An interest in the relationship between individual behavior and broader-scale societal structures prompted geographers to consider how individual decisions are influenced by, and affect, societal structures and institutions (e.g., Peet and Thrift, 1989). Studies have tackled issues ranging from human reproduction and migration decisions to recreation and political protest. Researchers have shown how movement decisions depend on social and political barriers, the distribution of economic and political resources and broader-scale processes of societal restructuring. They have examined how the increased mobility of jobs and investment opportunities have affected local development strategies and the distribution of public resources between firms and households.
Geographers who study societal processes in place have tended to focus on micro- or mesoscales. Research on cities has been a particularly influential area of research, showing how the internal spatial structure of urban areas depends on the operation of land markets, industrial and residential location decisions, population composition, forms of urban governance, cultural norms, and the various influences of social groups differentiated along lines of race, class, and gender. The impoverishment of central cities has been traced to economic, social, political, and cultural forces accelerating suburbanization and intraurban social polarization. Studies of urban and rural landscapes examine how the material environment reflects, and shapes, cultural and social developments, in work ranging from interpretations of the social meanings embedded in urban architecture to analyses of the impacts of highway systems on land uses and neighborhoods (Knox, 1994).
Students build an understanding of history and culture from ancient to modern times with breadth and depth of knowledge of geographic regions around the world, time periods, and thematic understanding of social, political, and economic changes in human society in order to teach these social studies to grades 6-12.
Studying history means analyzing the many forces that shape human experience, and learning to see how heterogeneous societies are, even within a single historical moment. Students develop both depth and breadth of knowledge of geographical regions of the world, time periods in history, and thematic approaches to understanding social, political, and economic changes in human societies. And in the process they learn to handle complex evidence with subtlety and skepticism, and to speak and write with concision and force.
In addition to core German and Russian language courses, students receive guidance from a faculty mentor to devise a curriculum geared towards specific career goals and intellectual interests. The department is comprised of specialists who integrate language teaching with literature, linguistics, film, history, philosophy, and culture studies as well as important aspects of both nation’s contemporary society, business, and politics. Students acquire critical tools to undertake independent inquiries into the field of German and Russian, form their own questions about cultural specificity and difference, and are highly encouraged to study abroad.
The term synthesis, as used in this report, refers to the way in which geographers often attempt to transcend the boundaries traditionally separating the various natural sciences, social sciences, and humanities disciplines in order to provide a broad-ranging analysis of selected phenomena. Such research benefits not only from bringing into one analysis ideas that are often treated separately in other disciplines but also from critically examining the disjunctures and contradictions among the ways in which different disciplines examine identical phenomena.
This is a new one-year taught Masters degree starting in September 2015 on both a full-time and part-time basis at University College Cork. The aim is to provide a broad academic and professional training in urban, social and cultural geography. The programme will offer an interdisciplinary lens through which to explore a diverse range of contemporary urban, social and cultural issues, such as: urban policy and innovation; the creative economy; difference and divisions; politics and identity; culture, heritage and the built environment; gender and sexuality; technology and social media; and, everyday practice and experience in the city. The programme is student-focussed and research-led.PART I (50 credits)Core Modules: 40 creditsElective Modules: 10 credits maximumPostgraduate Modules Undergraduate Modules (all 5 credit modules)PART II (40 credits)GG 6523 Dissertation (40 credits)Students will write a 15,000-word research dissertation on an approved topic of their choice relevant to the MA.Candidates who pass at least 30 credits of taught modules may opt to exit the programme and be awarded a Postgraduate Certificate in Geography: Cities, Space and Culture.Part-timeThe part-time MA Geography: Cities, Space and Culture runs over two calendar years (24 months). Students take core modules to the value of 40 credits in Part One (running across Semesters One and Two of Year One). In Part Two students take elective module(s) to the value of 10 credits and a research dissertation (40 credits), which is submitted at the end of the summer in Year Two.
This is a new one-year taught Masters degree starting in September 2015 on both a full-time and part-time basis at University College Cork. The aim is to provide a broad academic and professional training in urban, social and cultural geography. The programme will offer an interdisciplinary lens through which to explore a diverse range of contemporary urban, social and cultural issues, such as: urban policy and innovation; the creative economy; difference and divisions; politics and identity; culture, heritage and the built environment; gender and sexuality; technology and social media; and, everyday practice and experience in the city. The programme is student-focussed and research-led.
The systematic analysis of social, economic, political, and environmental processes operating in a place provides an integrated understanding of its distinctiveness or character. The pioneering work of Hägerstrand (1970), for example, showed how the daily activity patterns of people can be understood as the outcome of a process in which individuals are constrained by the availability and geographic accessibility of locations with which they can interact. Research in this tradition since has shown that the temporal and spatial sequences of actions of individuals follow typical patterns in particular types of environments and that many of the distinctive characteristics of places result from an intersection of behavioral sequences constrained by spatial accessibility to the opportunities for interaction. Such systematic analysis is particularly central to regional and human geography, and it is a theme to which much geographic research continually returns. When such systematic analysis is applied to many different places, an understanding of geographic variability emerges. Of course, a full analysis of geographic variability must take account of processes that cross the boundaries of places, linking them to one another, and also of scale.
Geography's most radical departure from conventional disciplinary specializations can be seen in its fundamental concern for how humans use and modify the biological and physical environment (the biophysical environment) that sustains life, or environmental-societal dynamics. There are two other important domains of synthesis within geography as well: work examining interrelationships among different biophysical processes, or environmental dynamics, and work synthesizing economic, political, social, and cultural mechanisms, or human-societal dynamics. These domains cut across and draw from the concerns about place embedded in geography's way of looking at the world.