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Classes at UNH
Classes at UNH
GEOG 402, Regional Geography of the Non-western World (Online version)
This course examines the major non-Western culture areas of the world—Southwest Asia and North Africa, Sub-Saharan Africa, South Asia, East Asia, and Southeast Asia—and the unique integration of human and physical phenomena that produces the distinctive character of these areas. In addition, the course serves as an introduction to the discipline of geography, with its unique spatial perspective. A companion course, the Regional Geography of the Western World (GEOG 401), is also offered.
GEOG 550, Geography of Sub-Saharan African
This course is an introduction to the geography of Sub-Saharan Africa. It will not only provide a general overview of the location of major physical and human features of Africa, but also it will examine the dynamic issues facing contemporary African societies and the challenges that the people and nations of this vast continent are working to resolve. Students will learn the names of all of the countries and where they are located, as well as environmental and resource issues, historical impacts on development, cultural aspects, peoples, societies, rural and urban organization, industrialization and trade, and prospects for the future.
GEOG 572, Geography of the Natural Environment
This course is an introduction to the geography of the natural environment, including landforms, weather and climate, water resources, and biogeography. Through this course we will examine the processes that shape the different elements of the environment and the relationships between them.
This course provides an introduction to biogeography, the study of the distribution of organisms. Biogeography is a broad subject which overlaps several disciplines including geography, biology, and geology. This course combines historical and ecological perspectives in analyzing plant and animal distributions. Explores local, regional, and global biogeographic patterns and their underlying processes, as well as human impacts on biotic distributions.
GEOG 650, Field Methods in Geography
A survey of selected geographical field methods and the application of these methods – both qualitative and quantitative. It is designed around a series of field techniques, research and lab exercises, and the classroom setting which will introduce students to techniques widely used in gathering and analyzing spatial data in the geographical context.
GEOG 673, Issues in Environmental Geography
This course is designed to provide students with a sampling of current environmental issues, presented in a geographic context. Geographers are inherently interested in the spatial arrangements of resources, landscapes, and people. As such, this course will emphasize the importance of spatial scale as well as temporal scale in discussions and analysis. The course is not a political ecology of contemporary global environmental issues, but inevitably environmental issues are politically charged, and so politics and policies will to some extent (with or without intention) be interjected. It is ok to have a political ideology linked with the topics discussed in class, as long as students back their opinions up with facts, and as long as students respect all classmates regardless of viewpoint. The course will be interactive and students are expected to participate every class period. This is a writing intensive course, so there will also be plenty of opportunity to present your arguments and opinions on issues in written form.
DPP 952, Balancing Resource Management, Land Use, and Development
This course is part of the Masters of Arts in Development & Policy Practice program at UNH (http://www.unh.edu/madpp). We will explore the interrelationship between separate landscape components and how they contribute to a functional landscape that can sustain livelihoods. Students should understand the multi-temporal and multi-scalar impacts of their management strategies. They need to be aware of and understand the balance between short-term vs. long-term sustainability and intended vs. unintended consequences. In addition, they will learn to engage and communicate results to various types of stakeholders.