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This module gives students an introduction to natural language processing (NLP) algorithms and an understanding of how to implement NLP applications.

This module gives students an introduction to natural language processing (NLP) algorithms and an understanding of how to implement NLP applications.

This module gives students an introduction to natural language processing (NLP) algorithms and an understanding of how to implement NLP applications.

This module gives students an introduction to natural language processing (NLP) algorithms and an understanding of how to implement NLP applications.

Nature Based Solutions (NBS) – actions to protect, sustainably manage, and restore natural or modified ecosystems – can play a critical role in mitigating not only climate change, but also increasing other benefits from nature (ecosystem services) that humans depend on. Indeed, the IUCN estimates that Nature-based Solutions can contribute up to 37% of the mitigation required to meet the Paris climate goal of keeping warming to 1.5°C. meeting Paris climate goals. Key NBS include actions such as reforestation, but also restoring natural flood defences and re-wetting peatlands, as well as techniques such as no-till agriculture which reduces soil erosion. As such, NBS can play a critical role in the monumental challenge humanity faces in achieving a sustainable future. However, to achieve their potential, NBS must be carefully deployed – not all locations are ecologically suitable or socially desirable for a given NBS.
Geographers are uniquely well-placed to help meet the challenge of effectively deploying NBS, as identifying such locations is an inherently geographical issue driven both by social, and ecological factors. In addition to gaining an understanding of Nature Based Solutions students will gain an ability to critically assess NBS in terms of their social and ecological trade-offs. These skills will be assessed through both lectures as well as a self-directed independent essay, and a written final examination.

Students will also be given the opportunity to gain an understanding of practical application of NBS in the field via at least one field trip. Field trip(s) will include teaching by by expert external staff who have delivered these interventions (i.e. a guided tour of reforestation at National Trust Slindon by NT rangers was done in 2022).

The critical assessment of potential solutions to environmental problems is an important transferable skill that will likely be valued by many employers both in government and private industry working within the growing environmental sector. In addition, the ability to present a critical summary of evidence both in written and oral format is an important transferable skill applicable to a very wide range of potential employers.

Nature Based Solutions (NBS) – actions to protect, sustainably manage, and restore natural or modified ecosystems – can play a critical role in mitigating not only climate change, but also increasing other benefits from nature (ecosystem services) that humans depend on. Indeed, the IUCN estimates that Nature-based Solutions can contribute up to 37% of the mitigation required to meet the Paris climate goal of keeping warming to 1.5°C. meeting Paris climate goals. Key NBS include actions such as reforestation, but also restoring natural flood defences and re-wetting peatlands, as well as techniques such as no-till agriculture which reduces soil erosion. As such, NBS can play a critical role in the monumental challenge humanity faces in achieving a sustainable future. However, to achieve their potential, NBS must be carefully deployed – not all locations are ecologically suitable or socially desirable for a given NBS.
Geographers are uniquely well-placed to help meet the challenge of effectively deploying NBS, as identifying such locations is an inherently geographical issue driven both by social, and ecological factors. In addition to gaining an understanding of Nature Based Solutions students will gain an ability to critically assess NBS in terms of their social and ecological trade-offs. These skills will be assessed through both lectures as well as a self-directed independent essay, and a written final examination.

Students will also be given the opportunity to gain an understanding of practical application of NBS in the field via at least one field trip. Field trip(s) will include teaching by by expert external staff who have delivered these interventions. This typically involves a trip to the Knepp rewilding project in Sussex and to Winnall Moors (biodiversity and natural flood management) site near Winchester.

The critical assessment of potential solutions to environmental problems is an important transferable skill that will likely be valued by many employers both in government and private industry working within the growing environmental sector. In addition, the ability to present a critical summary of evidence both in written and oral format is an important transferable skill applicable to a very wide range of potential employers.

Nature Based Solutions (NBS) – actions to protect, sustainably manage, and restore natural or modified ecosystems – can play a critical role in mitigating not only climate change, but also increasing other benefits from nature (ecosystem services) that humans depend on. Indeed, the IUCN estimates that Nature-based Solutions can contribute up to 37% of the mitigation required to meet the Paris climate goal of keeping warming to 1.5°C. meeting Paris climate goals. Key NBS include actions such as reforestation, but also restoring natural flood defences and re-wetting peatlands, as well as techniques such as no-till agriculture which reduces soil erosion. As such, NBS can play a critical role in the monumental challenge humanity faces in achieving a sustainable future. However, to achieve their potential, NBS must be carefully deployed – not all locations are ecologically suitable or socially desirable for a given NBS.
Geographers are uniquely well-placed to help meet the challenge of effectively deploying NBS, as identifying such locations is an inherently geographical issue driven both by social, and ecological factors. In addition to gaining an understanding of Nature Based Solutions students will gain an ability to critically assess NBS in terms of their social and ecological trade-offs. These skills will be assessed through both lectures as well as a self-directed independent essay, and a written final examination.

Students will also be given the opportunity to gain an understanding of practical application of NBS in the field via at least one field trip. Field trip(s) will include teaching by by expert external staff who have delivered these interventions. This typically involves a trip to the Knepp rewilding project in Sussex and to Winnall Moors (biodiversity and natural flood management) site near Winchester.

The critical assessment of potential solutions to environmental problems is an important transferable skill that will likely be valued by many employers both in government and private industry working within the growing environmental sector. In addition, the ability to present a critical summary of evidence both in written and oral format is an important transferable skill applicable to a very wide range of potential employers.

Nature Based Solutions (NBS) – actions to protect, sustainably manage, and restore natural or modified ecosystems – can play a critical role in mitigating not only climate change, but also increasing other benefits from nature (ecosystem services) that humans depend on. Indeed, the IUCN estimates that Nature-based Solutions can contribute up to 37% of the mitigation required to meet the Paris climate goal of keeping warming to 1.5°C. meeting Paris climate goals. Key NBS include actions such as reforestation, but also restoring natural flood defences and re-wetting peatlands, as well as techniques such as no-till agriculture which reduces soil erosion. As such, NBS can play a critical role in the monumental challenge humanity faces in achieving a sustainable future. However, to achieve their potential, NBS must be carefully deployed – not all locations are ecologically suitable or socially desirable for a given NBS.
Geographers are uniquely well-placed to help meet the challenge of effectively deploying NBS, as identifying such locations is an inherently geographical issue driven both by social, and ecological factors. In addition to gaining an understanding of Nature Based Solutions students will gain an ability to critically assess NBS in terms of their social and ecological trade-offs. These skills will be assessed through both lectures as well as a self-directed independent essay, and a written final examination.

Students will also be given the opportunity to gain an understanding of practical application of NBS in the field via at least one field trip. Field trip(s) will include teaching by by expert external staff who have delivered these interventions. This typically involves a trip to the Knepp rewilding project in Sussex and to Winnall Moors (biodiversity and natural flood management) site near Winchester.

The critical assessment of potential solutions to environmental problems is an important transferable skill that will likely be valued by many employers both in government and private industry working within the growing environmental sector. In addition, the ability to present a critical summary of evidence both in written and oral format is an important transferable skill applicable to a very wide range of potential employers.

The waters of the world have frequently served to connect rather than divide communities, leading to water transport becoming of vital importance to society. The remains of ships and boats thus constitute a key primary source for maritime archaeology. The processes involved in their design, construction, use and disposal were dynamically linked to society as a whole. Therefore they cannot be seen simply as interesting technological phenomena, merely as passive ‘reflections’ of that society, or of a segregated ‘maritime’ community. Ships usually had a high symbolic profile and were involved in many social mechanisms such as trade and exchange, warfare, projection of status, or simply coastal subsistence strategies. Ships and boats are therefore directly or indirectly implicated in almost all strata of society.

This module aims to examine watercraft from an archaeological perspective, encompassing their technological features, tools of production, sequences of building, operating environment and contexts of use. But, the sources consulted are not restricted to archaeology, and draw in historical, ethnographic and experimental data to provide the fullest possible evidence base. Understanding the influences underlying their technological characteristics will allow a more valuable and interpretative understanding of ships and boats as ‘active’ material culture. Teaching is conducted through lectures, seminars, practical sessions and fieldtrips. By the end of the module you will be familiar with the scope, potential, central tenets and resource base of nautical archaeology. You will have gained key skills in the interpretation and recording of watercraft, and in the production of material to express this knowledge and skill base.

The waters of the world have frequently served to connect rather than divide communities, leading to water transport becoming of vital importance to society. The remains of ships and boats thus constitute a key primary source for maritime archaeology. The processes involved in their design, construction, use and disposal were dynamically linked to society as a whole. Therefore they cannot be seen simply as interesting technological phenomena, merely as passive ‘reflections’ of that society, or of a segregated ‘maritime’ community. Ships usually had a high symbolic profile and were involved in many social mechanisms such as trade and exchange, warfare, projection of status, or simply coastal subsistence strategies. Ships and boats are therefore directly or indirectly implicated in almost all strata of society.

This module aims to examine watercraft from an archaeological perspective, encompassing their technological features, tools of production, sequences of building, operating environment and contexts of use. But, the sources consulted are not restricted to archaeology, and draw in historical, ethnographic and experimental data to provide the fullest possible evidence base. Understanding the influences underlying their technological characteristics will allow a more valuable and interpretative understanding of ships and boats as ‘active’ material culture. Teaching is conducted through lectures, seminars, practical sessions and fieldtrips. By the end of the module you will be familiar with the scope, potential, central tenets and resource base of nautical archaeology. You will have gained key skills in the interpretation and recording of watercraft, and in the production of material to express this knowledge and skill base.