieldwork plan of operations. Necessary data collection takes place in the selected or assigned study area(s). On return from the field, students undertake data analysis and thesis writing.

Prerequisites Successful completion of all courseware modules. Recommended reading - Teaching methods 90 hours / 29 contact hours – 6 hours/week, 15 weeks/year

Individual assignment. Allocated time per teaching/learning method


L SP GA IA S O 40 50

Assessment methods Individual progress reports and meetings with supervisors and co-supervisors. Language of instruction English.

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PL7

Course type MSc Module type Programme Erasmus Mundus Masters Specialisation Module name MSc Research Concepts and Skills Type of course Obligatory Year of study, semester Second, first Number of credits allocated, workload based

6,0 ECTS



Course contents This module focuses on preparation for writing the master’s thesis, integrating environmental applications, and fieldwork methods. An understanding of the purpose and use of research, and the possession of the appropriate research skills are required for the effective and efficient completion of the MSc thesis. The module introduces the MSc candidates to various aspects of scientific research through lectures and guided assignments. It includes steps in the research process; ethics and professionalism in science; the development of hypotheses and research questions; searching for information, citations and references and the management of literature; and report-writing techniques (structure, style, terminology, expression, presentation). The students are introduced to possible research topics and researchers in order to stimulate their thinking about the thesis. There is a focus on developing specific didactic skills including independent library search, presentation skills, and essay writing.

Objectives of the course The learning outcome is that students are equipped with the skills necessary to write a high quality scientific thesis and/or article.

Prerequisites Successful completion of all previous courseware modules. Recommended reading - Teaching methods 90 hours / 15 contact hours – 6 hours/week, 15 weeks/year



L SP GA IA S O 15 45 30

Assessment methods Presentations. Language of instruction English.

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PL8

Course type MSc Module type Programme Erasmus Mundus Masters Specialisation Module name Research Project and Field Work Skills II Type of course Obligatory Year of study, semester Second. Number of credits allocated, workload based

4,0 ECTS



Course contents This module focuses on research themes. These themes form the subject framework and organizational structure in which MSc students conduct their individual MSc research. The content is theme specific, and where possible inter-disciplinary. Research themes are free to fill in this module within the boundaries described in this module description. The emphasis is on specific field work skills required to successfully complete a MSc thesis. The supervisors provides thesis guidelines early in the module, based on the thesis proposal that has been finalised and accepted (module “Research Proposal Writing”). Revision of the thesis proposal may be necessary. The final stage of the Master’s course is dedicated to carrying out an individual research project. Each student works independently, but under the supervision of a staff resarch theme leader, on an approved research topic from one of the research themes related to the programme. All research projects are linked to ongoing research themes, either at the partner Universities or externally. Depending on background, interest and career aspirations a student can participate in projects in specific fields in different environments. During the thesis work students develop their research skills further, and in a final examination they demonstrate that they have achieved the course objectives. Progress on the thesis is monitored regularly through individual progress reports and meetings with supervisors. Supervisors and co-supervisors visit on a regular basis.

Objectives of the course The learning outcomes are knowledge and expertise in developing a research project as well as an ability to conduct effective field work. The learning outcomes includes specific research skills and the formulation of a detailed fieldwork plan of operations. Necessary data collection takes place in the selected or assigned study area(s). On return from the field, students undertake data analysis and thesis writing.




L SP GA IA S O 15 24 20

Assessment methods Presentations. Language of instruction English.

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PL9

Course type MSc Module type Programme Erasmus Mundus Masters Specialisation Module name MSc Research Concepts and Skills and MSc Thesis Type of course Obligatory Year of study, semester Second, first Number of credits allocated, workload based

26,0 ECTS



Course contents This module focuses on preparation for writing the master’s thesis, integrating environmental applications, and fieldwork methods. An understanding of the purpose and use of research, and the possession of the appropriate research skills are required for the effective and efficient completion of the MSc thesis. The module introduces the MSc candidates to various aspects of scientific research through lectures and guided assignments. It includes steps in the research process; ethics and professionalism in science; the development of hypotheses and research questions; searching for information, citations and references and the management of literature; and report-writing techniques (structure, style, terminology, expression, presentation). The students are introduced to possible research topics and researchers in order to stimulate their thinking about the thesis. There is a focus on developing specific didactic skills including independent library search, presentation skills, and essay writing. The final outcome of the module is a thesis in hard copy and on CD-ROM. Electronic copies of the theses are also published on the course website.

Objectives of the course The learning outcome is that students are equipped with the skills necessary to write a high quality scientific thesis and/or article.



Time (in # of hours) allocated per major method: • lecture (L),• supervised practical (SP),• group assignment (GA) e.g. workshop, project,• individual assignment (IA) including Thesis, IFA,• self study (S) including unsupervised practicals,• overhead (O) (e.g. QH, exam, opening)

L SP GA IA S O15 55 20

Assessment methods Individual progress reports, M.Sc thesis and meetings with supervisors and co-supervisors.

Language of instruction English.

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WELCOME TO THE UNIVERSITY OF ICELAND

Basic information 1.1The University of Iceland has five schools and 25 faculties, offering hundreds of different courses of study. Various types of learning are provided at all higher education levels, through flexible programmes that meet today’s demands for an extensive and practical education. At the University of Iceland, we are in the midst of a vigorous period of growth. Research, scientific work and teaching at all levels are thriving, while remarkable achievements are attained on a regular basis with regards to improved facilities at the school. Recent and current undertakings serve to vastly enhance scientific activities and instruction at the University of Iceland and to improve facilities and opportunities for its students.

The University campus (Figure 1) is located only few minutes from the centre of Reykjavík.

Figure 1. University of Iceland - The University campus. The red arrow points at the Natural Science Building.

The University website (http://english.hi.is/) provides most answers concerning education, services and social activities, either on the websites of individual faculties, in the general section of the web, or on Uglan, the University’s intranet. At the University of Iceland the academic year is divided into two semesters, fall and spring, each semester lasting thirteen weeks. The academic calendar varies somewhat from one faculty to another. Generally the fall semester begins in early September with examinations in December, while the spring semester begins in early January with examinations completed by the middle of May. Some faculties start their courses the last week of August.

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1.1.1. Language of Instruction

The principal language of instruction at the University is Icelandic. However, courses for graduate students are generally taught in English, if there are non-Icelandic speakers enrolled, since knowledge of Icelandic is not a prerequisite for acceptance into master’s or Ph.D. degree programmes. Textbooks are mainly in English and/or Icelandic. Most faculties offer courses in English and some departments allow international students to take their examinations in English during the first semester of study. This is, however, always subject to the approval of each faculty and individual instructors. Courses in Icelandic for foreign exchange students are held at the University of Iceland every summer. For further information contact the Office of International Education at www.ask.hi.is. A complete list of all courses and programmes taught in English for international and exchange students is available in the Course Catalog on www.hi.is.

1.1.2. International Office

The International Office plays an extensive role in the University’s international cooperation. It disseminates information and assists students and staff with relation to the University’s participation in multinational cooperation such as ERASMUS, NORDPLUS, Norforsk and ISEP as well as in bilateral agreements.

For further information contact: International Office - University of Iceland Haskolatorg, Saemundargata 4 101 Reykjavík, Iceland Tel.: +354 525 4311 Email: [email protected] Website: http://english.hi.is/university/office_of_international_education

1.1.3. Mentor project

To help international students get a good start, the University of Iceland has a mentor system organized by the Student council. The objective of the mentor project is to provide the student with practical information about the University of Iceland and Icelandic society, as well as to introduce him/her to students and student life in general.

1.1.4. Libraries, computer facilities and students’ intranet

Students at the University of Iceland have access to the most extensive and comprehensive library in the country – the National and University Library of Iceland. Students receive a library card free of charge, which grants them access to electronic data banks that the library owns or subscribes to, all final theses submitted by students at the University, and more. Over 400 study desks are available to users, as are numerous seats at computers, micro-image readers, and in the Audio-visual Department. The Library also operates a number of branches and specialised libraries on campus.

International degree seeking students embarking on studies at the University of Iceland receive a web-key with which they can obtain a user name and password. All students at the University of Iceland are allocated a home page on the University web, as well as access to “Uglan”, the University’s intranet. Uglan is a powerful network of information, instructions and services available to UI students and staff, and serves as one of their primary working tools. It is moreover a lively, secure online community. Students and academics can upload content, announcements or projects onto the network, and enjoy interactive communication, for example in discussion forums. Students can access their Uglan home pages and the information contained there from any computer connected to the Internet.

Student associations and activities 1.2There are nearly 50 student associations and various student interest groups operating at the University of Iceland. The associations organize social events and other happenings for students throughout the academic year. ESN Reykjavík is a group of Icelandic and international students working together for the better understanding between cultures, supporting the exchange between Icelandic and international students. Kosmó is a group of students who study Icelandic for international students. The University Choir is an important component of the social life at the University of Iceland. The Choir appears at various public functions held by the University, as well as holding its own concerts and publishing work. The Student Theatre Group is open to everyone with an

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interest in drama and has for many years been a familiar part of Reykjavík’s cultural scene. The University Dance Forum is a new venue, welcoming all students. All students at the University of Iceland can use the University Sports Centre for a nominal fee. The Centre contains an excellent weightlifting room and runs fitness and aerobics classes of various types.

Student residency and work permits 1.3All citizens except Nordic citizens who come to Iceland for the purpose of study need a student residence permit if staying longer than three months in Iceland. Some need to obtain the residence permit before arriving; some can apply after they arrive.

A citizen of an EEA country who plans to study in Iceland has to register at the Registers Iceland upon arrival in Iceland. A citizen of an EEA country may stay and work in Iceland without a permit for up to three months from arrival in the country, or stay for up to six months if he is seeking employment. If the individual resides longer in Iceland, he/she should register his/her right to residency with the Registers Iceland. Residence in another Nordic country is not deducted from the residency period. Nordic citizens do not need a work permit.

Citizens of countries other than those within the EU and EEA must obtain a student residency permit before entering Iceland. The deadline to submit an application with the Directorate of Immigration is 1 July for the fall semester and 1 November for the spring semester. Some nationals outside EU and EEA are exempted from the obligation to carry a visa on arrival in Iceland for a stay of up to a total of three months within the Schengen area. The total stay within the Schengen area must not exceed three months in any period of six months. (See website www. utl.is, for information on which countries are part of the Schengen agreement).

If a student permit is granted, the applicant shall, upon arrival in Iceland, register his/her domicile with the Registers Iceland and get his/her picture taken at the Directorate of Immigration. All citizens should bring a passport which is valid at least three months after the scheduled departure, and some students are required to get a health check (see:Health Issues).

Health Issues 1.4European citizens: European students must carry the European Health Insurance Card (EHIC). This is proof that you are entitled to health insurance at home. For further information or if in doubt, see the website of the Social Insurance Administration, www.tr.is.

Citizens of countries other than EU and EEA: Students from non-EU/EEA/Nordic countries should have health insurance from an insurance company in their country that is licensed to operate in Iceland, or buy insurance from an Icelandic insurance company. The cost of insurance is approximately ISK 15,000.

Applicants for a student permit coming from Central and South America, including Mexico, non-EEA European countries, Asia or Africa must undergo a medical examination with respect to infectious diseases. If the applicant, in the opinion of a physician, has a valid medical certificate from the applicant’s home country, which has been issued less than three months before, the applicant concerned does not have to undergo a medical examination. People coming from the EEA (other than Romania and Bulgaria), Australia, New Zealand, Switzerland, the USA and Canada do not have to submit such a medical certificate, see www.landlaeknir.is.

Students in need of a health check should go to the Health Centre, at Álfaabakki 16, 109 Reykjavík. The purpose of the visit is a blood test and tuberculosis test. The results of these tests are then sent directly to the Directorate of Immigration. The cost varies depending on where you are from: ISK 10.200-30.000 and you need to make an appointment by calling: +354 585 1390 (open on weekdays 08:20–16:15).

Important contacts in Iceland Police, ambulance & fire alarm: 112

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Primary Health Care of the Capital Area (I. Heilsugæsla höfuðborgarsvæðisins) Álfabakka 16, 109 Reykjavík Tel: +354 585 1300 - [email protected] www.heilsugaeslan.is Health Care Service (I. Læknavakt) Smáratorg 1, 201 Kópavogur Tel: 1770 - www. laeknavaktin.is Opening hours: on a walk-in basis. Mon–Fri 17:00–23:30, Sat–Sun and holidays 09:00–23:30. Telephone lines are open for advice between 17:00–08:00 on weekdays and 24 hours on weekends and holidays.

The School of Engineering and Natural Sciences 1.5The University of Iceland - The School of Engineering and Natural Sciences is a leader within teaching and research in the fields of engineering, computer science and natural sciences in Iceland. The School provides various services for students, the professional sector and the general community (http://english.hi.is/sens/school_of_engineering_and_sciences/school_of_engineering_and_natural_sciences). A variety of studies and a great number of academic programmes are available within the following faculties: * Faculty of Civil and Environmental Engineering * Faculty of Earth Sciences * Faculty of Electrical and Computer Engineering * Faculty of Industrial Engineering, Mechanical Engineering and Computer Science * Faculty of Life and Environmental Sciences * Faculty of Physical Sciences The faculty administrating the GEM program is the Faculty of Life and Environmental Sciences. Also involved is the Faculty of Earth Sciences. The GEM students can however choose to take courses of interest in each school or faculty they are interested in. Several research centres linked to the University are located all around Iceland giving research students unique opportunities to do some of their studies and research projects outside of Reykjavík. (http://www.hi.is/en/study_centres).

Environmental programs and studies provided by the school of Engineering and Natural Sciences taught in English

Environment and Natural Resources This is a postgraduate, interdisciplinary degree programme, providing academic insight into the various aspects of environmental issues and the utilisation of natural resources (http://english.hi.is/environment_and_natural_resource/environment_and_natural_resources_studies). All faculties of the University of Iceland participate in the programme. Individual courses are open to exchange students, as long as they study at a master’s level at their home institution, and fulfill all prerequisites. This Master’s programme is designed to meet the needs of society for increased levels of environmental research, which is necessary to successfully tackle environmental problems and plan sustainable resource use. Renewable Energy Engineering A postgraduate study in the field of Renewable Energy Engineering, an interdisciplinary study programme on the technical and environmental aspect of harnessing, distributing and consuming energy in a sustainable manner. Iceland is an ideal location for studying renewable energy, due to the widespread use and production of geothermal and hydropower energy. The University offers a large and diverse range of interesting classes and research projects in the field of renewable energy. The field includes: Geothermal Engineering, Hydropower Engineering, Electric Energy: Transmission, Distribution and Markets, and Environmental Engineering. In addition, the Faculty of Civil and Environmental Engineering offers the courses Environmental Impact Assessment and Natural Resource Management which address environmental, social, and economic viewpoints.

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Earth Science for International Students A one-year course of study is offered for earth science students, covering topics in geology, geography, and geophysics. Emphasis will be put on aspects of Icelandic geology, like volcanic and geothermal activity, glaciers and plate tectonics, as well as physical and human geography. The course is suitable for Erasmus exchange students from the EU and others who want to spend a year in Iceland as a part of their university education. A minimum background of one year of undergraduate study in earth sciences is an assumed prerequisite.

Environment and Energy Among the countries of the world, Iceland has the highest proportion of renewables in any energy portfolio. Up to 7 % of Iceland’s primary energy comes from hydroelectric and geothermal energy. Even if enjoying this favorable position, the Icelandic research community is still working hard in order to improve the ratio of renewables as well as considering ways to sequester the greenhouse gases emitted from the fossil fuel sources left. The University of Iceland holds an internationally leading role in these fields.

1.5.1. Faculty of Life and Environmental Sciences The faculty of Life and Environmental Sciences offers B.S. degree programmes, master’s degree programmes and doctoral programmes in tourism studies, geography and biology. Approximately 400 students study at the Faculty. The Faculty engages roughly 30 well-educated and well-trained lecturers, who for many years have been leaders in carrying out research in the academic fields of the Faculty.

The Faculty is based in Askja – the Natural Sciences Building, University of Iceland.

University of Iceland Faculty of Life and Environmental Sciences Sturlugata 7, 101 Reykjavík, Iceland Phone: +354 525-4600

1.5.2. Research in Life and Environmental Sciences Academic staff and specialists at the Faculty conduct research within a few main subject areas: molecular biology, microbiology, fish and marine biology, ecology and evolutionary biology, biogeography, natural and human geography, tourism studies and environmental science. Each group conducts research that usually falls within one or more subject areas. The groups also engage in varied collaborative efforts, with both international and domestic partners.

Natural geography Natural geographers deal mainly with the land’s appearance and the processes that form this appearance. Geographical information systems and remote sensing technology are important research tools. At the faculty, research is carried out on the interplay between climate, land use, geological change, soil, vegetation and settlements. Further research topics include soil carbon balance and its connection with ecological cycles and finally, natural hazards, such as floods or volcanic eruptions, and how public institutions and organisations can respond to such events.

Human geography Human inhabitation, utilisation of resources, the interplay of culture and space - these are all classic research topics the importance of which has increased even more in recent years. Various research is conducted at the Faculty, focusing on the development of settlement patterns and industrial activity in Iceland, as well as the formation of Icelandic urban areas. Research into the importance of landscape in an Icelandic context is a cultural geography aspect. Further research relates to development and development cooperation, directed towards deprived areas of the world.

Tourism studies Tourism has increased steadily in recent years, not least in Iceland, and the nature is the magnet that attracts most tourists to visit Iceland. Considerable research into the culture of Icelandic nature tourism and its environmental impact is conducted at the Faculty. The distribution of tourists and their travel behaviour is mapped and the capacity of various tourist attractions is being investigated. In this way, knowledge that can be applied to improve the planning and management of these tourist spots is gathered.

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Tourism is further an important foundation of the economy and habitation in many regions. This is the focus of some of the research in tourism at the faculty. The arrival of cruise ships and services generated thereby is an example of a topic. Another example is innovation related to cultural heritage in fishing communities. A number of interesting topics await further research; this can increase value creation within the tourism industry and ensure a general consensus on the industry's future direction.

Environmental science Interplay between man and nature is one of the main topics within environmental science. Research in environmental science naturally encompasses a vast subject area on the boundary between ecology, geology, geography and tourism studies. The key questions relate to the protection and sustainable utilisation of natural resources, for example to assess the impact of tourism and tourists' experience of Icelandic nature; to investigate the impact of construction projects on ecosystems; the diversity and appearance of land and sea; and research man’s influence on historical changes in landscape, flora and fauna.

Molecular biology In the last 50 years, molecular biology has flourished as an independent discipline, in addition to which molecular biology and biochemistry methodology has proven useful in research in life and environmental sciences. Groups in operation within the faculty seek to answer key questions in molecular biology, e.g. on the nature of the genetic code, proteins that copy and repair DNA and the expression of antibacterial peptides.

Microbiology The world of microorganisms has become accessible through advents in microscope technology and cultivation. The biotechnology revolution began with research on microorganisms, and currently genetic technology can be applied in isolating un-culturable microbes, identifying inherent floras of bacteria in the environment as well as infectious variants that are harmful to humans and animals. Microbiologists at the faculty work on other projects, for example regarding the use of lipids as a protection against viruses and bacteria, and diversity in high temperature hot springs.

Fish and marine biology The ocean is one of Iceland's most important resources, and sensible management of this resource is essential for the nations continued prosperity. Research involves most factors relating to yield and sensible resource management. Fundamental questions on ocean currents and flow around the country, the nature of deep-sea communities, the type and diversity of exploitable marine stock, how they respond to fisheries, and factors that influence recruitment, spawning and hatching. Scientists at the faculty also conduct research on factors relating to the condition of fish stock and that can bring about an increase in the value of catch and products. (cf, www.marice.is).

Ecology and evolutionary biology Organisms develop in an ecological context, at times very quickly, but most often over a long period of time. Research groups within the Faculty deal with questions covering the whole of this spectrum. Some research focuses on the properties of ecosystems, for example the great fluctuations in the biota of Lake Mývatn, the stand development of birch on Breiðamerkursandur, and the territorial behaviour of fox in Hornstrandir. Examples of research on evolutionary biology are for example the hunt for genes that relate to the adaptability of cod to depth, classification of crabs that survived the Ice Age under glaciers, the hybridisation of birch and dwarf birch, and the research and development of promoter sequences.

Head of Faculty: Dr. Eva Benediktsdóttir, Associate professor, E-mail: [email protected]. Telephone: 525 4584

1.5.3. Faculty of Earth Sciences The Faculty of Earth Sciences (http://english.hi.is/von/faculty_of_earth_sciences/main_menu/home) offers programmes in geology and geophysics. Geology is a strong academic subject at the University of Iceland, and the Faculty enjoys collaboration and shared facilities with the specialists at the Institute of Earth Sciences. Earth sciences are a broad field, from glacial geology to volcanology, earthquakes to geothermal energy, palaeontology to oceanography, that is disciplines that deal with the earth itself, its formation and evolution.

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The research conducted by staff at the Faculty of Earth Sciences is carried out under the auspices of the University of Iceland’s Institute of Earth Sciences. This is a research venue for permanent academic staff as well as other specialists, post-doctoral fellows and graduate students. Research is divided into three main themes; volcanology, environment and climate and crustal processes. Research is focused on some of those processes that are particularly active in and around Iceland, in the Earth's mantle and crust, in volcanoes and geothermal areas, glaciers and rivers, sedimentary deposits on land and in the ocean, vegetation and erosion. Research relates to Icelandic natural resources; Icelandic nature and its uniqueness in a geological sense; the Icelandic contribution to a global understanding of earth sciences.

Head of Faculty: Professor Þorvaldur Þórðarson. E-mail: [email protected]. Telephone:525 4428

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Courses offered by the University of Iceland Information on graduate courses offered by UI is found at the university’s homepage (www.hi.is). Here below are recommended courses listed out.

LAN115F Scientific approaches to nature, society and space IS1

Course Description The course is for all those who enter graduate studies in geography and tourism. Key texts about the concepts of space, place, nature and society are read. Past and present views of science towards natural and social processes are examined. Ontological and epistemological approaches are critically evaluated. How do values and objective measurements meet? What is measurable and what is not? The objective of the course is to provide students with a sound understanding of the diverse theories and approaches that are relevant to research in geography, tourism studies and related fields, enabling them to assess their significance for their own research interests and proposed projects.

Learning Outcomes

Basic information Course Number: LAN115F Long Course ID: 5053LAN115F20146 Type: Course Credits: 10 credits Min. grade: 6,0 Level: Graduate Semester: Fall Academic Year: 2015-2016 Time slot: H Lessons/teaching sessions (40 min. each):

Supervision Supervisory Teacher: Ian Stuart Jenkins Senior Lecturer (UK) - Associate Professor (USA).

Preceding Courses / Prerequisites No Preceding Courses / Prerequisites registered

Final exam Not Decided, 40%

Other assessment components Weight of thesis: 40%, Weight of assignments: 20%

Books No textbooks have been specified

School Engineering and Natural Sciences

Faculty Faculty of Life and Environmental Sciences

Special Comments Taught in English

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LÍF201F Introduction to Research Studies and the Scientific Community IS2

Course Description Introduction to Research Studies and the Scientific Community The scientific community. Practical information for research students. The research student's rights and responsibilities. Career opportunities. What you can expect and not expect from supervisors. Experimental design and how to report and publish results. Techniques for poster and oral presentations. Writing scientific papers. Writing science proposals. Exercises.

Basic information Course Number: LÍF201F Long Course ID: 5053LÍF201F20150 Type: Course Credits: 4 credits Min. grade: 6,0 Level: Graduate Semester: Spring Academic Year: 2015-2016 Lessons/teaching sessions (40 min. each): Total lectures 22, divided on 14 weeks Total discussion sessions 22, divided on 6 weeks

Supervision Supervisory Teacher: Sigurður Sveinn Snorrason Professor.


Final exam No Final Examination

Books Book list is unconfirmed Hall G.M.: How to Present at Meetings, 2001. Friedland A.J .& Folt C.L.: Writing Successful Science Proposals, 2000.




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LAN441L Final project IS3

Course Description The M.S. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Engineering and Natural Sciences. Students should consult the chair of their department on the choice of a project supervisor. The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.

Learning outcomes Upon completion of the MS thesis project, the student should: Have a sound theoretical knowledge of a specific subject

in his or her field of specialisation. Have acquired extensive, systematic understanding of

the subject, including the most recent available findings on the subject.

Have the ability, skills and initiative to gather appropriatescientific/theoretical data, and analyse and evaluate the data according to accepted practices and research methods in the respective field.

Have the ability to conduct an original research andpresent the material in the context of previous research or similar projects in the field.

Have the ability to apply theoretical concepts andtheories within the relevant professional context.

Have the ability to present theoretically groundedfindings, both in writing and verbally, in a clear, professional and creative manner.

Have the ability to address, in a critical manner,academic sources, theories, and controversial issues.

Basic information Course Number: LAN441L Long Course ID: 5053LAN441L20146 Type: Final Assignment Size: 30/60 credits Level: Graduate Semester: Fall / Spring Academic Year: 2015-2016


Books No textbooks have been specified




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