Module GEOG40930: SPATIAL AND TEMPORAL DIMENSIONS OF HAZARDS

Department: Geography

GEOG40930: SPATIAL AND TEMPORAL DIMENSIONS OF HAZARDS

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• This is a science-based module aimed at students wishing to develop postgraduate level knowledge about the spatial and temporal distributions and key characteristics of a variety of hazards. The aim of the module is to provide students with theoretical and practical training in how to understand, quantify, and visualise the spatial and temporal dimensions of hazards.

Content

• Magnitude and frequency of natural hazards
• Spatial patterns of natural hazards
• Temporal scales, persistence, recurrence, and sequencing of natural hazards
• Multi-hazards
• Prediction, forecasting and early warning
• Use of geospatial techniques, visualisation and big data in hazard analysis

Learning Outcomes

• Understanding of the relevant spatial and temporal scales over which a variety of hazards act
• Appreciation of how physical processes generate sudden-onset and slow-onset hazards
• Appreciation of how the physical processes that generate hazards define their spatial and temporal characteristics
• Understanding of the distinctions between prediction, forecasting, and early warning
• Understanding the drivers, spatial and temporal characteristics of multi-hazards
• Understanding how to incorporate uncertainty into the quantification and visualisation of hazards
• Appreciation of the role of citizen science in quantifying hazards

• Frequency-magnitude analysis of natural
• Probabilistic and deterministic approaches to hazards
• Manipulation and visualisation of quantitative data
• Familiarity of open data and data ethics in hazards research

• Critical evaluation of published data and interpretations
• Technical skills in numerical analysis of diverse data sets, and effective use of different open source software packages.
• Development of research skills, including formulation of research objectives, logistical planning, and measuring outcomes against these objectives

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The first part of the module consists of four blocks, and is concerned with understanding the spatial and temporal dimensions of hazards and hazardous events. Each block addresses a key theme of the module, and within each block, teaching is delivered by three lectures (that have a hands-on element to build quantitative skills throughout the module) followed by a practical exercise that leads to a formative or summative assessment. The lectures and computer-based practicals will be used to explore and discuss the various factors that set the scale of hazards, including their distribution in space, their duration in terms of primary and secondary effects, their recurrence, relationships between event magnitude, frequency, and location, and the importance of spatial heterogeneity and connectivity. This will be followed by an overview of effective techniques, approaches, and data sets. The first part of the module focusses on spatial and temporal characteristics common to many hazards, and explores broad concepts, methods and visualisation techniques that are widely applied in both research and practise. This part of the module will be assessed via the practical reports (two formative, two summative), which will give the students opportunity to consolidate and build upon the hands-on experience with the techniques and data sets discussed and explored in the lecture sessions.
• The second part of the module is centred around a self-guided project using one or more of the data sets and techniques discussed in part 1, supported by workshops for exchange of ideas, generic quantitative techniques, and individual assistance. Project topics will be chosen by the student with guidance from the teaching team and will depend on the availability of appropriate data sets. Students will give a short (c. 5 minute) presentation on their chosen project topic in the final session of term 2, as a chance to provide an update on progress and to identify any questions or areas of concern. Written formative feedback on progress and suggestions for improvements will be provided after the presentation and may be used to help prepare the final project report. Summative assessment of the project is provided via a written report.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Comments and feedback are provided on practical reports 1 and 2, and a set of practical solutions is provided to all students with generic information on each question. Practical solutions are also provided for the summative practical reports 3 and 4. Verbal and written feedback is provided on the project presentation at the end of term 2.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University