Geography BSc (Hons)

The module uses laboratory experiments to allow students to gain first-hand experience of some fundamental physical, biological and chemical processes underlying physical geography, aimed primarily at interactions between people and their physical environment. It is designed to provide a foundation for environmental modules in the second and third years. This module comprises multiple whole-day practical sessions, each designed to give students first-hand experience of a topic important in understanding our changing environment. Dedicated computer practicals are also run to provide training in use of EXCEL, MINITAB, and basic inferential statistics. Students get formal feedback in each assessed week (one poster per group). However, perhaps most valuable is the feedback obtained informally via discussions during the sessions.

This module is the residential field-class available to first year BSc Geographers, comprising a residential field trip in the UK isles; there is also an online alternative for those unable to attend. Module delivery is via some initial lectures to set the scene. The field class commences with a guided informative walk introduction to the study area. The following four days are a tutor-led introduction to key techniques and skills. The students in four groups rotate through the four activities. The activities may vary, but currently address: topographical survey, long-term environmental change and fluvial flow processes monitoring an upland stream, and geomorphological mapping. The module uses a fieldwork-based problem-solving approach to explore some of the fundamental physical and chemical processes underlying physical geography. It is designed to provide a foundation for fieldwork and other practical Physical Geography modules in the second and third year.

This module examines a number of global ‘grand challenges’ facing humans on the planet earth related to climate and environmental change. It will introduce students to core concepts of sustainability and human impacts upon the environment, as well as exploring the range of proposed solutions and mitigation strategies which are available to understand climate and environmental change. The module thus provides a core knowledge base for social and natural scientists who wish to understand environmental change.

This 30-credit module will provide the bedrock for your degree, and comprises five main elements. Firstly, pastoral and study support, provided via a series of regular one-to-one and small-group tutorials with an allocated academic tutor/adviser; secondly, development of core study skills, including essay writing, lecture-note taking, critical thinking, presentation skills, and bibliographic searching and referencing; thirdly, a hands-on introduction to the fundamentals of Geographical Information Systems, helping you learn how to combine spatial data from different sources to create maps that address real-world problems; fourthly, a fieldwork experience designed to help you develop data collection and analysis skills, to enhance your academic understanding and to provide you with an opportunity to get to know the other members of your degree cohort better; fifthly, employability training designed to help you better understand what graduate employers are looking for, how to apply for summer work and/or volunteering opportunities, and how best to use your time at University to maximise your employability upon graduation.

The module uses a lecture and laboratory-based problem-solving approach to explore some of the fundamental physical and chemical processes underlying physical geography. It is designed to provide a foundation for environmental and physical geography modules in the second and third year. This module comprises multiple whole-day practical sessions, each designed to give students first-hand experience of a topic important in understanding our changing environment. Students get formal feedback in each assessed week (one poster per group). However, perhaps most valuable is the feedback obtained informally via discussions during the sessions.

Climate, Atmosphere and Oceans provides an understanding of how the climate system operates. The module draws on basic scientific principles to understand how climate has evolved over the history of the planet and how the climate system is operating now. Attention is particularly paid to the structure and circulation of the atmosphere and ocean, and how they both interact. The course emphasises acquiring mechanistic insight and drawing upon order of magnitude calculations. By the end of the module students will understand how the oceans and atmosphere combine to shape Earth’s climate. Students gain quantitative skills by completing a series of coursework exercises and a final exam. Students address the Net Zero carbon goal via group work involving digital storytelling.​

The zone of life on earth, or the ‘biosphere’, is a highly dynamic system responding to external pressures including changing human activities. The biosphere obeys a numbers of simple natural principles, but these often interact to create complex and sometimes unexpected responses. Using a wide range of examples we will explore these interactions between organisms and the environment. We will examine how species organise into communities, and how energy and other resources flow through ecosystems. We will explore how ecosystems respond to change, including gradual environmental shifts, sudden disturbance events and the effects of human activities. We will also learn how the key principles of ecology can be applied to conservation. We will assess the current state of the biosphere, and evaluate the major current threats. We will also look towards the future of ecosystems, including whether we can restore degraded habitats, and recreate “natural” landscapes.

Liverpool has been described as ‘the world in one city’, and in this module we utilise this unique geographical location to introduce key concepts and practices of human geography. Through a combination of field excursions, lectures and practical exercises, we develop skills of data collection, interpretation and analysis through considering the history, politics and socio-demographic characteristics of the city. The module helps students understand the connection between geographical concepts and real-world examples and is assessed through data analysis practicals and a field-based portfolio exercise.

This module provides a basic introduction to sedimentology and palaeontology. Students learn about the origin of sediment, sedimentary processes and structures and the ways in which sediments are converted into solid rock. The course outlines the importance of sedimentary rocks for hydrocarbons, water and as construction materials. Students learn how to describe and interpret sedimentary deposits. The palaeontology component introduces students to the major fossil groups and to the ways in which organisms can be preserved as fossils. It covers the importance of fossils for the study of evolution, environmental change and Earth history. Students learn how to describe fossils and how observations contribute to a broader understanding. Students will be assessed by means of two practical tests and a theory examination.

This module is designed to deliver an introduction to the diversity of marine ecosystems across the globe. Each week during in person lectures you will be introduced to a new ecosystem and will learn about this habitat, specifically the main organisms, key processes, and human threats to each ecosystem described and explored. Central to this module are interactive discussion sessions (workshops) that will build an understanding of how marine ecosystems are expected to respond to the human-induced changes of the anthropocene. During these workshops you will learn to critique a piece of scientific research in small group discussions guided by academics. Your knowledge and understanding will be assessed via open-book online tests, and a group project in which you will create an infographic outlining the threats a particular ecosystem faces.

This module is designed to provide students without a A-Level GCE level (or equivalent) background in mathematics a foundation to their degree programme. The module covers pure maths, maths mechanics and statistics developing the required knowledge and skills to be able complete degree programmes in Ocean Sciences, Earth Sciences, Geography, Environmental Science and Marine Biology. The module is taught as weekly lectures following a ten-chapter book developed for the module by world leading experts in the fields. Lectures are supplemented with workshops where concepts can be discussed and skills improved. The module is assessed though online pop-quizzes and a formal written exam.

This module introduces new aspects of geographical thought to the First-Year students which are unlikely to have been encountered via an A level geography syllabus. It also aims to enhance students’ understanding and awareness of complex global issues, focusing on two sub-disciplinary themes in human geography. Exact content will vary each year to reflect changes in the discipline, but broadly, one area will focus on understanding human population changes and geographical data (e.g. health or population geographies), whilst another will explore social, cultural and political approaches to geography (e.g. geopolitics, borders and nation states).

Contemporary Human Geography is a diverse discipline which offers unique insights into many of the most pressing challenges facing the world in the 21st Century. Many of the issues that reach the headlines on a daily basis are inherently geographical and research within human geography makes important contributions to knowledge of a broad range of social, cultural, political, economic, environmental and development challenges. This module provides an introduction to cutting edge debates within contemporary human geography, highlighting the ways in which the discipline contributes to interdisciplinary knowledge production across the humanities and social sciences. Each week, module lectures will provide an introduction to a different sub-disciplinary field, which will be explored with the aid of specific worked examples which encourage students to apply the theoretical issues discussed to ‘real world’ issues. Assessment is by coursework (mid-term essay) and a written exam (end-of-term).

This module is designed to appeal to students who would like to live in a better world and are interested in exploring and discussing critical approaches to inequality. Students on the module will gain understanding of the multiple and contested ways in which global challenges and international development are defined and studied. This will include critical attention to uneven processes of development over time and space, particularly related to global environmental change, inequality, and health. Similarly, the module provides a solid foundation and analysis of the historical, political, and economic forces related to globalisation. Students will therefore be critically informed about what globalisation produces for differing communities, cultures, and ecosystems. Students will also gain insight into how varying communities in different places are responding to development, globalisation, environmental injustices, and inequality through both resistance and building alternatives.

This module will introduce you to the concept of Earth System interactions as a framework for understanding the causes and consequences of climate change. The module will cover the key features of the earth, atmosphere and ocean, and their interactions. alongside the drivers and consequences for perturbing part of the Earth System. Past, contemporary and projections of climate change will be discussed, as well as the toolkit tools deployed by environmental scientists to detect climate change and show attribute it to be a consequence of human activities. The module will discuss also measures to mitigate against climate change, drawing on the United Nations Framework Convention on Climate Change (UNFCC) efforts .

The aim of this module is to give physical geography students experience of undertaking fieldwork in an environment and to extend their understanding of processes and characteristics of the environment and how they function and interact in the real-world. In this module students examine all the major components of physical geography and their functioning in the landscape. They investigate the interactions of climate, vegetation, soils, topography and human land use, in different locations. Major themes discussed include impacts of weather and climate, soil and water management, landscape development, as well as natural patterns and variability of characteristics. The students undertake a field project and write an essay on a major theme.

The module aims to introduce students to current and historical debates about the nature, purpose and practice of geography. It compliments Research Skills (ENVS203) and provides a background for all modules in Geography. Particular emphasis will be placed upon the philosophical and conceptual developments within Geography as a discipline and the role of ‘spatial thinking’ in the production of geographical knowledge. The module is delivered using a combination of lectures and seminars and is assessed with a comprehensive single piece of coursework.

The module will develop students’ knowledge of careers and employability with a focus on enhancing employability through tutorial-based exercises. In addition, the module provides a range of research skills required for the planning, implementation, analysis and reporting (written and oral) of independent research projects. Practical training will be provided in a range of qualitative and quantitative techniques across a broad range of geographical and environmental science themes. From this, students should develop a critical awareness as to the advantages and disadvantages of research methodologies in particular contexts.

This module explores the course of human history, examining the interaction of people with the environment, moving through the different stages of human development, from early agrarian based developments in the Neolithic 9000 years ago, through to modern agricultural practices and landscape management. The module uses wide ranging literature and case studies to explore a range of human-environment interactions (fuel, food, water, culture and space), exploring how human activities have modified, and been modified, by their environments, and how sudden changes whether natural or human induced have changed this relationship. This module is of relevance and interest to both social and physical science-based students.

The study of catchment hydrology is concerned with water above and below the land surface, its various forms, and its circulation and distribution in time and space within drainage catchments; it is based on fundamental knowledge of the hydrological cycle and its governing factors. Understanding the hydrological cycle is fundamental to physical geography. All life is supported by water and all earth systems incorporate fluxes of water to some extent. The module covers the main hydrological processes operating in drainage catchments in terms of their measurement, operation and controlling factors. The module provide ‘hands-on’ experience of both observing hydrology and modelling hydrological systems, with an emphasis on applied learning, which might be useful in a vocational sense in the future. The module will aim to deliver excellent training in the knowledge required to work in a wide variety of environmentally-facing careers, including those with the EA, Natural England or DEFRA, as well as Environmental Consultancies.

The Earth is subject to a myriad of threats and stresses, ranging from a changing global climate to  unprecedented scales of human impacts on ecosystems, so that a new geological time period, the Anthropocene was created. Placing future change in freshwater and coastal wetlands and lakes into a long-term context is a critical science, and without it, society cannot constrain the ‘natural’ baseline against which future changes could be judged. ​ This module will provide a critical insight into the global changes currently impacting the Earth over decades to millennial timescales. We will introduce a series of contemporary environmental concerns, and teach how we can reconstruct climatic and environmental conditions, the landscapes and vegetation of the past. We will explore a wide variety of archives (lakes, freshwater and coastal wetlands, oceans) and develop an understanding of the key techniques used to trace environmental conditions (physical properties, biogeochemistry, biological indicators). We will assess how the drivers behind these changes will affect future landscapes and ecosystems.

Understanding global climate systems is a key challenge for the coming century. However, these are complex systems which we continue to learn more about as research develops. This module covers a variety of topics which will develop students’ ability to understand these systems. Topics include energy balance and transfer processes at the surface, clouds, rain formation, weather forecasting, monsoons, tropical cyclones, weather in the mid latitudes, and the regional climates. The module has a balance between theory, processes, impacts, and hands-on experimentation and data analysis.

Environmental concerns have become increasingly pressing over the last few decades, covering pollution, resource depletion, loss of biodiversity and poor quality of life. Overarching all these concerns is the global challenge of climate change. We need to find new approaches to our way of life. This module explores the notion of environmental sustainability particularly from the point of view of urban planning. It is taught through lectures and assessed through an exam focusing on the principles and practices of environmental sustainability, and an individual project in which students develop their own imaginative idea for tackling a particular sustainability problem.

The module explores the basic processes that have helped shape landforms across the world. Module is predominantly focused on glacial, aeolian, and coastal landforms. The module is divided into four components, each composed of four sessions. The module starts with an introduction to how geomorphic processes operate and forces that influence geomorphic change. This includes the magnitude and frequency of events, as well as the time and space scales over which the processes operate, covering glacial, aeolian and coastal geomorphology. The module is delivered through weekly in-person lectures, two days of fieldwork and a formative GIS practical. It is assessed through two pieces of coursework based on the field work and a written exam.

The module introduces the principles of geographical information systems and science with a focus on human geography. Examples will be drawn from population geography with components linked to data sources, analysis and visualisation. Students will learn how to use GIS to map population data, to explore social deprivation, geographic inequalities, and commuting patterns, amongst other themes.

The module provides a generic training in manipulating environmental datasets using the industry-standard Matlab software. Skills are provided in reading in data, manipulating and plotting the data, and interpreting the data signals. The assumption is that students have no experience in programming. The module begins with an introduction to Matlab – what it is, what it can do, how to operate it – and then develops a series of programming skills, each week using data collected in the staff’s own research to provide real-world examples of the use of Matlab. The aim is to provide students with sufficient grasp of programming in Matlab to enable its use in subsequent project work, as well as providing the foundations in one of the key tools used in science and industry. The module is assessed by both coursework and a short final exam.

The marine environment presents a particular set of challenges for the organisms which inhabit it and these conditions are constantly changing as a result of human interventions. This module will provide a solid grounding in a number of topics, concepts and issues in the marine environment relating to the physiology and ecology of marine organisms and how they are affected by the activities of humans. Module content will be delivered primarily through interactive lectures supported by computer-based practical exercises and assessed by examination and coursework. Students will be guided to specific sections of textbooks, online resources and scientific papers to shape their learning.

This module introduces students to the study of globalisation in the early 21st century. In the 19th and 20th centuries there were big debates between those who think things work best when people are left to decide how they want to live and get what they need by trading with each other, and those who wanted a communist society where people get what they need and contribute what they can to the common good. Of course it did not work out that way, and now for many people free markets, or neoliberalism is the only serious game in town. The course examines those debates before moving on to examine case studies of how they have worked out in practice.

​This module aims to provide a general introduction to the field of population geography, in which a basic demographic understanding of population change is placed within a spatial framework, allowing exploration of the nature and causes of national, societal and cultural differences in these changes. This module is also designed to serve as the foundation block for those interested in pursuing a population geography or GIS/Spatial Analysis ‘pathway’.

Human Geography extends beyond the city, and this module seeks to develop a critical awareness of the changes taking place in contemporary rural areas. Through a combination of interactive lectures and class discussions, the module draws attention to how geographers and social scientists have approached the study of rural areas and rural issues. The coursework and examination encourage students to engage in informed discussion around the nature of rural change, how such change is understood and interpreted, and to reflect upon geographical difference and inequalities in rural areas.

Social and Cultural Geographies are two diverse, interlinked fields within contemporary human geography. Social geography is, broadly, interested in the relationships between social identities, power and space, and cultural geography examines the ways in which meaning is produced through ‘culture’ – social ideas, discourse, performances, objects, art, entertainment, images, music etc. This module will introduce you to these broad themes through a focus on the interrelations between identity, space and power and the ways in which these are produced through cultural forms. This includes exploring a range of social differences and identities such as gender, class, disability, sexuality, body size, race and ethnicity, and exploring representations and modes of engaging with the world including online/virtual space, mobilities, music, TV, and material culture.

This module aims to introduce students to the key methodological debates, and the main qualitative and quantitative methodological techniques that are used in the Social Sciences. In doing so, the module aims to deliver the research skills training that will enable students to successfully complete their field classes and dissertations. Students will be introduced through lecture and lab sessions to core research methods to understand and interpret the world we live in. The module is split into two sections – one qualitative and one quantitative, each with a different assessment. The qualitative section will cover core techniques such as interviews, focus groups and visual analysis, and is assessed through an extended bibliography of current research. The quantitative section will continue the core statistical training for Geographers begun in first year, and is assessed by a report produced through the analysis of a quantitative dataset.

Students are taught how marine systems are changing due to globally increasing water temperatures and increasing carbon dioxide concentrations in the atmosphere, which are affecting the chemistry, physics and ultimately biology of the marine systems at unprecedented rates. These changes are expected to accelerate in the coming decades. Localised anthropogenic stressors such as excess nutrients, plastic debris, trace metals (e.g. mercury, copper), marine heatwaves and/or other emerging contaminants affecting coastal and open ocean waters are covered. Students will gain an understanding of the causes and processes that drive marine pollution issues as well as techniques used to monitor, remediate and/or regulate those issues. Assessment is done through group work, coursework and a final in-person exam.

The ocean is a vital part of how Earth’s climate works, absorbing, storing and transporting heat and carbon dioxide from the atmosphere. Microscopic plants and animals in the ocean, known as the plankton, are key to how the ocean works in Earth’s climate system. From the tropics to the poles, we will look at how the ocean currents and tides are formed and how they control where and how much the plankton grow. Larger plankton are better at removing carbon from the atmosphere to the ocean depths, and we will consider why some regions of the ocean are better at supporting the plankton communities that are most efficient at removing atmospheric carbon dioxide. Processes that we will investigate include the formation of the major ocean gyres and tides, the effects of seasons and weather and how these change at different latitudes, oxygen and carbon dioxide exchange between the atmosphere and ocean and the fate of these gases in the sea, the sources of light and nutrients that the plankton need, and the importance of seasonal stratification and turbulence in controlling how and where the plankton can grow. You will learn how to analyse and report on ocean data that we have collected in our research, from the sub-tropical Atlantic to the polar seas. You will use simple computer simulations to investigate how the growth of plankton might change as our climate heats up. We will take a multidisciplinary approach to learning about the ocean, plankton and climate. Whatever your scientific background, we will provide you with the key knowledge of ocean biology, chemistry and physics that you need to understand why a planet needs an ocean in order to support a stable climate. Our teaching uses a combination of lectures, workshops and data analysis laboratories. The module is assessed by 3 pieces of coursework: analysis of data that we have collected during our research expeditions, use of a computer simulation to investigate plankton growth in a warmer climate, and a final quiz to test your knowledge of key concepts.

The module is concerned with the fundamental properties and characteristics of slopes and soils, and their relationship with the environment. Through a combination of theory and practical-led teaching, students will learn about slope and soil forming processes and evolution, and apply this knowledge to a number of pure and applied problems relating to slope and soil stability. The module is assessed through a combination of coursework (group report) and examination.

​This module provides students with the opportunity to undertake an independent research project into a topic of the choosing, under the supervision of an allocated member of staff.

This module examines climate change impacts on humans and ecosystems. The module is designed to give the student a good overview of the strength and weaknesses of climate modelling approaches. Elements of the global carbon cycle are discussed.

This module considers the evolution and response of coastal environments to marine and riverine processes and their variations in relation to past, present and future climate change. Attention is given to physical processes and inter-relationships acting along coastlines and coastal changes in response to sea level rise, variations in storms activity, wave climate and sediment supply. Consideration is also given to coastal management and climate change adaptation and mitigation measures. Topics will be investigated through a combination of lectures, field trips and development of a project aimed at identifying optimum coastal protection schemes for real case studies.

This module aims to give students a sustained and critical understanding of the relationship between bodies, space and power, with a particular focus on critical approaches to public health. Building on ENVS275 Social and Cultural Geographies, the module will provide students with an in-depth engagement with critical theory (particularly feminist and poststructural theory) as applied to contemporary and historical examples surrounding public health.

Fluvial processes are found all over the world and are some of the most important in sculpting the Earth’s surface and producing landforms. This module examines fundamental concepts and recent ideas relating to fluvial geomorphology, building on study throughout your educational career. A key point about studying fluvial environments is to understand how the system functions, its links and interactions. It is important to look at all the main components of the system, to understand the dynamics and controls on water and sediment flux and how these produce different types of landforms. The amounts of water and sediment can vary with the environmental conditions and thus study of the drivers of these systems such as climate and human activities and how they have changed over time is essential for being able to interpret the current landscape. Understanding of the present functioning of fluvial systems is essential for any environmental management since rain and runoff are ubiquitous and floods are a major natural hazard.

This module will introduce students to the nascent field of Geographic Data Science (GDS), a discipline established at the intersection between Geographic Information Science (GIS) and Data Science. The course covers how the modern GIS toolkit can be integrated with Data Science tools to solve practical real-world problems. Core to the set of employable skills to be taught in this course is an introduction to programming tools for GDS in R and Python. The programme of lectures, guided practical classes and independent study illustrate how and why GDS is useful for social science applications.

This module is designed for students seeking nuanced understandings of the drivers of various struggles for social change and environmental justice, as well as ways in which resistance, contestation, and alternatives are practised. Readings will provide a critical overview of the historical and sociopolitical forces that continue to generate inequality, damage the environment, escalate the climate crisis, and impact the world. Students will examine the complex dynamics and contentious politics that emerge across differing environmental, political, and economic conflicts, as well as evaluate the role of social movements, mutual aid, and collective action in advancing transformative change. Content will also cover various activist strategies, tactics, and forms of protest, revolt, and rebellion.

Increasing amounts of carbon dioxide in the atmosphere are having a profound impact on our Earth system. This module will introduce students to the fundamental theory behind the global carbon cycle. Students will see how carbon is partitioned between the atmosphere, land and ocean in the contemporary and past Earth system, understand how the ocean stores 50 times more carbon than the atmosphere, and consider the impact of increasing carbon dioxide on the organisms living on land and in the ocean. Teaching is through lectures, workshops focusing on key components of the carbon cycle, and guided reading. Assessment is by two pieces of coursework.

The module aims to demonstrate and explore how both human and physical geographers can combine expertise to work at the intersections of human-environment interactions and environmental humanities. Emphasising the importance of interdisciplinarity, students are introduced to a variety of research areas, such as health studies, data sciences, and climatology to examine the variety of cross-disciplinary and collective approaches to studying environmental science. Through group tutorials, students develop a group project based on their shared interests, culminating in a group presentation and individual essay as part of their assessment.

This module aims to provide an integrated perspective on a range of natural hazards, the different levels of impact on human societies, and the mitigation and adaptation strategies adopted before, during and after extreme events. At the end of this module students will have an understanding of the physical processes and societal impacts associated with a range of geophysical and meteorological hazards. The course is delivered in a series of lectures supported by tutorial sessions and is assessed by an exam and coursework assignment.

Ocean dynamics addresses how the ocean and atmosphere circulate. Fundamental questions are addressed, such as how heat, salt, and dissolved substances are transported, how jets and weather systems emerge on our planet, why there are western boundary currents in the ocean, and how seafloor topography shapes the ocean circulation. Students will improve their understanding of how the ocean and atmosphere behave, including comparing the importance of different physical processes in the climate system. The module is delivered via lectures and formative workshops to gain skills at problem solving. There is significant mathematical content, requiring familiarity with calculus and algebra. The module is assessed through two online tests and an essay.

Whilst for many people, colonialism has ended, we live in a world where the effects of colonialism are still visible. Many academics have taken a critical perspective on these continued legacies, and this field of thought is now broadly known as ‘postcolonialism’. This module explores the social, political and cultural effects and legacies of colonialism as they occur in particular contexts. The module is divided into two sections, one exploring the theoretical ideas of postcolonialism, the other looking at how thinking ‘postcolonially’ helps us to understand the world. Students are assessed through two pieces of coursework, one a theoretically-driven essay on a student-chosen topic, and one, focused on authentic assessment, which analyses the postcolonial aspects of contemporary culture (e.g. a film, book or museum).

This module aims to foster a broad understanding of contemporary theory in behavioural ecology, evolutionary biology and ecophysiology, with special reference to the marine environment. We will consider processes that operate at scales from individuals to populations using a theoretical and quantitative practical approach. This module builds on knowledge acquired about techniques, theory and processes in earlier years and provides the opportunity to experience the integration of current research themes in marine biology.

This module is designed to give students experience teaching geography to secondary school pupils, via the mentoring of A-level students Birkenhead Sixth Form College, St. Edward’s College and St. Hilda’s CE High School and via the delivery of a field and/or class-based learning activity. To support these activities training is provided on campus in Semester 1 in Geography at key stages 3-5, learning and teaching strategies, assessment for learning, fieldwork activities, lesson planning and delivery. Mentoring is undertaken in partner schools and colleges in Semester 2. Students taking this module will need to obtain a DBS Certificate – this will be done through the respective partner School/College.

This module intends to give a holistic insight of a number of marine and terrestrial microfossils that are conventionally used for reconstructing past environmental conditions for the Quaternary period, including recent past. Microfossils are biological indicators that can help to either qualitatively and/or quantitatively estimate environmental conditions such as atmospheric temperature and precipitation (pollen), sea-surface conditions (foraminifera, diatoms, radiolarians, dinoflagellate cysts), salinity (ostracods, diatom), pH (diatoms), sea-ice cover (diatoms, dinoflagellate cysts), etc. These conditions are of paramount importance for modelling past climate conditions and the data derived from microfossil assemblages enable to better calibrate models, which in turn, are essential to forecast future climate. In addition, microfossil assemblages help to understand the natural evolution of our environment as well as measuring the amplitude of human activities over time.​

This module looks at the cycling of carbon and greenhouse gases, and how their emissions drive climatic warming, via a range of different topics. These include ecosystems (e.g. peatlands, freshwaters), societal change (e.g. how did Covid 19 affect carbon emissions?), greenhouse gas accounting and policy (e.g. Net Zero, Representative Concentration Pathways), and Negative Emissions Technologies (e.g. enhanced weathering, direct air capture). By drawing together this diverse range of topics the module will equip students with a broad knowledge of why the climate is warming, and how this warming might be reversed. The module will involve both individual and group work, workshops, group presentations/debates, and engagement with the most current scientific literature and social media and science communication. Students taking this module must be willing to engage in quantitative analyses of carbon and nutrient cycling and its importance to climate mitigation strategies.

During this module students will be provided with fully up to date knowledge of how glaciers and ice sheets have behaved in the past; are currently behaving in the present; and will behave in the future. This will be achieved through paired lectures and seminars on different glacial themes, where students will have the opportunity to examine and critique a range of glaciological research techniques that are applied to glacial environments around the world, ranging from valley glaciers to ice sheets. It is intended that this will provide students with a working knowledge of the controls on (and the social and climatic impacts of) past, present and potential future glacier behaviour.

This course explores contemporary population dynamics across Europe. Students will explore fertility, mortality and migration dynamics across selected countries in Europe; review explanations for population change; and examine the policy challenges posed by such population change. Students will also explore these debates in a local context through a digital field walk in Liverpool, blending traditional approaches with expanded potentials via technology.

This module provides insight into social and spatial inequalities, and their inter-relations. The module will consider how and why inequalities might have persisted over time, how social inequalities have specific geographies, and the implications of this unevenness for those who are marginalised. The module is structured through four major themes: for example, inequalities and the labour market; ethnicity and inequalities; spatial understandings of poverty; and theories about inequality. The difficulties in defining and measuring social and spatial inequalities, and how such definitions may relate to broader theories, perspectives or frameworks of relevance are issues covered in the module, as well as how these terms are interpreted and (mis-)represented. The module draws on empirical evidence, theoretical approaches and policy responses. The module provides insight into government responses that aim to combat social and spatial inequalities and related issues in the UK, at the regional and sub-regional level.

This module introduces students to specific geographical developments in Poland since 1939. The course will be structured around the control and use of space in three key time periods: second world war, socialism, post-socialism. The second world war theme considers the impact of war on population and territory in Poland, and the subsequent contestations surrounding wartime memory within the country, focusing on museums and memorial sites as contested sites of memory. The second section of the course considers the spatial dimensions of everyday life under socialism, including: uses of public and private space, queuing and the shortage economy, imagined geographies of the west, and resistances. The final section investigates changes in Poland since 1989: to what extent the country has ‘returned to Europe’, the impact of shock therapy on social geographies, and how Poland is still working through socialist legacies. Special attention will also be given to Polish migration, before and after EU accession. Ultimately this module enables students to develop an in-depth empirical knowledge of a key site of change in contemporary Europe, while encouraging deep engagement with a range of historical, political, social, cultural and post-socialist geographical readings.

This module provides students with the opportunity to undertake an independent research project into a topic of the choosing, under the supervision of an allocated member of staff. The work-based dissertation additionally involves students working collaboratively with an external organisation on a mutually agreed research topic, thereby providing students with valuable work-related experience.

The focus of the module is a field session in the Algarve where students will learn about landscape, land use, vegetation processes, coastal environments in a Mediterranean landscape. The students will carry out research projects in teams that they will have planned in advance. A series of lectures will introduce the physical geography of the region and students will design their own projects under the guidance of staff. The assessment will comprise the project plan, a presentation of the data acquired during the field class and the final project report.

This module gives students experience of designing, collecting and analysing field data in the North West of England. It will develop students understanding of application of geographic theory to fieldwork whilst focusing on an issue that interests them. The module develops and enhances students research skills developed previously in their degree, whilst also encourages the development of authentic assessment-related skills through the writing of policy briefs or alternatives and the presentation of research findings in a format of the student’s choice. The module has been designed to allow students who may not wish to travel or undertake residential fieldwork to continue to develop their fieldwork skills.

Conservation of the marine environment is an important but complex issue. In this module we will explore how ecological data are used to monitor, assess and manage marine ecosystems and how this information is then used to underpin marine conservation. Using a series of real-world examples and expert guests from outside of the University you will learn skills used in conservation careers and how conservation really works. The module is delivered through a mix of video lectures, in-person lectures and computer practicals and assessed through a group presentation and an examination.