Go Back to 121-101 (Geography, Faculty of Arts, v3, p84)
NOTE: These differences were detected by computer program - they may or may not be substantive.
Different ASSESSMENT
Source=[Two 90-minute examinations (40%); two essays of up to 2,000 words each (60%). Submission and satisfactory completion of at least 80% of tutorial summaries is required before final marks are released.]
Xref = [Two 90-minute examinations (40 per cent); two essays of up to 2,000 words each (60 per cent). Submission and satisfactory completion of at least 80 per cent of tutorial summaries is required before final marks are released.]
Different COORDINATOR
Source=[Mr T Stutterd.]
Xref = [Mr T. Stutterd.]
Different POINTS
Source=[25.0 1st year]
Xref = [25.0]
Differences in Geography, Faculty of Science (v4, p192)
Different ASSESSMENT
Source=[Two 90-minute examinations (40%); two essays of up to 2,000 words each (60%). Submission and satisfactory completion of at least 80% of tutorial summaries is required before final marks are released.]
Xref = [Two 90-minute examinations, one at the end of each semester (40%); two essays of up to 2,000 words each (60%). Submission and satisfactory completion of at least 80% of tutorial summaries is required.]
Different CONTACT
Source=[Two 1-hour lectures and a tutorial each week.]
Xref = [2 lectures and 1 tutorial per week]
Different COORDINATOR
Source=[Mr T Stutterd.]
Xref = [Mr A Stutterd]
Different OBJECTIVES
Source=[Students completing this subject should:
<p>1. develop an understanding of the occurrence of famine and malnutrition in the modern world by being able to:</p>
<ul>
<li>distinguish between the definitions of malnutrition and famine
<li>state in global terms how many people are malnourished and when and where famines have occurred
</ul>
<p>2. develop an understanding of the relations between population, environmental change and famine by being able to:</p>
<ul>
<li>list the recent changes in the history and geography of population
<li>enumerate the processes driving climatic variation and land degradation in famine prone regions
<li>recognise how population growth and environmental change are related and how, in turn, they affect the probability of famine
</ul>
<p>3. recognise that famine and undernutrition are social creations and develop an understanding of the political economy of food production and distribution by:</p>
<ul>
<li>understanding the ways in which the food problem can vary with different types of society
<li>being able to determine who the undernourished are and who dies in famines
<li>understanding the concept of agrarian transition via a number of case studies
<li>being able to understand the links between the food problem and contemporary capitalism
</ul>
<p>4. be able to review the technical and social paradigms of famine and investigate ways forward by:</p>
<ul>
<li>recognising that no single paradigm explains famine
<li>understanding and evaluating alternative methods of alleviating famine
</ul>]
Xref = [Students completing this subject should:
<p>1. develop an understanding of the occurrence of famine and malnutrition in the modern world by being able to:</p>
<ul>
<li>distinguish between the definitions of malnutrition and famine
<li>state in global terms how many people are malnourished and when and where famines have occurred
</ul>
<p>2. develop an understanding of the relations between population, environmental change and famine by being able to:</p>
<ul>
<li>list the recent changes in the history and geography of population
<li>enumerate the processes driving climatic variation and land degradation in famine prone regions
<li>recognise how population growth and environmental change are related and how, in turn, they affect the probability of famine
</ul>
<p>3. recognise that famine and undernutrition are social creations and develop an understanding of the political economy of food production and distribution by:</p>
<ul>
<li>understanding the ways in which the food problem can vary with different types of society;
<li>being able to determine who the undernourished are and who dies in famines;
<li>understanding the concept of agrarian transition via a number of case studies;
<li>being able to understand the links between the food problem and contemporary capitalism;
</ul>
<p>4. be able to review the technical and social paradigms of famine and investigate ways forward by:</p>
<p>* recognising that no single paradigm explains famine;</p>
<p>* understanding and evaluating alternative methods of alleviating famine;</p>]
Different POINTS
Source=[25.0 1st year]
Xref = [25.0]
Mon Oct 9 16:30:34 1995
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