This is the gateway unit of study for Human Geography, Physical Geography, Environmental Studies and Geology. Its objective is to introduce the big questions relating to the origins and current state of the planet: climate change, environment, landscape formation, and the growth of the human population. During the semester you will be introduced to knowledge, theories and debates about how the world's physical and human systems operate. The first module investigates the system of global environmental change, specifically addressing climate variability and human impacts on the natural environment. The second module presents Earth as an evolving and dynamic planet, investigating how changes take place, the rate at which they occur and how they have the potential to dramatically affect the way we live. Finally, the third module, focuses on human-induced challenges to Earth's future. This part of the unit critically analyses the relationships between people and their environments, with central consideration to debates on population change, resource use and the policy contexts of climate change mitigation and adaptation.

Advanced students will complete the same core lecture material as for GEOS1001, but will be required to carry out more challenging practical assignments.

This unit of study provides a geographical perspective on the ways in which people interact with each other and the physical world, focussing on the processes that generate spatial variation and difference. This unit will consider the development and characteristics of natural environments across the globe, and will explore how these environments both constrain, and are influenced by, humans. Therefore, the unit of study will consider the biophysical, political, economic, cultural and urban geographies that shape contemporary global society. Each of these themes will be discussed with reference to key examples (such as Hurricane Katrina, the Earthquake in Haiti/Dominican Republic, the conflict in Darfur, and mega-deltas in the developing world), in order to consider the ways in which the various processes (both physical and human) interact. The unit of study is designed to attract and interest students who wish to pursue geography as a major within their undergraduate degree, but also has relevance to students who wish to consider the way geographers understand the contemporary world.

Advanced students will complete the same core lecture material as for GEOS1002, but will be required to carry out more challenging practical assignments.

The unit provides an essential framework for understanding the environmental response to short- and long-term geologic, oceanic and atmospheric processes. This Unit of Study introduces students to a variety of natural phenomena that affect society with impact levels ranging from nuisance to disastrous. The discussion of each hazard focuses on: (1) the process mechanics, (2) hazards and risk, and (3) methods for mitigation. Geographic Information Systems (GIS) are used by scientists, planners, policy-makers and the insurance industry alike to address many issues relating to natural hazards. This Unit of Study will introduce students to the major concepts relating to GIS and provide practical experience in the application of GIS techniques to hazard mapping, risk assessment and mitigation.

This unit has the same objectives as GEOS2111 and is suitable for students who wish to pursue aspects of the subject in greater depth. Entry is restricted and selection is made from the applicants on the basis of their performance to date. Students who elect to take this unit will participate in alternatives to some aspects of the standard unit and will be required to pursue independent work to meet unit objectives.

This unit of study introduces core concepts about how the formation of ocean basins and their influence on climate govern the development of coasts and continental margins. These concepts provide a framework for understanding the geographic variation of coasts, continental shelves and sediment accumulations in the deep ocean. Ocean-basin evolution is explained in terms of movements within the Earth's interior and how these movements determine the geometry of ocean basins, and their alpine counterparts, which interact with the global circulation of the ocean and atmosphere. This interaction plays a key role in marine sedimentation and controls the environmental conditions responsible for the development of coral reefs and other ecosystems. The Unit of Study systematically outlines how these factors have played out to produce, by gradual change, the coasts we see today, as well as the less familiar deposits hidden beneath the sea and coastal lands. The Unit thereby outlines how knowledge of responses to climate change in the past allow us to predict environmental responses to accelerated climate change occurring now and in the future due to the industrial greenhouse effect, but places these responses into perspective against the geological record. Overall therefore, the Unit aims to provide familiarity with fundamental phenomena central to the study of marine geoscience and environmental impacts, introduced through process-oriented explanations. The Unit of Study is structured around GIS-based practical sessions and problem-based project work, for which lectures provide the theoretical background.

This unit has the same objectives as GEOS2115 and is suitable for students who wish to pursue aspects of the subject in greater depth. Entry is restricted and selection is made from the applicants on the basis of their performance to date. Students who elect to take this unit will participate in alternatives to some aspects of the standard unit and will be required to pursue independent work to meet unit objectives.

This unit of study explores interactions between humans and the natural environment. This encompasses cultural constructions of nature and resources, the evolution of environmental thought and the debates surrounding sustainable development. It integrates environmental, economic, cultural and social considerations in respect to natural resource management in Australia and the Asia-Pacific. The unit of study introduces students to the various conceptual tools used by social scientists to approach the contemporary challenges facing environmental and resource management. Students learn about the social, cultural and environmental considerations that must be taken into account when developing and implementing environmental and resource management policies in an increasing congested 'marketplace of ideas'.

Advanced students will receive the same core lecture materials as for GEOS2121 but are required to complete alternative written work.

This unit of study reviews the approaches used by Geographers to examine urban and regional areas. Lectures consider how Geographers understand the concepts of 'space', 'place', 'territory' and 'region'. These concepts are then deployed to practical questions about urban and rural development, using examples from both Australia and overseas. Lecture-based delivery of these issues is complemented by field-trips and the use of GIS to analyse and map relevant socio-economic data from the Population Census and other sources.

GEOS2923 has the same thematic content as GEOS2123 however with elements taught at an Advanced level.

This unit of study provides an introduction to the fundamentals of fluvial geomorphology (the study of surface water as an agent of landscape change) and groundwater hydrology. The fluvial geomorphology section of the unit will describe the movement of water in stream channels and investigate the landscape change associated with that movement. Topics to be covered will include open channel flow hydraulics, sediment transport processes and stream channel morphology. The groundwater section of this unit is based around four common groundwater issues: contamination, extraction, dryland salinity and groundwater-surface water interaction. Practical work will focus on the collection and analysis of field data. The quantity and quality of the groundwater resources are closely linked to geology and fluvial geomorphology.

The aim of this course is to introduce students to a variety of Coastal Environments and the major physical and chemical processes which control the morphodynamic evolution of these systems. The course offers a unique opportunity of learning the full spectrum of marine sedimentary environments from siliciclastic, temperate, highly urbanised and impacted estuarine ecosytems to carbonate, tropical, pristine and undeveloped/protected coastal and continental margin environments. The course includes field work in temperate environments and at One Tree Island on the Great Barrier Reef (GBR). The two parts of the course comprise physical processes in siliciclastic (temperate) and carbonate-dominated (tropical) coastal and continental margin environments. The first part of the course covers basic coastal environments and processes in estuarine and open coast environments and focuses on the morphodynamics of those environments, a fieldtrip to an open beach within Sydney is envisaged where students will learn basic skills for beach monitoringThe second part of the course covers the basic morphodynamics and processes impacting carbonate-dominated coastal and continental margin environments. The focus is on carbonate reefal and margin systems and their geologic and biologic responses to past, present and future environmental changes. These systems will also be studied in the field at The University of Sydney One Tree Island Research Station in the GBR and in some practicals Students who are unable participate in the GBR field trip will be given an alternative assignment.

Advanced students will complete the same core lecture material as for GEOS3009 but will carry out more challenging projects, practicals, assignments and tutorials.

Coastal Management is about how scientific knowledge is used to support policy formulation and planning decisions in coastal environments. The course links coastal science to policy and practice in management of estuaries, beaches and the coastal ocean. The principles are exemplified through specific issues, such as coastal erosion, pollution, and impacts of climate-change. The issues are dealt with in terms of how things work in nature, and how the issues are handled through administrative mechanisms. These mechanisms involve planning strategies like Marine Protected Areas and setback limits on civil development in the coastal zone. The coastal environments and processes that are more relevant to coastal management including: rocky coasts; beaches, barriers and dunes; and coral reefs will also be introduced. At a practical level, the link between science and coastal management is given substance through development and use of 'decision-support models'. These models involve geocomputing methods that entail application of simulation models, remotely sensed information, and Geographic Information Systems (GIS). The course therefore includes both principles and experience in use of these methods to address coastal-management issues. (It thus also involves extensive use of computers.) Although the focus is on the coast, the principles and methods have broader relevance to environmental management in particular, and to problem-solving in general. That is, the course has vocational relevance in examining how science can be exploited to the benefit of society and nature conservation.

Advanced students will complete the same core lecture material as for GEOS3014 but will carry out more challenging projects, practicals, assignments and tutorials.

This unit of study aims to decipher the multi-faceted nature of river management by examining how rivers function, from both natural science and social science perspectives. The physical condition of rivers is assessed by considering issues such as catchment hydrology, water quality, the structure and role of riparian vegetation and the functioning of aquatic ecosystems. This information is then combined to examine the science underpinning river rehabilitation projects and environmental assessment of river basin development. The ability to rehabilitate rivers and their management for social and economic goals is also controlled by a range of social and political factors. Therefore, water resource policies and institutions, both within Australia and globally, are also examined in terms of their influences on fluvial systems.

Advanced students will complete the same core lecture material as for GEOS3018, but will carry out more challenging projects and reports.

The unit of study can be taken only with prior permission from the unit of study coordinator. It constitutes a Field School run over a three-week period in July, prior to the commencement of the second semester. In 2014 the Field School will be held in mainland Southeast Asia (three of the Mekong countries China, Thailand, Laos, Cambodia and Viet Nam). In other years it may be held in Indonesia (Java, Sulawesi and Bali). The Field School focuses on three main themes; rural social, environmental and economic change; regional economic integration and its local effects; regional environmental change and natural resources governance. The Field School is run in close association with local universities, whose staff and students participate in some components of the course. Places are limited, and students interested in the 2014 Field School should indicate expression of interest to Professor Philip Hirsch by the end of August 2013.

The unit of study can be taken only with prior permission from the unit of study coordinator. It constitutes a Field School run over a three-week period in July, prior to the commencement of the second semester. In 2014 the Field School will be held in mainland Southeast Asia (three of the Mekong countries China, Thailand, Laos, Cambodia and Viet Nam). In other years it may be held in Indonesia (Java, Sulawesi and Bali). The Field School focuses on three main themes; rural social, environmental and economic change; regional economic integration and its local effects; regional environmental change and natural resources governance. The Field School is run in close association with local universities, whose staff and students participate in some components of the course. Places are limited, and students interested in the 2014 Field School should indicate expression of interest to Professor Philip Hirsch by the end of August 2013.

GEOS3333 is designed to be the 'capstone' for a Major in Geography. Its aim is to bring together the core concepts within the discipline; connect these to methodological practices, and further develop the field-based skills associated with geographical research. Reflecting the straddle of the discipline across the natural and social sciences, this unit draws on a wide diversity of material to impart key insights about the essential qualities of 'doing Geography'. This includes (i) a weekly lecture program which addresses three thematic concerns of Geography (human-environment interactions; spatial relations; and politics, policy and practice) using examples from the natural and social science perspectives at global, national and local scales; (ii) a two-hour prac class each week which introduces key methods (relevant to both the natural and social science parts of the discipline) and which leads to a major research proposal exercise; and (iii) 24 hours fieldwork through the semester, which can take the form either of a three-day field trip to rural NSW or three separate day-trips within Sydney. GEOS3333 is one of two compulsory units for the Geography Major (the other is GEOS3053) and is highly recommended for students contemplating Honours in Geography.

GEOS3933 has the same thematic content as GEOS3333 however with elements taught at an Advanced level.

Cities are now the predominant home for humanity. More than half of the world's population reside in cities. The contemporary growth of cities, however, is attached to profound political questions about what it means to be urban, and what 'being urban' means for the planet. This Unit of Study provides grounding to these crucial questions. In the first half of the semester, lectures address the question: are cities sustainable? Why or why not? And for whom? This focus addresses utopian visions for cities, urban history, ecological footprint analysis, bioregionalism, transport options, urban form and urban policy, with reference to sustainable futures and the role of custodianship. During the second half of the semester, lectures address the question: what does it mean to be a 'citizen', and what has this got to do with cities and different approaches to urban sustainability? This includes consideration of historical and contemporary configurations of citizenship. Case studies illustrate ways in which new forms of citizenship are produced through struggles over rights to the city and the urban environment. Through the semester a practicals program enables students to develop urban-based research projects.

GEOS3920 has the same thematic content as GEOS3520 however with elements taught at an Advanced level

This unit of study provides students with grounding in core theories and frameworks used in Geography to account for the social, spatial and environmental unevenness in global development. During the first half of the semester, we focus on questions relating to who are the winners and losers from contemporary patterns of global economic change. This includes the analysis of relevant conceptual approaches to these questions (including comparative advantage, global value chain theory, regionalism, economic governance, development and post-development), plus 'hands-on' examination of the key institutions (such as the WTO and World Bank) and policy approaches that drive these changes. Then, in the second half of the semester, we adopt a livelihoods approach to assess these processes. In general, issues are tailored to themes being played out in Asia-Pacific countries. Students are expected to participate in a variety of practical class exercises throughout the semester. This unit provides a feeder-unit into the Asia-Pacific Field School.

GEOS3924 has the same thematic content as GEOS3524 however with elements taught at an Advanced level.

This unit of study is co-taught by the School of Geosciences and the Unit for the History and Philosophy of Science. The unit is divided into two parts: (1) environmental law and governance and (2) environmental ethics. Environmental regulation and governance plays an important role in regulating human impacts on the environment. The law and governance part of this unit provides an introduction and overview to environmental regulation. We look at key environmental issues through an examination of legal policies, legislation and case law at a variety of scales (international, national and state/local). This unit also highlights the ways in which environmental law and governance is increasingly interconnected to other areas of environmental studies. The ethics component helps students develop thoughtful and informed positions on issues in environmental ethics using arguments derived from traditional ethics as well as environmentally specific theories. Ethical conflicts are often inevitable and difficult to resolve but using the resources of philosophical ethics and regular reference to case studies, students can learn to recognize the values and considerations at stake in such conflicts, acknowledge differing viewpoints and defend their own well considered positions.

This advanced unit of study will cover the same core lecture material as for ENVI3111, but students will be required to carry out more challenging practical assignments based on a fieldtrip activity. The fieldwork will take the form of a Land and Environment Court tour and students will be required to provide a report on environmental decision making as part of this assessment.

This unit of study focuses on environmental impact assessment as part of environmental planning. It seeks to establish a critical understanding of environmental planning and the tools available to improve environmental outcomes. The unit of study addresses the theory and practice of environmental impact statements (EIS) and environmental impact assessment processes (EIA) from scientific, economic, social and cultural value perspectives. Emphasis is placed on gaining skills in group work and in writing and producing an assessment report, which contains logically ordered and tightly structured argumentation that can stand rigorous scrutiny by political processes, the judiciary, the public and the media.

This advanced unit of study will cover the same core lecture, tutorial and group practical material as for ENVI3112. The difference in the Advanced unit of study is that students will be required to write a 3000-word essay that is worth 40% of their semester marks, rather than writing a literature review. The essay will explore the more theoretical and conceptual debates within impact assessment.