Department of Geography

© Silvia Loeffler, ‘City’, 2011 (kind permission to use image by artist)

MA IN GEOGRAPHY

COURSE HANDBOOK, 2014-15

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Contents of Handbook

Introduction

o Welcome to the Department of Geography o Overview of the Handbook

Important Dates The MA in Geography

o Overview and Outcomes o Specialist Streams o Public Engagement and Our Partners o Geography Seminar Series o Moodle o Relaying Feedback

Course Structure

o Overview of Course Structure o Course Structure for AY 2014-15 (Module descriptions in Appendix 1) o Course Timetables for Semester One and Two

Course policies

o Students’ Responsibilities o Deadlines and Submission of Coursework o Plagiarism and other Malpractices

Grade-Related Criteria

o Coursework Essays and Projects o Oral Presentations o External Examination o Getting Feedback o Maynooth University Writing Centre

Your MA Thesis

o GY609 o Identifying Supervisors o Students’ Responsibilities o Supervisors’ Responsibilities o Word Count and Format o Content o Structuring the Thesis: Title page, headings and illustrations o Quoting, Citing and Referencing o Assessment and Grade-Related Criteria

The Department of Geography

o Research Centres and Collaboratives o Social Media o Getting Involved o Help! What to do If Problems Arise

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Appendix 1: Module Details for Semesters One and Two

Appendix 2: Geography Seminar Series: Detailed Information for Semester 1, 2014

Appendix 3: Departmental Contacts and Research Interests

© Catriona McLoughlin, ‘For-Get-Me-Not’, 2014, Dublin Biennial

(kind permission from Dublin Biennial). Maynooth University Department of Geography National University of Ireland Maynooth Maynooth Co Kildare Ollscoil Má Nuad Rionn na Tíreolaíochta Ollscoil na hÉireann Má Nuad Má Nuad Co Chilldara

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Introduction Welcome to Maynooth Geography! On behalf of all staff in the Department of Geography, a very warm welcome to the new MA in Geography! Maynooth University's Department of Geography is a leading centre for geographical research in Ireland. As a direct result, two major University research institutes have emerged from the Department: the National Institute for Regional and Spatial Analysis and the National Centre for Geocomputation, and we enjoy close working relationships with them. Given the many challenges which we face today, from natural hazards to global poverty, from economic crises to urban regeneration, from migration and refugee flows to conservation and ecosystem management, and from climate change to geopolitical tensions, it is hardly surprising that geography and geographers are never out of the news. Most recently, Dr. Tom Matthews has led the authorship of a paper on last winter's storms in Nature Climate Change, which is an outstanding journal. Drs. Conor Murphy (Climate Change), Adrian Kavanagh (Elections and Eurovision!) and Chris van Egeraat (industrial and regional development), also featured strongly. Professor Gerry Kearns has just been appointed the American Association of Geographers' Distinguished Professor of Historical Geography (2015), which is a tremendous accolade, not least because we are outside the USA. Geographers at Maynooth are held in very high esteem for their service to both the international academic community and to wider society at global, national, and local levels. Colleagues are active in producing new knowledge and insights on a wide variety of topics including the causes and consequences of climate change and possible adaptive policies, social, cultural and historical trends in Ireland, migration policy and diaspora engagement, urban geographies, regional and industrial development, and the geographies of health inequalities. The new MA has been developed over the past year by several staff from the Department, very ably led by Mary Gilmartin, Gerry Kearns and Karen Till. We are deeply grateful to them for their energy, their vision and their commitment, and I know you will benefit enormously from this. We hope you are both excited by, and challenged by, the year ahead. We hope you excel in the year to come and look forward to working with you as the year unfolds. Dr. Jan Rigby Head of Department HANDBOOK OVERVIEW This handbook is intended to be the first point of reference for the course. Additional information may be found at the Maynooth University Graduate Studies webpage: https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/courses/ma-geography and the course moodle page (GYE600). If you still cannot find answers to your question/s please email the course director, Dr. Karen Till (karen.till@nuim.ie) and/or visit her during office hours (Semester 1, Thursdays 1-3pm; Semester 2, TBA) or by appointment in Rhetoric 19.

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Important Dates Academic Year 2014-15

DATE

Event

Time & Location

September 2014 16 September Maynooth Univ. Taught MA Induction. 10am-1pm, IONTAS,

North Campus 22 September Lectures Commence

Departmental Course Induction (mandatory)

2-4pm, Cartography Lab (Rhetoric Building, South Campus)

Departmental Postgrad Welcome 4-6pm, Rocque Lab 25 September MA in Geography Launch. Geography

Seminar: ‘Public Geographies’: Informal discussion with some of our partners. (mandatory)

4:15-6pm, Rocque Lab

29 September Lecture by Prof. John Mohan and Launch of Spatial Justice and the Irish Crisis

1-3pm Royal Irish Academy, 16 Dawson Street, Dublin

October 2014 9 October Geography Seminar: Dr. Lenihan (UCC) 4:15-6pm, Rocque Lab 16 October Geography Seminar: Dr. Mary Bourke

(TCD) 4:15-6pm, Rocque Lab

23 October Geography Seminar: Dr. Conor Murphy, Dr. Tom Matthews & Shaun Harringan: Climate Change Panel Discussion (MU)

4:15-6pm, Rocque Lab

27 – 31 October Study Week November 2014 6 November Geography Seminar: Keira Quinn (Univ.

of Ulster) 4:15-6pm, Rocque Lab

13 November Geography Seminar: Prof. Anna Davies (TCD)

4:15-6pm, Rocque Lab

20 November Joint Geography & Sociology Seminar: Migration Studies Panel Discussion with Dr. Mary Gilmartin and Dr. Rebecca King O’Riain (Maynooth University)

4:15-6pm, Rocque Lab

27 November Joint Geography & Anthropology Seminar: Details tba

tba

December 2014 4 December Geography Seminar: Dr. Silvia Loeffler

(NUIM Geography) 4:15-6pm, Rocque Lab

5 December GY609 Mandatory Workshop: Choosing a topic; approaching a supervisor

3-5pm, Cartography Lab

11 December Geography Seminar: Prof. Gerry Kearns (Maynooth University)

4:15-6pm, Rocque Lab

18 December Geography Seminar: Dr. Adrian Kavanagh (Maynooth University)

4:15-6pm, Rocque Lab

19 December Last day of lectures for S1

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22 December 2014 – 2 January 2015

Winter Break

January 2015 5 – 8 January Study week 9 January January examinations commence 23 January GY609: Draft research proposal

abstracts due to confirmed supervisors

26 – 30 January Inter-Semester Break February 2015 2 February Start of Lectures – Second Semester

Feedback on draft dissertation proposal from supervisor

5 February GY609 Mandatory Workshop: Research Design and Research Ethics

11am-1pm, Cartography Lab

9 February GY609: Dissertation outline & annotated bibliography due to supervisors

16 February Feedback on draft outlines provided 19 February GY609: MA proposal presentations 11am-2pm, Tutorial

Room (tbc) 24 February Postgraduate Open Evening TBC (by IRC) Likely deadline for IRC Postgraduate

scholarship applications

March 2015 16 – 20 March Study Week April 2015 3 April Good Friday – no lectures 6 April Easter Monday (Bank Holiday) 7 – 10 April Easter Vacation May 2015 4 – 8 May Last week of Lectures 11 June Final six week ‘sign off’ by

supervisors

23 July Theses due by 12 noon; end of course !

Grandby Park, Dominick Street, Dublin, 2013 (a project by Upstart). Photo: K.Till.

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The MA in Geography PROGRAMME OVERVIEW AND OUTCOMES The MA in Geography at Maynooth University is a new postgraduate programme, to be offered for the first time in September 2014. It is an innovative and flexible degree programme that offers students the opportunity to develop their understanding of human geography while also significantly enhancing their skills. It is available on both a full-time (1 year) (MHN60) and part-time (2 year) basis (MHN61). The MA in Geography offers a wide-ranging programme of taught modules. Core modules develop competencies in human geographic thought and field methods; methodological modules develop skills in analysis, research and public engagement; and specialist modules provide the opportunity for research-led teaching and learning in areas such as 'Art, Culture and Environment' and 'Cities, Globalisation and Development'. The MA in Geography also includes an independent research thesis, to be submitted in July. For students returning to academic study after or even alongside a period of employment, the public engagement and field immersion emphasis of our course offers practitioners, professionals and artists the opportunity to reflect critically upon their existing practice. For students yet to establish their own career path, this aspect of our degree will provide an opportunity to establish employment-based networks that can be useful in later finding work. For international and Irish students, they will be provided with insights into the ways in which cities, community development, global networks, art, culture and the environment are inspired, challenged and contextualized in different settings, from rural environments to those of a European capital and port city. In addition, the course provides an excellent platform for those interested in progressing to PhD studies. Overall, the programme is designed to nurture independent and critical thinking from a human geography perspective. Students are encouraged to actively participate in all lectures, practicals and seminars and to fulfill the requirements of the various components of the course. By nurturing contacts with our public engagement partners, as well as through the advice of our world-class researchers, students on the course will also have the opportunity to develop their academic studies towards practical and relevant competencies. Since this is a postgraduate course, a high level of performance and contribution is expected from each participant. SPECIALIST STREAMS Working in consultation with the MA director and their supervisors, students will decide if they wish to receive a MA in Geography or in one of two specialist streams. All students will benefit from the expertise of our staff and partners. The ‘Art, Culture and Environment’ specialist stream will provide students with the knowledge, competence and the capacity for critical thinking about artistic, curatorial, heritage and environmental practices in such fields as: place studies, landscapes and health, creative mappings, inheritances and rights, environmental art, public art, socially and ecologically engaged art, community-based creativity, and the uses made of art and creativity in national branding and local development. Students will be offered a comprehensive introduction to key concepts in the emerging fields of: art and geography; geography and heritage studies; and geography and environmentally engaged practice. Students will explore how art, heritage, and creative and

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environmental practices engage spatial processes, geographical imaginaries and caring for places. This degree stream brings together leading social science and humanities scholars with an international reputation in their fields together with artists and practitioners in Ireland to offer an innovative geographic exploration of art, culture and environment in Ireland and beyond. The stream draws upon a growing reputation the Department of Geography has for this expertise nationally and internationally, which includes the Space&Place Research Collaborative and its partners and affiliates. Through modules and applied public engagement work, students will learn diverse ways to explore the relations between spatial theory, places, maps, bodies, landscapes and environments. Practitioners will be able to develop their critical thinking in an area of artistic practice and creativity, areas increasingly acknowledged to be of cultural and political salience. Unlike practice-based arts degrees, this degree offers a combination of theoretical coursework, research skills and applied research-creative practice opportunities. The ‘Cities, Globalisation and Development’ specialist stream will provide recent B.A. graduates and returning professionals with knowledge, competence and the capacity for critical thinking in such fields as urban history, spatial planning, global social movements, and community and regional development. The degree draws upon the path-breaking work of members of the department in: creative cities and innovation clusters; political economy of urbanization; the right to the city; migration and diaspora studies; food geographies; and social movements and elections. The Department is also developing a number of partnerships that mean, for each of our topical specialisms, we propose to offer students the opportunity of studying at first-hand some of the organisations and institutions that shape our cities and regions. This is an area of Geography that is strongly supported by the Department’s close links with other research centres on campus, notably: the National Institute of Regional and Spatial Analysis (NIRSA), and the National Centre for Geocomputation (NCG). In this way we can introduce our students to cutting-edge research and the latest policy developments and dilemmas. This real world applicability is underlined by the frequent appearance of Geography and related staff in our national media.

The Icon Walk 2013 © The Icon Factory (kind permission of use by Icon Factory).

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PUBLIC ENGAGEMENT AND OUR PARTNERS An exciting component of the MA in Geography is the opportunity to engage with a range of local, national and international experts in a range of fields. This course recognises the importance of theoretical insights, concepts, geographical imaginations and ways of knowing by scholars, practitioners, artists and local experts alike, through partnerships and collaborations with a range of partners actively involved in public engagement practices. Local experts offer spatially relevant knowledges, creative practices, grounded expertise, and alternative imaginations from which scholars, professionals and citizens can learn in order to create better places, communities, cities, towns and environments. Our Geography staff are exploring collaborations and partnerships with a number of organisations and groups that will benefit students in a number of ways. Students may work on a research project with a partner or learn about recent projects through the Geography Seminar Series lecture. They may, as part of a module, visit artists, practitioners or professionals in situ to learn more about their work. Or they may help coordinate a special ‘Public Geographies’ public discussion. Our public engagement partners include: Action from Ireland (Afri): http://www.afri.ie/ Ballyhea Not Our Debt Campaign http://thechatteringmagpie14.blogspot.ie/ Burrenbeo Trust (Kinvara): http://www.burrenbeo.com/ Butoh Moving Bodies Dance Festival: www.movingbodiesbutohfestival.com Butler Gallery (Kilkenny): http://www.butlergallery.com/ CIOTÓG Dance Ensemble Dublin: http://www.ciotog.ie/ Cloughjordan Ecovillage (Tipperary): http://www.thevillage.ie/ Community Solidary Group, Right2Water:

https://www.facebook.com/CommunitySolidarityNorthKildare?fref=ts culturstruction: http://culturstruction.com/ Debt and Development Coalition: http://www.debtireland.org/ Dublin Biennial: http://www.dublinbiennial.com/ Dolphin House Regeneration Project: "##$%&&'()$"*+"(,-./*.&!TheEmergencyRoom: http://www.olwenfouere.com/index.php?/theemergencyroom/ Experimental Film Club (Dublin): experimentalfilmclub.blogspot.com/ Firkin Crane (Cork): http://www.firkincrane.ie/ Icon Factory (Dublin): http://iconfactorydublin.ie/ Irish Museum of Modern Art: http://www.imma.ie/en/index.htm Irish Heritage Council Small Walled Towns Network: http://www.heritagecouncil.ie/irish-

walled-towns/welcome/ Kildare County Council Arts Service: http://www.kildare.ie/artsservice/ Office of Public Works Ireland (Oifig na nOibreacha Poiblí): http://www.opw.ie/en/ Playtime: http://www.playtime.ie/ Project Arts Centre: http://projectartscentre.ie/ Services Industrial Professional and Technical Union (SIPTU), National and

Community Campaigns, and Research Division: http://www.siptu.ie/ Shell to Sea (Mayo): http://www.shelltosea.com/ St. Anthony’s Park Community Development Initiative (Cork) (working with the

Traveller Visibility Group & Cork Traveller Women`s Network) TransColonia: http://transcolonia.org/ Trocaire: (Maynooth; advocacy and campaigns): www.trocaire.ie Workhouse Assembly (Callan): http://www.workhouseassembly.com/ More information about partners and public engagement opportunities will be announced throughout the year.

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(With kind permission of SIPTU)

GEOGRAPHY SEMINAR SERIES All postgraduate students are expected to attend the Department of Geography’s seminar series, which includes research talks, panel discussions and public fora on topics relevant to Geography. International and national scholars, as well as practitioners and artists, will introduce students to frontiers in research, research design and methodology in geography, as well as discuss relevant projects and issues in the contemporary world. The seminar series in semester 1 will take place on Thursday afternoons at 4.15pm in the Rocque Lab unless otherwise indicated (see ‘Important Dates’ above, as well as Department webpage for abstracts). In semester 2, public discussions, mini-conferences and special events will be announced on the departmental and course Moodle webpage. Appendix II provides a detailed list of Geography Seminars in semester 1. MOODLE This handbook and any changes and announcements will be posted on the MA course page: GYE600. Moodle is the online interactive learning platform used at Maynooth University and can be accessed from NUIM’s main web portal (www.maynoothuniversity.ie). You are automatically enrolled to Moodle when you register. If you have any problem accessing Moodle pages, please refer to the FAQs section on Moodle’s main page (https://2015.moodle.maynoothuniversity.ie/login/index.php) or contact Moodle’s helpdesk (moodlesupport@nuim.ie).

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RELAYING FEEDBACK Students will have different opportunities throughout the academic year to provide feedback on their postgraduate experience, including the following:

o Monthly meetings will take place between the Course Director and representatives of the students enrolled in the programme that will be chosen during the MA induction. Students should ensure that they choose two to four representatives to attend these meetings within the first month after classes start. These meetings will be rather informal and casual, so that students can feel comfortable in raising all kinds of issues relating to the programme. Postgraduate representatives should make sure that they consult with their fellow classmates before each meeting to relay feedback, questions and potential concerns to the MA Director.

o An anonymous mid-year preliminary feedback survey will be conducted after Semester 1.

o Students should make sure that they are represented at the University level by: o Having representatives to the Graduate Feedback Council, see:

www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/postgraduate-learning-support-services/postgraduate-feedback;

o Attending the Postgraduate Researcher’s Forum, see: www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/currentpostgrads/researchersforum.

Course Structure OUTLINE OF COURSE STRUCTURE To meet the requirements of the MA, students are required to accumulate 90 credits (ECTS), with the credits for each component assigned as follows:

Degree structure (90 credits, taken over 1 year full-time or 2 years part-time) Compulsory modules (50 credits) GY607 Field School (10 credits) GY608 Thinking Geographically (10 credits) GY609 Thesis (30 credits)

Methods (20 credits): choose any 2 GY610 Mapping, GIS and Critical Spatial Data (10 credits) GY619 Public engagement (10 credits) NIR621 Quantitative analysis (10 credits) SO620 Qualitative analysis (10 credits)

Specialist (20 credits): choose any 2 *GY620 A World of Cities (10 credits) *GY621 Dublin Urban Laboratory (10 credits) *GY622 Globalisation and Social Movements (10 credits) **GY626 Bodies and Environment (10 credits) **GY627 Places, landscapes, mappings (10 credits) **GY628 Landscape and healing (10 credits)

Specialist streams: * Cities, Globalisation and Development ** Art, Culture and Environment.

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For the one-year full-time option, the course runs from September 2014 to August 2015, with the thesis due in July 2015 (July 23). For the part-time two-year degree, the course runs from September 2014 to August 2016, with the thesis due in July 2016. To qualify for the award of Master of Arts, students must obtain a minimum of 40% for their research thesis and an average of 40% for all remaining components. Details about postgraduate marks and standards are available at: https://www.maynoothuniversity.ie/exams/information-students. There is no provision for repeating the continuous assessment component of any MA modules; marks originally obtained for these assessments will be carried forward for repeat purposes. The grading system used for each module is as follows: First Class Honours: 70+% Second Class Honours Grade I: 60<69% Second Class Honours Grade II: 50<59% Pass: 40<49% Fail: <40% COURSE STRUCTURE FOR ACADEMIC YEAR 2014-2015 The following table shows what modules are available in semesters one (2014) and two (2015). We advise that you discuss your programme of study with the MA instructor and your dissertation supervisor as early as you can to decide your course of study. *All students must attend mandatory workshops (and complete related assignments) in semesters one and two, and submit a final dissertation (30 credits including dissertation).

**For ‘Cities, Globalisation and Development’ stream, students should take GY622 and GY621; for the ‘Art, Culture and Environment’ stream, students should take GY626A and GY627. We also may consider special requests for streams if recommended by a student’s supervisor and approved by the MA director. Instructor legend: MRF: Dr. Ronan Foley MG: Dr. Mary Gilmartin RH: Dr. Rory Hearne COC: Dr. Cian O’Callaghan FNiM: Dr. Fionnuala Ní Mhórdha GK: Professor Gerry Kearns SK: Dr. Sinéad Kelly PR: Dr. Paul Ryan (Sociology) KT: Dr. Karen Till

MA in Geography, AY 2014-15

Semester 1 Semester 2 Compulsory Modules Compulsory Modules

GY608 Thinking Geographically (MG) GY607 Field School (GK/COC) GY609 Thesis (KT)*

Methods Methods SO620 Qualitative analysis (PR) NIR620A Quantitative analysis (FNiM)

GY610 Mapping, GIS and Critical Spatial Data (MRF)

GY619 Public engagement (KT/RH)

Specialist** Specialist** GY626A Bodies and Environment (GK) GY627 Places, landscapes, mappings

(KT) GY622 Globalisation and Social

Movements (RH) GY621 Dublin Urban Laboratory

(SK/COC)

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COURSE TIMETABLE: ACADEMIC YEAR 2014-15 The following tables provide detailed information about the timetable for both semesters. Please note that the timetable is a provisional timetable. Appendix I this handbook details module outlines and assessment structure. For further information on individual modules please contact the instructor/s. Please note that days, times and venues for the different modules in both Semester 1 and Semester 2 are subject to change. Changes in the timetable will be posted on the course website, circulated by email and/or announced in class.

Timetable: Semester 1 (2014)

Thursdays Fridays 9-10am 9-11am SO620: Qualitative

Methods (NIRSA Conf. Room) (PR)

10-11am 10am-1pm: GY622

(Cartography Lab) (RH) 11-12noon 11-1pm: GY608: Thinking

Geographically (Cart. Lab) (MG) 12-1pm 2-3 2-4pm: GY610: Mapping, GIS

and Critical Spatial Data (Cartography Lab; Physical Geography Lab) (MRF)

2-5pm: GY626A: Bodies/Environments (Cart. Lab) (GK). Oct 3, 24; Nov 7, 14, 28; Dec 12 only. GY609: Thesis (Cart. Lab) (KT) Dec 5, 2-5pm only.

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4-5:30pm Department of Geography Seminar Series (Rocque Lab)

Timetable: Semester 2 (2015) Week of Term

Thursday Friday Saturday Sunday

Jan 23 GY609: Assign. 1 due

1, 2-6 Feb Feb 5 11-1pm: GY609: Research Design and Ethics (Cart. Lab) (KT) 2-4pm: GY607 Field School (Cart. Lab) (GK/COC)

Feb 6 9am-1pm: GY619: Public Engagement Orientation (Cart. Lab) (KT/RH) 2-4pm: NIR620A Quantitative analysis (Psych. Lab) (FnMM)

2, 9-13 Feb

Feb 12 2-4pm: GY621: Urban Lab (Cart. Lab) (SK/COC)

Feb 13 10-1pm: GY619: PE (CL) 2-4pm: NIR620A (Psych. Lab)

Feb 14 GY607: Field School

3, 16-20 Feb

Feb 19 11-2pm: GY609: Proposal presentations (Tutorial Lab, tbc) 2-4pm: GY621: Urban Lab (Cartography Lab)

Feb 20 9-1pm: GY627: Places, Landscapes & Mappings (Cartography Lab) (KT) 2-4pm: NIR620A Quantitative analysis

4, 23-27 Feb

Feb 26 2-4pm: GY607: Field School. (Cartography Lab)

Feb 27 2-4pm: NIR620A Quantitative analysis (Psych. Lab)

Feb 28 GY 621:Urban Lab

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5, 2-6 Mar Mar 5 2-4pm: GY621: Urban Lab (Cartography Lab)

March 6 10am-1pm: GY619: PE (CL) 2-4pm: NIR620A (Psych. Lab)

March 7 GY607: Field School

6, 9-13 Mar

March 13 9-1pm: GY627: Places (CL) 2-4pm: NIR620A (Psych. Lab)

7, 16-20 Mar STUDY WEEK

Fri Mar 20 9-4: GY621: Urban Lab 1-day conference (Rocque Lab)

8, 23-27 Mar

March 26 2-4pm: GY607: Field School. (Cartography Lab)

March 27 2-4pm: NIR620A (Psych. Lab)

9, 30-2 Apr

April 2 Easter Friday April 4 Easter Saturday

Easter Apr 3-10: Easter 10, 13-17 Apr

April 16 2-4pm: GY621: Urban Lab (Cartography Lab)

April 17 2-4pm: NIR620A Quantitative analysis (Psych. Lab)

April 18 GY621: Urban Lab

April 19 GY621: Urban Lab GY607: Field School

11, 20-24 Apr AAGs

April 24 9-1pm: GY627: Places (CL) 2-4pm: NIR620A (Psych. Lab)

12, 27-1 May

April 30 2-4pm: GY607: Field School. (Cart. Lab)

May 1 9-1pm: GY627: Places (CL) 2-4pm: NIR620A Quantitative analysis (Psych. Lab)

May 2 GY607 (Field School) /GY627 (Places) Joint Excursion

13, 4-8 May Last week of lectures

May 7 9-1pm: GY619: PE mini-conference (Rocque Lab)

May 8 2-4pm: NIR620A Quantitative analysis (Psych. Lab)

11-15 May Study Week 16-30 May Exams

Key to venues Rocque Lab – Ground floor, Rhetoric Building, South Campus CL: Cartography Lab – Ground floor, Rhetoric Building, South Campus Tutorial Room --- Ground floor, Rhetoric Building, South Campus NIRSA Conference Room -- 2nd Floor, Iontas Building, North Campus Psych. Lab – Psychology Lab, 2nd Floor, John Hume Building, North Campus Instructors may choose to use a variety of assessment techniques, including; practical assignments, group and individual seminar presentations, examinations and research thesis.

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Course Policies STUDENT’S RESPONSIBILITIES This is a postgraduate course. Therefore a high level of performance and contribution is expected from each participant. In order to fully benefit from the programme, students are expected to:

• Attend the full range of modules that are enrolled during the academic year • Do their assigned preparatory readings prior to class meetings • Be prepared to participate in class discussion • Be prepared to engage in team-work on certain tasks and projects • Attend all Geography Seminars • Act professionally and responsibly when interacting/working with our public

engagement partners • Submit all written coursework by the due dates (as per policy below)

If a student fails to meet the above expectations, including regular class attendance and participation, performance and progress will most certainly be affected.

DEADELINES AND SUBMISSION OF COURSEWORK Unless the instructor specifies otherwise, all coursework for any module must be submitted by the specified deadline, along with a standardised cover sheet that indicates the name of the student, her/his student number, the title and code of the module and the name of the lecturer who gave the assignment in question. Mandatory deadlines will be strictly enforced. Assignments submitted after the set deadlines (which are communicated to students at the commencement of the academic year and of the relevant semester by each instructor) will not be considered for assessment purposes except in extremely extenuating circumstances, which must be communicated to, and accepted by, the lecturer/tutor prior to, or immediately after, the relevant deadline. The earlier you communicate any special needs the better. All essays, reports and exams should be properly edited and proof-read; particular attention should be paid to syntax, grammar and spelling. The title and code of the module, the name of the student and her/his student number should be indicated on any piece of coursework submitted for any module of the MA in Geography.

Students will be provided with their essays or projects, as well as marks and accompanying comments by instructors for the modules they teach. If needed for purposes of external examination, students will be asked to return essays, reports, assignments to their instructors.

PLAGIARISM AND OTHER MALPRACTICES Plagiarism and other malpractices will not be tolerated. All work submitted by a student must be expressed in the student’s own words and must incorporate his or her own ideas and judgments. This applies equally to coursework and dissertations no less than to examinations. Plagiarism—the presentation of another person’s thoughts or words as one’s own—in essays, dissertations or other assessed work violates all principles of sound academic practice and is a serious disciplinary offence. Action will be taken wherever plagiarism is suspected and the Department regularly checks coursework and dissertations using

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‘Turn it In’ or other means. Where plagiarism is confirmed, candidates will fail on the work concerned and may be liable for further disciplinary action. Please remember: there is a difference between building on somebody’s work and using it wholesale. Plagiarism consists of a number of related practices:

• Copying consists of the verbatim duplication of text from another source and claiming it as one’s own. If the author wishes to repeat a piece of text verbatim, then it has to appear in the text as a quote.

• Parallelism is the paraphrasing of somebody else’s work without acknowledging the source of the ideas, in effect claiming it as your own. In other words, what is written is done so in your own words, but somebody else initially formulated what is being said.

• Passing is where an author might have undertaken some of the analysis and written up the work – which is not copied from another source – the content of the piece is fully or in-part based on the research of others.

• Duplication is submitting the same piece of work multiple times as if it is a new piece each time. Impersonation consists of somebody writing the piece on behalf of someone else.

• Collusion involves people working together but submitting work individually. • Syndication includes the reproduction and selling/buying of work for

submission. • Invention and falsification concern the invention (making it up) or falsification

(altering it to suit one’s ends) of data and sources. To avoid plagiarism direct quotations from the published or unpublished work of others must always be clearly identified as such by being placed inside quotation marks, and a full reference to their source must be provided in the proper form. Equally, if you summarise another person’s ideas or judgments, you must refer to that person in your text, and include the work referred to in your bibliography. Failure to observe these rules may result in an allegation of cheating. You should therefore consult your module leader or course director if you are in any doubt about what is permissible

Grade-related criteria Marking criteria and guidelines used for marking are presented here for the following types of assessment: coursework essays, reports, and projects; and oral presentations. These are provided as broad guidelines only and should be read in conjunction with the specific advice on assessment that is provided by the module instructor. COURSEWORK ESSAYS AND PROJECTS The key criteria used to arrive at the mark reflect the ability of students to: • respond to a specific question, puzzle or challenge; • undertake independent study of the topic in question; • structure an argument; • provide evidence of critical and independent thinking and interpretation; • support an argument with reference to different relevant literatures and examples; • evaluate and analyse different kinds of evidence (and/or data); • support interpretations using relevant evidence (literatures, examples, data); • show awareness of the strengths & weaknesses of methods of inquiry and

analyses; • communicate effectively in writing; • produce a well-presented piece of work

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ESSAYS Class Mark

Range Grade Related Criteria for Essays/Exams/Reports

Firs

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80+ ! Exceptional answer based on extensive reading that demonstrates an impressive ability to understand theoretical literature and to make connections between that literature and appropriate examples.

! Original insight and use of evidence. ! Where appropriate, originality in the application of methodology. ! Where appropriate, exceptional analytical and interpretive skills. ! Ability to make connections between own results and the

literature, where appropriate. ! Very well written with no grammatical or other errors. Excellent

use of citations and strong references. ! Contains material of publishable quality, as a whole or in part, as

a journal paper, and is worthy of retaining for reference. 70-79 ! Excellent answer based on extensive reading and a clear

understanding of theoretical debates. ! Original or insightful answer drawing on own observations and

critical treatment of literature. ! Strong insight and/or originality in the application of methodology ! Strong analytical/interpretive skills. ! Ability to make connections between own results and the

literature, where appropriate. ! Very well written with no to few grammatical or other errors.

Excellent use of citations and references. ! Contains material that is potentially of publishable quality, in part,

as a journal paper, and / or is worthy of retaining for reference.

Seco

nd C

lass

Hon

ours

G

rade

I

60-69 ! Very good answer that shows a thorough understanding of arguments, contributions and context, with efficient use of relevant reading and examples.

! Well organised, clearly expressed and a direct response to the question / topic.

! Evidence of good analytical skills and reflecting wider reading. ! Shows insight and thoroughness in the application of

methodology ! Good analytical skills. ! Ability to make connections between own results and the

literature, where appropriate. ! Few spelling or grammar errors, and good use of citations and

references. ! Does not display the outstanding ability, critical acuity and/or

originality characterising the award of first class honours.

18

Seco

nd C

lass

H

onou

rs

Gra

de II

50-59

! Competent treatment of ideas and concepts from classes and set reading.

! Little evidence of independent critical appraisal. ! Evidence of good effort and sound argument, but little spark or

critical insight. ! Competent but lackluster application of methodology. ! Little attention given to limitations of approach. ! Good analytical skills. ! Lacks connections between own results and the literature, where

appropriate. ! Some spelling, grammar and/or citational/referencing errors, but

not enough to detract from main arguments.

Pass

40-49 ! Shows a basic understanding of the question / topic and of the broader subject area

! Little evidence of detailed knowledge or reading is partial and selective.

! Contains mistakes, misunderstandings or irrelevant material. ! Poor organisation, poor expression and an uncritical approach. ! Poor application of methodology ! Poor analytical and interpretive skills. ! Few connections between own results and the wider literature. ! Grammar and spelling mistakes may impede clarity of prose. ! Basic use of citations/references.

Fail

0-39 ! At worst, nothing of relevance in answer to the question / topic. ! At best, not a direct response to the question / topic, but shows

some basic understanding of the general field. ! Likely to be muddled and/or incomplete, and poorly expressed. ! Little evidence of reading or reading sources are trivial. ! Inappropriate application of methodology. ! Poor understanding of approaches. ! No analysis or interpretation. ! No connections between own results and the wider literature. ! Many spelling, grammar and referencing mistakes. ! Sloppy presentation.

Fail

0 ! Copied or plagiarised answer with no intellectual input from student.

! Work penalised for late submission without the granting of an extension by the module facilitator.

! Plagiarised material may be reported to the University Authorities.

ORAL PRESENTATIONS The key criteria used to arrive at the mark reflect the ability of students to: • structure an oral presentation • compile suitable material • communicate effectively • deliver a balanced and complete presentation within a time limit • design and use visual aids • undertake independent study of the topic in question • respond to questions

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PRESENTATIONS Grade Range

Grade Related Criteria for Oral Presentations

90-100

Material presented is balanced and been very well researched. Excellent structure. A balanced and complete presentation delivered within a time limit. Excellent anticipation and fielding of questions. Advanced and mature presentation and oratorical skills. As good as can be expected at this academic level.

80-89

Excellent oral presentation, well paced and balanced. Content and depth of knowledge are beyond that delivered from lectures. Confident delivery and confident response to questions. Delivered within time limit.

70-79

Very good presentation scoring highly on structure, suitable material, communication. Well researched with aims and conclusions clearly stated. Good ability to handle questions. Keeps to time. May lack polish and fluency of a higher scoring presentation.

60-69

A good presentation with a clear logical structure, coverage of well-researched, suitable material and good visual aids. Some ability to handle questions. Some minor shortcomings may include aims not clearly indicated, contents pitched at a slightly wrong level, slightly imbalanced structure, inconsistent handling of questions, difficulties with time keeping.

50-59 A competent presentation demonstrating a reasonable standard in all aspects of the presentation. Content is largely relevant and shows some evidence of research. Some of the ideas may be less well expressed; may not be completed within the time available or may be significantly imbalanced. Visual aids may be variable in quality and relevance. May be unable to handle questions.

40-49 Weak but acceptable presentation. Some irrelevant or inaccurate material is included. Presentation lacks structure and the presenter may not engage audience. Visual aids are poorly constructed, not always relevant and difficult to see. May be significantly under or over time limit. Unable to handle the majority of questions.

30-39 Presentation narrowly but clearly fails in several aspects. There may be major gaps in knowledge and understanding, and/or inclusion of substantial amounts of irrelevant material. May be disorganized with insufficient explanation. Delivery is poor, for example; substantially over or under time and /or largely inaudible. Unable to handle questions. May be substantially over or under the time limit.

20-29 Presentation fails on most key points. Very limited material, content largely irrelevant, with few suitable visual aids. Sections may be inaudible; complete inability to understand or answer questions.

10-19 Unacceptable presentation, may be inaudible. Fails on all key criteria.

1-9 Unacceptable presentation, content entirely irrelevant, no suitable visual aids, may be inaudible. Fails on all key criteria.

0 No attempt, or not ready to present by deadline, or plagiarized.

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EXTERNAL EXAMINATION A sample of coursework and marks from every module will be reviewed and moderated, if appropriate, by an appointed External Examiner to ensure the maintenance of proper standards and to adjudicate on borderline and/or disputed cases. GETTING FEEDBACK Feedback will be provided on your coursework both in terms of a numerical grade and written suggestions on how to improve in further work. The marking criteria above will help you to interpret the numerical grade assigned to your work. Feedback will not be provided before the final cut-off date for submission has passed. The timing of receipt of feedback after this time will vary between teaching staff. MAYNOOTH UNIVERSITY WRITING CENTRE If you need help with your writing, we recommend that you visit the Maynooth University Writing Centre which re-opens on Monday, 6 October 2014. According to their webpage: “The Writing Centre offers free, friendly, non-judgemental writing help to any student, undergraduate or postgraduate, regardless of course, degree or level”. The Centre offers individual appointments from Tuesday through Friday, as well as group workshops. The Maynooth Writing Centre was “established by the Centre for Teaching and Learning to support student academic writing. The Writing Centre is based in Rye Hall and co-located with the Mathematics Support Centre. ! Students can drop in on their own or in groups to work with tutors on course work or material/topics with which they may be having trouble. Students may also book one-to-one appointments to discuss their writing with peer tutors. In addition, the Centre offers writing workshops, supports writing groups, engages in discipline specific work and carries out research. Further information regarding the Centre’s opening hours and specific services will be posted on the Centre’s Moodle space”, which “can be accessed through the Maynooth University Moodle homepage or at this link”: http://2015.moodle.maynoothuniversity.ie/course/view.php?id=8330

Your MA thesis The MA thesis (GY609), worth 30 credits out of 90 total, is a very important part of the programme and must be given significant thought and time from the start of the course. Mandatory workshops and assignments in semesters 1 and 2, as well as individual meetings with supervisors are designed to help students develop their thesis topic and research design. Independent research, in consultation with a supervisor, will result in a final extended written product. To submit their thesis, students must have satisfactorily completed all coursework, passed all modules (with a mark of 40% or above), and earned 60 credits. GY609 To help you progress with your work in a timely manner, all students are required to attend three GY609 workshops and complete the assignments in consultation with your supervisor, in addition to regular meetings with the student’s supervisor. By the end of Semester 1, it is expected that students have a thesis proposal ready and a thesis supervisor. Following this time, students are expected to work consistently on

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their thesis until submitting it. The thesis is to be submitted no later than 12pm (noon) on Thursday July 23, 2014. GY609 workshops* and assignments** are listed below. *We recommend completing drafts of assignments earlier in consultation with your supervisor. ** Details of assignments will be provided at the first workshop. Semester 1: December 5, 2-5pm, Cartography Lab: Workshop: Choosing a topic and supervisor. January 23, 2015: Assignment 1: Proposal and working bibliography due to supervisors. February 2: Feedback from supervisors given by the first week of classes. Semester 2: February 5, 11-1pm, Cartography Lab: Workshop: Research Design and Ethics (Cart. Lab) February 9: Assignment 2: Dissertation outline & annotated bibliography due to supervisors. February 16: Feedback from supervisors on Assignment 2. February 19: 11-1pm, Tutorial Room (venue tbc): Workshop: Individual Student Presentations of Proposal to Geography Staff. February 20: Feedback: Collation of written forms by staff provided to students. Discuss feedback with supervisor. Summer: June 11: Six-week ‘final’ check in with supervisors July 22: NOON: Final MA Thesis due. IDENTIFYING SUPERVISORS You are strongly encouraged to meet with potential supervisors during their office hours to discuss your interests and what you would like to explore for your MA thesis. For information on the research interests of staff members in Geography, please refer to Appendix III of this handbook, as well as the staff pages of departmental websites at: www.maynoothuniversity.ie/geography/our-people. If you have not identified a potential supervisor in the course of Semester 1, Dr. Till will guide you in choosing a supervisor in the first GY609 workshop in early December, and/or will assign you a suitable supervisor based on the thesis topic that you develop. STUDENTS’ RESPONSIBILITIES Students must contact their thesis supervisor as soon as s/he has been assigned (unless the student has already been in contact with a potential supervisor prior to that to discuss her/his thesis). If you select your own supervisor, please communicate with Dr. Till as soon as possible about the name of your supervisor. It is the student’s responsibility to initiate contact with her/his assigned supervisor, not the other way around, and this initial contact should take place as soon as the supervisors have been approved or assigned. It is important that you meet with your thesis supervisor when requested on a regular basis so that they can monitor your progress, provide you with appropriate advice, support and guidance, and flag up any difficulty you may be experiencing including referring you to people with particular knowledge and expertise. You can contact your supervisor during office hours, via email or by appointment.

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It is your responsibility to maintain continuous communication with your supervisor throughout the year and to inform her/him of your progress and/or difficulties. Supervisors will be available to work with students on thesis supervision until early to mid-June, but please double-check with your supervisor: we cannot guarantee supervisor’s availability after this time. For this reason, you are required to meet with your supervisor before June 11 and have her/him, “sign off” on your plans for work until the July 23 due date of your thesis. This must be done in writing and students have the responsibility to keep a copy for their record. SUPERVISORS’ RESPONSIBILITIES Once a student’s thesis supervisor is agreed upon (in the case of prior discussions between the student and a potentially suitable supervisor) or appointed by Dr. Till, that Geography staff member will provide guidance and support throughout the development of the student’s thesis. Supervisors will provide student with advice regarding different aspects of the research process including (but not limited to): preparatory readings and literatures, the development of a research question, research design and methodology, ethics in conducting research, fieldwork, data analysis, and writing-up. Thesis supervisors are expected to meet with their students on a regular basis before the thesis is handed in. We would recommend a monthly meeting with your supervisor if possible. When face-to-face meetings are not possible, supervisors and supervisees are expected to maintain regular communication about the development of the thesis. Supervisors must “sign off” on their students’ plans for the last six weeks of work on their thesis, between mid-June and the July 23, 2014 deadline for thesis submission. It is the student’s responsibility, however, to schedule a meeting with her/his supervisor to that effect. NOTE: Ethical Guidelines in Research: All research projects that include interactions and working with other people must be conducted in accordance with University guidelines on ethical research and research integrity. You should discuss the ethical implications of your research with your supervisor at the earliest stages of choosing your research topic. For more information, see the ethical review and research integrity policy at: https://www.maynoothuniversity.ie/research/research-development-office/research-ethics WORD COUNT AND FORMAT The main body of the thesis (i.e. excluding the abstract, table of content, acknowledgements, appendices, references, and other annex documents) should be between 15,000 and 20,000 words of length. The format of thesis may vary, depending on the selected research questions and intended audiences. For example, students submitting a dissertation as part of the Art, Culture and Environment specialist stream, may include visual, audio, performance-based or other work to accompany the extended written product. CONTENT Most theses should include the following basic elements which may be modified or adapted to suit the particular needs of the project:

o An Introduction, setting out the aims and scope of the thesis and the material to be covered in each chapter.

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o A review of literature relevant to the thesis subject matter. This should summarise the main findings of the literature reviewed, and conclude by identifying themes and/or hypotheses to be explored in the thesis.

o A detailed methodological statement, setting out the methods/sources employed in both acquiring and analysing information. The statement of methodology should be sufficiently clear to enable possible future researchers to replicate it in order to be able to either corroborate or refute the findings.

o Analysis of data/information. It is important that all findings should be reviewed in the context of the themes and hypotheses derived from the initial literature review.

o A conclusion, which should recall the initial aims of the thesis, summarise the main findings, and (where appropriate) make recommendations (e.g. of a policy nature, or for future research).

o A bibliography of the works consulted in the preparation of the thesis. This may consist of a list of references and an additional bibliography.

STRUCTURING THE THESIS: TITLE PAGE, HEADINGS AND ILLUSTRATIONS The thesis should be typed, with double or one-and-a-half spacing, on good-quality A4 paper. Indented quotes and footnotes should be single-spaced. The left margin should be at least 4 cm, and all other margins should be at least 2cm. Page numbers should be located centrally at the bottom of each page, around 1cm above the edge. Pages should be numbered consecutively, including appendices, but excluding photographs and/or diagrams that are not embodied in the text. The thesis should be bound within boards, with a fixed binding. If the cover has the title of the work, it should be in at least 24pt (8 mm.) type. The name and initials of the candidate, the qualification and the year of submission may also be shown. If the cover material bears any design, the design shall be clear of any lettering. If practicable, the spine of the work should have the surname and initials of the candidate, the qualification for which the work is submitted and the year of submission, in at least 24 pt (8 mm.) type. If the work consists of more than one volume the spine shall also bear the number of each volume. TITLE PAGE There should be a separate title page containing the following in this order:

o The full title (and sub-title) of the thesis. o The full name of the author, followed, if desired, by any qualifications and

distinctions. o The qualification for which the thesis is submitted; the name of the institution to

which the thesis is submitted; and the department, faculty or organisation in which research was conducted.

For example:

o Thesis submitted in fulfilment of the requirements of the MA in Geography, Maynooth University, Department of Geography, Faculty of Social Sciences, National University of Ireland.

o The month and year of submission o Name of the Head of the Department concerned. o Name of the Supervisor of the research.

The title should describe the content of the thesis accurately and concisely.

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HEADINGS Each chapter should have a number and title, centred at the top of the page. Use sub-headings where there are significant changes in theme in the text. This also helps to break up the monotony of continuous text and improves the presentation. Be consistent in the use of different orders of heading. For example, for the major sections of a chapter, you could place the heading on a separate line, in block capitals (i.e. upper case), at the left margin of the page. Where major sections are divided into sub-sections, you could place the sub-heading on a separate line, in lower case, at the left margin of the page, and underline it. If using a third order of sub-heading, underline it and place it at the beginning of the line, with text continuing on. The passage below outlines a correct usage of headings and sub-headings.

CHAPTER 2: THE CASE STUDY

DUBLIN CITY

My thesis examines creative cities using Dublin city as a case study. I discuss aspects of creative cities under three headings: the impact of the Crisis; gentrification processes; and the right to the city.

The Impact of the Crisis

As discussed in my literature review, AUTHOR (YEAR) argued that the global economic crisis in 2008 resulted in increased forms of neoliberal urbanism. The main impacts of the crisis that are particularly relevant for the case study of Dublin include X, Y and Z.

X: !

Alternatively, students can use slightly different sized fonts for different levels of heading, possibly using bold and /or italics, and different spacings before and after the heading. However, whatever you decide, the most important thing is to remain consistent. Most word processors allow you to define styles. Using these will ensure a consistency of style for different levels of heading. ILLUSTRATIONS Original maps, diagrams and other visual materials, whether computer-generated or hand-drawn, should be of acceptable cartographic standard. Maps from secondary sources should be copied neatly, and the source should be stated at the bottom as for an ordinary reference e.g. "Source: Haughey, 1992: 46". The source(s) of information upon which original illustrations are based should also be given e.g. "Source: Census of Population, 1996, 2002". All maps, diagrams and images should have a title and should be numbered sequentially, including the number of the chapter in which they appear as follows: "Fig. 2.1, Fig 2.2", etc. Additionally:

o All maps should include a scale. o Photographs should have an accompanying caption, should be labelled "Plate"

and should be numbered as for maps and diagrams ("Plate 2.1", etc.). o All tables should be presented as neatly as possible. Each table should have a

title and be numbered as for maps ("Table 2.1", etc.).

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o All illustrations should be placed as close as possible to the relevant text and should be referred to and discussed in the text.

QUOTING, CITING AND REFERENCING Direct quotations should be used sparingly and should generally be confined to particularly well-stated or telling passages. They should be enclosed in double quotation marks (with quotations within quotations enclosed in single quotation marks) and should be followed by (in parentheses) the surname(s) of the author(s), the date of publication and the page number from which the quotation has been taken, as follows: “...forever and ever” (Kitchin and Bartley, 1998: 109). Where a quotation exceeds a single sentence it should begin on a separate line, and should be indented (i.e. have wider left and right margins than the main text). Lengthy quotations should be avoided. Superfluous passages in a quotation may be omitted and replaced by three spaced periods. Words may be added for grammatical completeness but should be enclosed in square brackets. You will be provided with a handbook detailing the Department of Geography’s preferred referencing system. Alternative systems may only be used with the permission of your supervisor and the MA director. Note: University regulations governing the preparation of theses change from time to time, so please confirm the accuracy of the above information. ASSESSMENT AND GRADE-RELATED CRITERIA FOR THESES The key criteria used to arrive at the mark reflect the ability of students to: • Produce professional, potentially publishable research • Exhibit critical ability and depth of understanding of specific areas of study • Develop and deliver on research aims and objectives • Implement appropriate methodologies • To place their own work in the context of wider literature • Write academically • Structure and present a significant volume of work.

MA THESES Class Mark

Range Grade Related Criteria for Dissertations

Firs

t Cla

ss H

onou

rs

80+ ! Outstanding piece of research of publishable quality, as a whole or in part.

! Impressive critical ability and understanding, demonstrated by extensive reading and by location of the research within wider theoretical debates.

! Very well focused and appropriate research aims and context. ! Excellent and original research design and implementation, with

a full, critical and reflexive discussion of the methodology adopted.

! Original/ambitious topic. ! Outstanding analysis of the empirical material. ! Full conclusions that discuss the original findings of the research

and its contribution to the wider literature. ! Outstanding presentation.

70-79 ! Excellent piece of research that is potentially of publishable quality with development.

! Insightful understanding of theoretical debates, and the contribution of the research project to these debates.

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! Clearly focused and appropriate research aims and context. ! Very good and original research design and implementation, with

a full discussion of the methodology adopted. ! Excellent analysis of the empirical material, drawing out

conclusions at a higher analytical level.

Seco

nd C

lass

Hon

ours

G

rade

I

60-69 ! Very good and well-executed piece of research, which is clearly located within wider theoretical debates.

! Worthwhile and well formulated research aims and context. ! Good research design and implementation, with a thoughtful

discussion of the methodology adopted. ! Good analysis of the empirical material. ! Well researched and presented but discrepancies and

shortcomings may not be fully explored. ! Evidence of good analytical skills but does not display the

outstanding ability, critical acuity and/or original contribution to the wider literature that characterise award of first class honours.

Seco

nd C

lass

H

onou

rs

Gra

de II

50-59

! Competent and well-organised piece of research. ! Evidence of good effort and sound outcome but lacking in

imagination and critical insight. ! Research aims and context may be unfocused. ! Dissertation may fail to achieve objectives fully or to reflect

critically on the wider literature and the methodology adopted. ! Analysis of the empirical material is sound but could be

developed more fully and critically. ! Brief and/or weak conclusions may fail to demonstrate the

contribution of the research to the wider literature. ! Reading base narrow and selective, overly partial.

Pass

40-49 ! Deficient in effort or analysis. ! Demonstration of poor analytical skills. ! Incomplete and/or inaccurate analysis of the empirical material. ! Lacks critical understanding of wider theoretical or

methodological literature. ! Weak research aims, context and conclusions. ! Little evidence of understanding, detailed knowledge or reading. ! Contains mistakes, misunderstandings or irrelevant material. ! Poor organiation, poor expression and an uncritical approach. ! Reading base very weak and thin.

Fail

0-39 ! Low input of effort and superficial write-up, conveying little of context or value of the research.

! Inability to interpret results sensibly. ! At best, insufficient effort to complete a reasonable piece of work. ! At worst, an inadequate dissertation lacking background reading

or proper analysis. ! Likely to be muddled and/or incomplete, and poorly expressed.

Fail

0 ! Copied or plagiarized answer with no intellectual input from student

! Work penalised for late submission without the granting of an extension by the module facilitator.

! Plagiarised material may be reported to the University Authorities

27

The Department of Geography The Department of Geography is a leading centre for research and teaching in Ireland. It offers a diverse and exciting range of opportunities for learning, across both physical and human geography. A recent commentary in the Irish Times (October 2013) outlined the "forces that will define our future", which were Global economic forces, Rising inequality, Changing work patterns, Demographics and Climate change. All of these "forces" feature strongly in both our teaching and our research, and students have the opportunity to explore both historical and contemporary influences on our environment and society. For more information about the Department, see our webpage at: https://www.maynoothuniversity.ie/geography. To follow news about our geographers, see: https://www.maynoothuniversity.ie/geography/news RESEARCH CENTRES AND COLLABORATIVES Geography staff are active in a number of national research centres and through collaboratives at Maynooth University, including the National Institute of Regional and Spatial Analysis, The National Centre for Geocomputation, the Space&Place Research Collaborative, and the Irish Climate Analysis and Research Units. National Institute of Regional and Spatial Analysis (NIRSA) was established in 2001 by Professor Rob Kitchin and is currently directed by Professor Mark Boyle. NIRSA is a collaborative partnership of scholars from a number of social science disciplines located in four partner institutions: Maynooth University, Mary Immaculate College, University of Limerick, Institute of Technology Sligo and Queen’s University Belfast. The role of the institute is to undertake fundamental, applied and comparative research on spatial processes and their effects on social and economic development in Ireland, and to provide high quality graduate education to the next generation of Irish social scientists. To date over 300 researchers have been affiliated to NIRSA and over 150 of them have received competitive funding from Maynooth Uuiversity. Over 200 projects have received external funding since 2001, totaling over "55 million.

NIRSA is also home to two ERC funded projects – the ‘New Deals in the New Economy‘ led by Professor Sean O’Riain and the ‘Programmable City‘ led by Professor Rob Kitchin. It has also established two significant research resources; the All-Island Research Observatory (AIRO) that undertakes academic and applied mapping research and produces spatial datasets and specialist tools to assist in their analysis; and the Irish Qualitative Data Archive (IQDA), which archives social science data in media other than machine readable datasets. NIRSA is also a founding partner of the all Ireland International Centre for Local and Regional Development (ICLRD) and serves as Ireland’s contact point for the EU ESPON planning network. For more details, see: http://www.maynoothuniversity.ie/nirsa/.

This year, there are also a special series of Programmable City Events coordinated by Professor Rob Kitchen. A preliminary schedule for S1 is below. Details will be updated on the webpage: http://www.maynoothuniversity.ie/progcity/

• 8th Oct - Nate Tkacz, University of Warick • 5th Nov - Ayona Datta University of Leeds (date may change) • 3rd Dec Jennifer Gabrys Goldsmiths

The National Centre for Geocomputation (NCG) was founded at Maynooth University in 2004 through funding provided by Science Foundation Ireland. Since then, the NCG has become firmly established as a leading international research centre in the field of Geocomputation, with over thirty researchers, and is a major

28

intellectual centre committed to extending understanding and utilisation of the capture, analysis and modelling of spatial data. For more information see: http://ncg.nuim.ie/index.php. NIRSA and NCG also host a seminar speaker series, most Wednesdays from 4-5:30pm in the NIRSA Conference Room 2.31, 2nd Floor Iontas Bldg., North Campus. The Space&Place Research Collaborative is a translocal scholarly and creative network, based in the Department of Geography at Maynooth and directed by Dr. Karen Till. We regularly partner with individuals, groups and institutions in Dublin and Kildare County, as well as with the Ómós Áite: Space/Place Research Group (http://www.nuigalway.ie/research/centre_irish_studies/omos_aite.html) at the Centre for Irish Studies at the National University of Ireland Galway. Thematic foci that have developed through projects and members over the past two years include: Art and Geography, Urban Public Spaces, Landscapes and Environments, and Publicly Engaged Research and Creative Practices. From our Art and Geography cluster, three related subareas have also emerged in: Memory and Place, Medical Humanities and the Arts, and Bodies and Space. For more details go to: https://www.maynoothuniversity.ie/geography/about-spaceplace. ICARUS is the largest dedicated climate change research and modelling centre in Ireland. It conducts pure and applied research covering all aspects of climate change from regional climate modelling to impact assessments in a variety of sectors and provides a wide and diverse range of research capabilities in the climatic arena. See: http://icarus.nuim.ie/ SOCIAL MEDIA HELP! IF SOMETHING GOES WRONG If you experience academic or personal difficulties during the year, there are a number of ways in which you can get help. Your first point of contact for academic difficulties should be your course director and/or your supervisor. More general issues may be raised at the monthly meetings with the MA Director. If this is not satisfactory, you should contact the Director of Postgraduate Studies and the Head of Department.

BLOGS Geography’s Eye on the World 'Eye on the world' is a blog written by staff at Maynooth University Department of Geography. The blog includes postings about geography in the news, geographers in the news, news stories that are especially geographic, or stories we feel should connect with a large swathe of our student body. The site is managed by Dr. Alistair Fraser, who has launched a new page this year. See http://maynoothgeography.wordpress.com/ NIRSA’s ‘Ireland after NAMA’ A second and well-regarded blog that many Maynooth University Geographers regularly contributed to is ‘Ireland after NAMA’. Run out of NIRSA and managed by Dr. Cian O’Callaghan it focuses on a range of critical commentaries and useful analyses focused on Ireland after NAMA. Go to http://irelandafternama.wordpress.com/ Please check out the tweets that many Geography staff regularly post on Twitter!

29

Alternatively, student representatives, through the Graduate representatives, can raise issues within the Department at monthly staff meetings, or through the Graduate Feedback Council at university level. If your concerns are not addressed within the Department, you should then bring the matter to the attention of the Dean of Graduate Studies. In the case of personal difficulties, your supervisor, the MA Director, the Director of Postgraduate Studies and the Head of Department are available to assist you. In addition, the University has a number of support services, including a Counselling Service, a Chaplaincy, a Mature Students Office, a Disability Office and a Students’ Union that may be of assistance. Key contact details are as follows: Name Email Telephone Dr Jan Rigby, Head of Department jan.rigby@nuim.ie 01-708 6728 Dr Mary Gilmartin, Director of Postgraduate Studies (Department of Geography)

mary.gilmartin@nuim.ie 01-708 6617

Dr Rowan Fealy, Course Director, Physical Geography, Climate and Environment GREP

rowan.fealy@nuim.ie 01-708 4562

Professor Mark Boyle, Course Director, NIRSA GREP, MA Society and Space

mark.g.boyle@nuim.ie 01-708 3756

Dr Gill Scott, Course Director, MSc Climate Change

gillian.scott@nuim.ie 01-708 ???

Dr Ronan Foley, Course Director, MSc GIS/Remote Sensing

ronan.foley@nuim.ie 01-708 6024

Dr Karen Till, Course Director, MA Geography karen.till@nuim.ie 01-708 4550 Prof Ronan Reilly, Dean of International and Graduate Studies

ronan.reilly@nuim.ie

Graduate Studies Office graduatestudies@nuim.ie 01-708 6018 Student Counselling Service (Kay Lynch) 01-708 3554 Chaplaincy chaplaincy@nuim.ie 01-708 3320 Mature Students’ Office Emer.sheerin@nuim.ie 01-708 3307 Disability Office Rosario.ryan@nuim.ie 01-708 6341 Students’ Union Students.union@nuim.ie 01-708 3669 Postgraduate Feedback Council Marie.murphy@nuim.ie 01-708 6016

In some circumstances, you may need to suspend your registration to your postgraduate degree. This is dealt with on a case-by-case basis. In order for this to be considered, you need to apply to your Head of Department, who in turn informs the Student Registry.

In all cases, the earlier we know about difficulties that have arisen, the more we can do to address them.

NOTES:

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APPENDIX 1. MODULE DETAILS FOR SEMESTERS ONE AND TWO Descriptions and general assessment information about the modules offered for the academic year 2014-15 are offered below. Please note that the module descriptors below are provisional and indicative only: content, assessment and timetable for all modules may be subject to change. Instructors of the different modules listed below will provide specific details at the first day of classes. NOTE: All instructors reserve the right to make adjustments to module content, assessment and timetables. Changes will be posted on the course Moodle website, and circulated by email and/or announced in class by instructors. Lecturers may post additional information and amendments to individual modules’ content on Moodle and/or announce them in class. It is the responsibility of the students enrolled in a given module to regularly check their Maynooth University emails and Moodle pages to monitor changes.

SEMESTER ONE MODULES I. MANDATORY MODULE GY608, Thinking Geographically (10 credits) Thursdays 11am-1pm, Cartography Lab, Rhetoric Building (South Campus) Instructor: Dr. Mary Gilmartin This mandatory module addresses key debates on the nature and practice of geography, drawing on historical and contemporary scholarship from a range of academic contexts. The module will focus on key concepts that underpin geographical thoughts, and key approaches to the practice of geography. The module outline will be discussed and agreed with the students and instructor the first day of class. 100% Continuous assessment. II. METHODS MODULES SO620A, Qualitative Methods (10 credits) Thursdays 9-11am, Instructor: Dr. Paul Ryan

This 10-credit module offers students a theoretical and practical guide to qualitative research methods. On successful completion of the module, students should be able to: understand the epistemological foundations behind qualitative research; assess which qualitative methods are the most appropriate to answer particular research questions; demonstrate a knowledge of various qualitative research methods; understand how qualitative data is analysed and written up. Details for the module will be distributed on the first day of classes. The module will be taught in lecture format, 12 weeks of 2 hour lectures. 100% Continuous Assessment.

GY610: Mapping, GIS and Critical Spatial Data (10 credits) Thursdays 2-4.00 pm, Cartography Lab; Physical Geography Lab Instructor: Dr. Ronan Foley This is a module concerned with the subject of mapping and its evolution from historic cartography to contemporary digital forms. This module seeks to familiarise students with the principles of mapping, representation, Geographic Information System (GIS) software, and critical spatial data. Underpinning the module will be an attempt to track how people and/in place have been mapped and to look critically at the conflicting

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histories of cartography. Two broad strands, firstly how/why people draw and use maps and secondly, the technical aspects of their creation and utilization, will also touch on mapping's relationship with power and ownership. In particular the tensions between how the world and reality can be meaningfully represented and who does this, will be considered across the course through viewings, workshops, discussions and field visits. Basic digital mapping skills associated with GIS will also be introduced as will information on new forms of digital spatial data and how to build digital data from scratch. The course is presented to students using a range of options and will be taught through a mix of methods and resources. Some of the materials will be paper maps which will be physically handled and used while the digital part of the course will use GIS manuals and files through a series of working practicals. Other online resources will also be important and students will be expected to source and identify both paper and digital mapping material using their own initiative. An indicative list of readings are listed below. On successful completion of the module, students should be able to: recount the history, principles and practice of mapping and cartography; be familiar with GIS data and the key applications and uses of GIS, and be capable of applying these in their own research; demonstrate competency in manipulating and utilising digital data; locate, identify and critically analyze spatial data; and demonstrate a critical awareness of data visualisation and the public understanding of how spatial data is represented. A tentative outline of topics include*: WEEK/SESSION SUBJECT DATE Week 1: Session 1 Introduction to Course: Mental Mapping Sep 25

Week 2: Session 2 Histories of Cartography Oct 2

Week 3: Session 3 Mapping and Representation Oct 9

Week 4: Session 4 Viewing the Historic Map: visit to Royal Irish Academy. Guest Lecture - Sarah Gearty

Oct 16

Week 5: Session 5 GIS Practical 1 Basics Oct 23

Mid-term break

Week 6: Session 6 GIS Practical 2 Analysis Nov 6*

Week 7: Session 7 GIS Practical 3 Data Entry Nov 13

Week 8: Session 8 GIS Practical 4 GIS Futures Nov 20

Week 9: Session 9 Citizen and Public Mappings Nov 27

Week 10: Session 10

Big Data: Guest Lecture - Tracey Lauriault Dec 4

Week 11: Session 11

Critical Cartographies: Summary and Discussion

Dec 11

Week 12: Session 12

PRESENTATION/EXHIBITION Dec 18

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* Date/Time subject to change

Continuous assessment will include three separate components, as listed below (with a rough indicative credit weighting attached):

1) Review: These will consist of A CRITICAL NARRATIVE STUDY OF A SELF-CHOSEN HISTORIC MAP. This will be worth 30% of the GY610 module mark and will be aimed at assessing student learning in the initial cartographic histories section of the course. Set out in Week 3 and submitted in Week 5.

2) GIS Mapping Project: This will consist of a SHORT PROJECT REPORT WITH ACCOMPANYING MAP(S). This will be worth 20% of the GY610 module mark and will be aimed at assessing students grasp of basic GIS techniques and a critical understanding of how it presents spatial data. Set out in Week 7 and submitted in Week 9.

3) Presentation/Exhibition: These will consist of A PRESENTATION/EXHIBITION which will have as its focus a comparison between analogue and digital mapping. This will be worth 50% of the GY610 module mark and will be aimed at assessing student’s ability to incorporate the module's themes into a comparative mapping study - presented in Week 12.

Note: Further details as to the precise nature of the assessment tasks will be made clear as the course progresses as will any changes to submission dates. Indicative reading Core Texts Crampton, J. (2010) Mapping: A Critical Introduction to Cartography and GIS. Chichester,

Wiley-Blackwell. Dodge, M. (ed.) (2010) Classics in Cartography. Reflections on influential articles from

Cartographica. Chichester, Wiley-Blackwell. e-book Dorling, D. and Fairbairn (1997) Mapping: Ways of Representing the World. Harlow, Pearson. Elwood, S. (2009) Geographic Information Science: new geovisualization technologies –

emerging questions and linkages with GIScience research. Progress in Human Geography, 33, 2, 256–263.

Garfield, S. (2013) On the map: a mind-expanding exploration of the way the world looks. London, Gotham Books.

Lynch, K. (1960) The Image of the City. Cambridge, Mass., MIT Press. Sui, D. and Goodchild, M. (2011) The convergence of GIS and social media: challenges for

GIScience, International Journal of Geographical Information Science, 25, 11, 1737-1748 Additional Readings Andrews, J. H. (2001) A Paper Landscape: The Ordnance Survey in Nineteenth-Century Ireland

2nd Edition. Dublin, Four Courts Press. Crouch, D. and Matless, D. (1996) Refiguring geography: Parish Maps of Common Ground,

TIBG, 21, 1, 236-255. Dodge, M., Kitchin, R. and Perkins, C.R. (2009) Rethinking maps: new frontiers in cartographic

theory. London, Routledge. Elwood, S. (2006) Critical Issues in Participatory GIS: Deconstructions, Reconstructions, and

New Research Directions. Transactions in GIS, 10, 5, 693–708. Goodchild, M. (2006) GIScience Ten Years After Ground Truth. Transactions in GIS, 10, 5,

687–692. Harley, J.B. and Laxton, P. (2001) The new nature of maps: essays in the history of

cartography. Baltimore, Johns Hopkins University Press. Hodgkiss, A. (1981) Understanding maps: a systematic history of their use and development.

Folkestone, Dawson. Kent, A. (2012) From a Dry Statement of Facts to a Thing of Beauty: Understanding Aesthetics

in the Mapping and Counter-Mapping of Place. Cartographic Perspectives, 73, 39-60. Monmonier, M. (1991) How to Lie with Maps. Chicago, University of Chicago Press.

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Monmonier, M. (1993) Mapping it Out. Expository cartography for the humanities and social sciences. Chicago, University of Chicago Press.

Pickles, J. (2006) Ground Truth 1995-2005. Transactions in GIS, 10, 5, 763–772. Sui, D., Elwood, S. and Goodchild, M. (2012) Crowdsourcing Geographic Knowledge:

Volunteered Geographic Information (VGI) in theory and practice. Dordrecht, Springer. Software Specific Materials Harder, C., Ormsby, T. and Balstrøm, T. (2011) Understanding GIS: an ArcGIS project workbook. ESRI Press, Redlands. 910.285 HAR Ormsby, T. (2010) Getting to Know ArcGIS Desktop: For ArcGIS 10. 2nd Edition ESRI Press, Redlands. 910.285 ORM. Web Resources CARTOGRAPHY http://project.oldmapsonline.org/collections Collaborative Project pulling together historic maps onto a contemporary search frame. http://www.geography.wisc.edu/histcart/ History of Cartography at the University of Wisconsin - http://www.davidrumsey.com/ The David Rumsey Map Collection - http://www.maphistory.info/ Map History/History of Cartography - central portal produced by Tony Campbell. http://www.bbc.co.uk/programmes/b00s2w83 Home page for a BBC4 series from 2010 entitled The Beauty of Maps. Only clips available but

also to be found in sections on YouTube. GIS http://www.arcgis.com/features/ ESRI’s answer to Google Maps, Bing Maps, OpenStreetMap and others. An online interface to

base mapping layers but also downloadable onto desktops. http://www.esri.com/ Home website for ArcView software and good general site for examples of GIS software,

applications and concepts http://www.esri-ireland.ie/ Irish home page of the ESRI company with links to the international site http://www.gis.com/ ESRI run general Internet Guide to GIS. http://earth.google.com/ Google Earth http://maps.google.com/ Google Maps http://www.openstreetmap.org/ Open Street Map – zoom in to Maynooth on this and you get a surprising amount of detail. The

NCG provided much of this data locally. http://www.bing.com/maps/. Bing Maps another set of global base mapping to explore this time the Microsoft option. http://gislounge.com/free-gis-stuff/ As it says on the tin, free GIS stuff GENERAL SPATIAL DATA http://www.osi.ie/ Web Site of the Ordnance Survey Ireland. http://www.cso.ie/ Web Site of the Central Statistics Office of Ireland. Location of a range of spatially-tagged and

taggable data. http://www.gsi.ie/ Geological Survey of Ireland website containing a good range of downloadable GIS layers. VGI/PUBLIC/CITIZEN MAPPING http://www.theguardian.com/data

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The Guardian's data store - full of interesting and current examples of big data mapping and additionally useful commentary and visualisations.

http://www.nytimes.com/upshot/ NY Times section on different types of public data visualisations. It covers other topics too but

has useful examples of data visualisation from a number of subject areas of public interest. http://airo.maynoothuniversity.ie/ All-Ireland Research Observatory (AIRO) - centralised portal for maps and analysis online of a

range of different topics and subjects of interest. III. SPECIALIST MODULES GY622: Globalisation and Social Movements (10 credits) Fridays 10am-12noon, Cartography Lab Instructor: Dr. Rory Hearne This module introduces students to the theory and practice of new social movements engaged in globalization ‘from below’ that have emerged in recent decades, from the Occupy and Global Justice movement, to anti-austerity campaigns in Ireland, to the New Left in Latin America. It explores the transnational civil society social movements of oppressed and marginalised communities, networks, digital space and local ‘everyday’ initiatives and activism that demand, create and engage in transformation. It investigates the way in which communities and the subaltern are not just powerless, passive observers in processes of change but can shape political processes, change policy, develop alternatives, and engage in local resilience. It looks at the various scales of action, from the local to the global. It introduces students to the radical neo-Marxist, anarchist, feminist, and postcolonial theories and concepts of solidarity, spatial justice, collective action, equality and empowerment to help understand these movements. It explores movement ‘strategies’ (how do they mobilize and their relationship to the state and political institutions (and state response) and issues of identity and motivations (why do they mobilize) and their ‘maps of grievance’. It explores transformation outside and within the existing system at various scales such as Left governments, eco villages and co-operatives. On successful completion of this module students will be able to: demonstrate a critical understanding of the theory and practice of contemporary global and local social movements involved in the pursuit of globalisation ‘from below’; discuss the unjust social and environmental geographies of globalisation and the role of social movements in transforming these geographies; and demonstrate a critical awareness of actually existing post-capitalist alternatives within and outside capitalism. The module covers the following key areas:

! Introduction to geography, critical theory & radical praxis of social movements, transformation and resistance;

! Postcolonial uprisings: social movements and the new left in Latin America; ! Climate and environmental justice; ! Solidarity and the global justice movement; ! Network based social movements; ! Local resistance: social movements in Ireland; ! Spatial Justice and The Right to the City.

100% continuous assessment will include:

1. A 2000-word literature review of radical (Left/social justice) theories of socio-spatial resistance to, and transformation of, capitalism.

2. A 3000-word assignment critically comparing and contrasting the geographical political economy context, methods and impacts of two civil society movements

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engaged in socio-spatial justice using a case study from the Global South and Ireland.

3. An in-class presentation of a proposed 5-year campaign/strategy plan for the movement, building on the Irish social movement case-study above.

Indicative readings and descriptions for key areas: 1. Introduction to geography, critical theory & radical praxis of social movements, transformation and resistance: Geography of social movements, multiple spatialities, scale, space (occupying space), place, networks, positionality and mobility of social movements, uneven geographies, progressive localism, trans-local solidarity, spatial justice. Radical theories of contemporary social movements & contentious politics; anti-capitalist (Gramsci), neo-marxist, post-ideological (autonomist), feminist, postcolonial, new hybrid knowledges & theoretical approaches Readings: Books Holloway, J. (2010) Crack Capitalism. London: Pluto Press Blunt. A & Wills, J. (2000) Dissident Geographies: An Introduction to radical ideas and practice.

London: Pearson Education. Harvey, D. (2012) Rebel Cities. London: Verso Purcell, M (2013) The Deep Down Delight of Democracy. Oxford: Wiley-Blackwell Amin, A. & Thrift, N. (2013) Arts of the Political: New Openings for the Left. Duke: Duke

University Press Slater, D. (2003) ‘Geopolitical Themes and Postmodern Thought’ and Allen, J. (2003) ‘Power’,

in Agnew, J., Mitchell, K., O Tuathail, G. (2003) A Companion to Political Geography,.Oxford: Blackwell

2. Postcolonial uprisings: Social movements and the new left in Latin America: This explores the recent resurgence of social movements and left parties in Latin America. It explains the different historical trajectories, ideological nuances and places of left power at municipal and national level in case study Latin American countries. It also explores how social movements - from indigenous and peasant movements in Bolivia, Ecuador and Mexico to the piquetero movement in Argentina – have become central forces in the political life of those countries, to the point of decisively shaping the profile and rhythm of change of local and national governments. Readings: Books Barrett, P., Chavez, D. & Rodríguez-Garavito, C. (2008) New Latin American Left (Utopia

Reborn). London: Pluto Press Goodale, M., Postero, N. (2013) Neoliberalism, Interrupted: Social Change and Contested

Governance in Contemporary Latin America 3. Climate and environmental justice: Political spaces of climate activism – strategy of approach and scale: contentious politics versus policy change: local or transnational? Climate Justice movements, trans-local solidarity, direct action, experiments in post capitalist & post carbon futures; Transition Towns, eco-villages Readings: Books:

Peet, R. & Watts, M. (2004) Liberation ecologies: environment, development, social movements. London: Routledge Journal Articles: North P., (2010) ``Eco-localisation as a progressive response to peak oil and climate change: a

sympathetic critique'' in Geoforum 41, pp. 585-594 Chatterton, P. & Pickerill, J. (2010) ‘In, against and beyond capitalism. The messy spaces,

practices and identities of everyday activism in the UK’ in Transactions of the Institute of British Geographers, 35 (4), pp. 475–490

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4. Solidarity & the Global Justice Movement: Exploring the emergence of the anti-capitalist and Global Justice movement and diverse convergence spaces such as the World Social Forum. Readings: Books: Featherstone, D. (2012) Solidarity: Hidden Histories & Geographies of Internationalism.

London: Zed Della Porta, D. Et al. (2006) Globalization from Below : Transnational Activists and Protest

Networks. Minneapolis: University of Minnesota Press Routledge, P. (2002) Resisting and Reshaping Destructive Development- Social Movements &

Globalising Networks in Johnston, Taylor and Watts (eds) (2002) Geographies of Global Change (about developing world but relevant to developed)

Stammers, N. (2009) Human Rights and Social Movements. New York: Pluto Press Journal Article: De Sousa Santos, B. (2008), "The World Social Forum and the Global Left" in Politics &

Society, 36, 2, pp 247-270 5. Network based social movements: Introducing and discussing Occupy, the Arab Spring, and Indignados. Readings: Books: Castells , M. (2012) Networks of Outrage and Hope. Cambridge: Polity Flesher Fominaya, C. & Cox, L. (2013) Understanding European Movements: New Social

Movements, Global Justice Struggles, Anti-Austerity Protest. London: Routledge Readings: Journal Article:

Pickerill, J and Krinsky, J. (2012) Why does Occupy matter? In Journal of Social Movement Studies 6. Local resistance: social movements in Ireland: This part of the module outlines and analyses the experience of protest, solidarity and resistance in Ireland during the period of austerity and crisis from 2008-2013. It explores the role of trade unions, left political parties, social movements, community campaigns and assesses the ideological, social justice, solidarity and political impacts of their various strategies such as state partnership and radical action. Readings: Journal Articles: Hearne, R. (2014) ‘Creating utopia through real struggle: lessons from practical experiences of

symbiotic strategies for transformation in austerity Ireland’, Irish Journal of Sociology, Vol 21, Issue 2

Featherstone, D.J., Ince, A., Mackinnon, D., Strauss, K., and Cumbers, A. (2012) Progressive localism and the construction of political alternatives in Transactions of the Institute of British Geographers, 37 (2). pp. 177-182

Cox, L. (2011) Gramsci in Mayo: a Marxist perspective on social movements in Ireland, New Agendas in Social Movement Studies Conference, September, 2011, National University of Ireland Maynooth

Allen, K. & O Boyle, B. (2013) Austerity Ireland. London: Pluto Press 7. Spatial Justice & Right to the City: This explores the concept and practice of the Right to the City as a means to achieve socio-spatial justice alternatives and build socio-spatial struggles and resistance. Book: Soja, E.W. (2010) Seeking Spatial Justice. Minnesota: Minnesota Press. Journal Articles:

Hearne, R & Kenna P (2014) Using the Human Rights Based Approach to Tackle Housing Deprivation in an Irish Urban Housing Estate, Journal of Human Rights Practice, Vol. 6, Number 1, pp. 1– 25

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Brown, A. (2013) ‘The right to the city: road to Rio 2010’, International Journal of Urban and Regional Research, Vol 37, No. 3, pp 957-71

Marcuse, P. (2012) ‘Whose right(s) to what city’, in Brenner, N., Marcuse, P., and Mayer, M. (eds.) Cities for People and Not for Profit: Critical Urban Theory and the Right to the City. New York: Routledge, pp 24-34 GY626: Bodies and Environments (10 credits) Fridays, 2-5pm (see dates above), Cartography Lab Instructor: Professor Gerry Kearns Through lectures and a studio visit, this module introduces students to the political and cultural dimensions of the relations between human flourishing and its natural contexts. The geographical concepts of space, place, environment and scale will be explained and applied to matters of life, death, health, and dependence upon and as well as obligations to non-human life. The cultural politics of these matters will be explored through an explication of the political dimensions of epidemiology, the broad ramifications of what might be termed vital geographies, and the urgent necessities of the Anthropocene. Throughout the creative engagement, and interaction of, scientists and artists will be at the heart of the course. In this way the course takes students into the most urgent issues in the emerging fields of Art and Geography, Health Geographies and the Medical Humanities. After finishing the course, students will be able to discuss the artistic, cultural, environmental and political responses to dilemmas arising from the vital, organic and ecological contexts of human life. They will have a grasp of the geographical dimensions of these issues. The broad range of topics covered will include the AIDS pandemic, a place-based ethics of care, the bodily performativity of social life, the corporeality of citizenship, therapeutic landscapes, and the hybrid geographies of human relations with non-human life. Other topics may be covered where students have a specific research or practical focus. In each session students will have obligations to present work, chair discussions, review each other’s work and subsequently provide written feedback to each other. This active engagement with the work of others helps students learn the principles of self-evaluaiton as well as many of the professional skills of the academic and writer. This also encourages them to take leadership responsibility. The final session of the course is in a place of artistic production and will involve interaction with one or more artists. For many students this will produce an unpredictable set of cross-currents between academic and cultural creativity. A tentative outline of module topics include: 1. Designing spatial metaphors for the AIDS pandemic. A normative and retrospective interrogation of the spatial metaphors used by scientists and artists as they tried to comprehend both the new disease and the social dimensions of its impact. This session introduces students to a practical engagement with discourse analysis. 2. A place-based ethics of care. Place has long been a central concept in Geography but the integration of this geographical concept with feminist discussions of care is currently under development in the fields of cultural geography, social psychology and health geographies. These themes have also been taken up in current artistic practice. 3. The bodily performativity of social life and the corporeality of citizenship. The first of these ideas has been developed in feminist philosophy but its implications for the embodiment of citizenship has yet to receive adequate attention in political philosophy.

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Building upon work in the first two sessions, this session develops a novel and critical perspective on social relations. It takes the topic of life at the focus for a new place-based politics. 4. Therapeutic Landscapes. This is a new field within health geographies focusing upon the perceived environmental correlates of healthy living. This is also a concern of some artists as they reflect upon their life-worlds. The common themes of geographers and artists in this area will be focus of this session. 5. Hybrid Geographies. The study of the relations between human and non-human life has been revolutionized by recent Science Studies scholarship including the works of Haraway. This has been developed within Geography by Gandy, Parry and Whatmore, among others. There are evident Health Geography applications for a perspective that re-thinks the prosthetic and manufactured nature of modern human and other living forms. This new way of conceptualizing the more-than- and other-than-human elements of people has also engaged dancers, painters and writers. 6. Studio/Gallery visit. The class will engage with an artist in a relevant place of cultural production.

Note to Students: It is hoped that artists with an interest in issues of space, place, environment and scale will find this an interesting way to reflect on these themes conceptually and comparatively. Also, people with an interest in the medical humanities or the ways that engagement with art can support healthy living may find this course relevant. Medical geographers should find it helpful to learn more about the exploration by cultural activists of the metaphors at the heart of medical geography. Social scientists with an interest in the field of Science Studies may find this a helpful set of case studies.

100% continuous assessment will be comprised of: a 2,000 word critical review of key theories and debates (35%), and a 3,000-4,000 word final essay, including an illustrated section reflecting upon one’s own or another artist’s/practitioner’s practice relevant to key concepts and theories discussed in the module (65%).

Indicative Reading: Judith Butler, Bodies that matter: On the discursive limits of “sex” (London: Routledge, 1993) Steven Epstein, Impure science: AIDS activism, and the politics of knowledge (Berkeley CA:

University of California Press, 1996). Ronan Foley, Healing waters: Therapeutic landscapes in historic and contemporary Ireland

(Farnham UK: Ashgate, 2010). Gerry Kearns and Simon Reid-Henry, ‘Vital geographies: Life, luck and the human condition,’

Annals of the Association of American Geographers 99:3 (2009) 554-574. Karen E. Till, ‘Wounded Cities: Memory-work and a Place-Based Ethics of Care,’ Political

Geography 31 (1): 3-14. Sarah Whatmore, Hybrid geographies: Natures, Cultures, Spaces (London: Sage, 2002).

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SEMESTER TWO MODULES I. MANDATORY MODULE GY 607: Field School (10 credits) Instructors: Gerry Kearns and Cian O’Callaghan This compulsory field immersion module is an application of a geographical methodology, fieldwork, through a range of case studies. The module relates to the content of other substantive themes in the course, while offering students field interpretation and analysis skills that will allow them to think critically about spatial-social issues of relevance in a range of spaces and environments. This module is cross-listed with the MA in Society & Space (NIRSA) to encourage trans-disciplinary spatial thinking. This module combines lectures, workshops and field classes, with different topical and fieldwork elements, and is 100% continuous assessment. On successful completion of the module, students should be able to: demonstrate familiarity with field-based geographical research skills; demonstrate a critical awareness of some current and practical spatial-social issues relating to the places, landscapes and environments studied; and identify and critically reflect on the connections between the practice of fieldwork and academic research, generally and in their own work. II. METHODS MODULES GY619: Public Engagement: Research and Practice (10 credits) Instructors: Dr. Karen Till and Dr. Rory Hearne In this module, students work on a ‘real world’ project as developed with a partner through such platforms as: community service learning, an internship with an artistic institution or collaborative, advocacy for a civil society group, or other public engagement framework. Upon completion of the module, students will: become familiar with applying key theoretical concepts in geography to real world projects; become familiar with the theoretical and practice-based debates with respect to publicly engaged research approaches, such as participatory and action research design; develop a reflexive understanding of one’s own critical lens on the world through this application and working with local experts and other professionals; and gain experience in applied empirical research and creative and/or activist practices on a project defined by a partner working on geographically relevant topics. Towards the end of semester 1, the instructors will offer an overview of the module, including possible placement projects and relevant themes for the semester. After an application and interview processes, all selected students will attend a group orientation and half-day workshop on public engagement and ethics. One or more placement and orientation meetings will be scheduled with the student, project supervisor and partner. At least one mid-semester ‘check in’ with instructors, as well as with partners and supervisors are required, in addition to regular individual meetings with the project supervisor and partner (a minimum of three, at the beginning, middle and end of the project are required). Project-based research with an identified partner will include at least twenty hours. This 100% continuous assessment module will include the following assessment formats: developing a project-based learning contract (with supervisor and partner) that

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includes a completed project proposal no later than the third week of semester 2 (5%); a 1,500-2,000 word essay reflecting upon the relevance of public engagement and participatory research methods, as related to the specific project (15%); a deliverable outcome for the project partner, which will vary but may include: the production of maps, a webpage, publicity brochures; curating an exhibition, performance or public event; qualitative or quantitative data collection and/or data analysis; marketing research; or another outcome (40%); a 2,500-3,000 word final essay that connects the project and partnership with relevant theoretical and research literatures, and an illustrated section reflecting upon one’s own contribution as related to key concepts and theories discussed in the module (40%). NIR621A: Quantitative Analysis (10 credits) Instructor: Fionnuala Ní Mhórdha The aims of this module are to: enable the student to understand and appreciate the critical role that statistical science can play in geographical and sociological research; stimulate an inherent interest in statistical thinking; develop a base for further exploration of other statistical methods; introduce students to basic GIS skills. On successful completion of the module, students should be able to: recognise and explain the basic terms of statistics; organise their research data in numerical and tabular form; represent data in graph / chart form; calculate the measures of central tendency and dispersion; prepare a statistical investigation, including constructing Null and Alternative hypotheses, analysing, representing and interpreting sociological and geographical data; confidently apply inferential statistical techniques to their own research question and research data; and perform simple GIS analysis. This is a 12-week module. Each student will attend one two-hour session per week. Each session will consist of a combination of explanation, worked examples and practical application. 100% continuous assessment will include: two worksheets during the semester (20%) and one individual project (approx 2,500 words) based on data supplied by the lecturer (80%). III. SPECIALIST MODULES GY621: Dublin Urban Laboratory (10 credits) Instructors: Dr. Sinéad Kelly and Cian O’Callaghan Dublin is a particularly interesting city for urban studies and economic geography students to examine and forms a key focus of our Masters in Geography degree. Using Dublin as an active research laboratory, this field-immersion class investigates a range of pressing political-economy themes, bringing together rich and varied scholarship from leading researchers in Maynooth and Dublin-based universities and the valuable experiential analysis of community workers, policy makers and a range of other urban actors. Comprising a mixture of seminars, workshops and field excursions, key suburban, peri-urban, central and inner-city field-sites, form the objects through which students examine key social, political, economic, historical, cultural and environmental dilemmas of this capital and coastal city, where neoliberal financial regimes have restructured urban space to a significant degree. This field-immersion class posits Dublin as an active research laboratory in which to treat some of the central themes of urban and economic geographical analysis. It includes a public-engagement component, and is taught through a combination of lectures, field excursions and workshops.

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On successful completion of the module, students should be able to: demonstrate a critical awareness of current socio-spatial issues and challenges relating to Dublin; demonstrate familiarity with applying key theoretical concepts in urban and economic geography to real world situations; apply field-based observation, interpretation and analysis skills; demonstrate familiarity with methodological approaches and analysis techniques of Dublin’s contemporary urban and economic geographers; and appreciate field-based research activity by engaging with a range of urban actors. 100% continuous assessment will be comprised of: thematic field guide paper, field exercises, student-led workshops, and a presentation. GY627: Places, landscapes and mappings (10 credits) Instructor: Dr. Karen Till Through lectures and a field/studio visit, students will be introduced to core theories, and interdisciplinary approaches, debates and practices in Art, Culture and Environment through such key spatial concepts as place, landscape, mappings and scale. Students will be introduced to conceptual and analytical spatial thinking skills to think critically and systematically about the cultural and political dimensions of what it means to ‘map’, represent and engage with places, communities, and landscapes in the past and present relevant to Ireland and elsewhere. At least one of these sessions will be held in a public space, community space, transgressed artistic space, private space or studio, and/or public gallery space and will involve engaging with a contextually specific body of work and creative practices. Upon completion of the module, students will become familiar with a systematic understanding of key theoretical spatial approaches and concepts about places, landscapes and mappings that are at the forefront of geography; become familiar with key interdisciplinary theoretical debates in the social sciences, humanities and arts about the problems, innovations and possibilities of spatial creative practices with respect to places, landscapes, environments and mappings; develop a critical awareness of current urgent social, cultural and political issues, including existing social norms and relationships, and how new insights to these pressing social issues may be informed by the conceptual and applied artistic-geographical practice; develop a reflexive understanding of one’s own critical lens on the world through systematic and critical discussions of key concepts and practices at the forefront of art, culture, environment and geography; and explore how to put that critical lens into practice with respect to socially relevant empirical research and creative processes that may lead to actions that change existing social norms. Topics to be discussed include: 1. Place-based practice vs. site-specific art; 2. Socially- and ecologically-engaged creative practice; 3. Community based work: Local knowledge networks, publics, creativity and commons; 4. Public space, rights to liveable environments and social sustainability; 5. Memory-work, traces and practices of care; and 6. Spatial justice. 100% continuous assessment will include: a 2,000 word critical review of key theories and debates relating to the topics covered in the module (35%); and a 4,000-5,000 course paper that develops one concept or theme, as discussed in the course,

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including an illustrated ‘case study’ section that reflects upon one’s own or another artist’s/practitioner’s practice and body of work (65%). APPENDIX II. GEOGRAPHY SEMINAR SERIES: SEMESTER 1, 2014 All seminars will be held on Thursdays, from 4:15-5:30, Rocque Lab, Rhetoric House, South Campus )unless otherwise indicated by *). *25 September, 4-5:30: ‘Public Geographies’. Launch of MA in Geography and a conversation with some of our MA partners, including: Action from Ireland (Afri), Joe Murray; Community Solidary Group/Right2 Water, Brendan Young; Dolphin House Regeneration, Manus Bree; Dublin Biennial, Maggie Magee; The Icon Factory, Aga Szot; The Irish Museum of Modern Art, Helen O’Donaghue and Lisa Moran; Kildare County Council Arts Office, Lucina Russell; Playtime.ie, Dr. Jackie Bourke; SIPTU, Ethel Buckley; TransColonia, Blaithin Quinn; and Workhouse Callan, Hollie Kearns and Rosie Lynch. *29 September, 1-3pm: ‘Charity deserts, spatial justice, and the distribution of voluntary resources: bad science, evidence-free policy, and the politics of the “Big Society”’. Professor John Mohan, Director of Third Sector Research Centre, University of Birmingham. With launch of edited volume: Spatial Justice and the Irish Crisis (2014), Royal Irish Academy Dublin. Co-sponsored by the Geographical Society of Ireland. Register at: http://ria.ie/Events/Events-Listing/Charity-deserts--spatial-justice--and-the-distribu 2 October: ISSP conference, Renehan Hall, The Social Sciences in Ireland: Status, Challenges, and Prospects. Register at: http://www.eventbrite.ie/e/the-social-sciences-in-ireland-status-challenges-and-prospects-tickets-12077011667 9 October: ‘Lost Arts and New Crafts: Geographies of Land Writing’, Dr. Denis Lenihan, Department of Geography, University College Cork. 16 October: ‘A Dynamic Planet Mars’, Dr. Mary Bourke, Dept. of Geography, Trinity College Dublin. 23 October: ‘Climate Change Trends and Frameworks’. Panel Discussion with: Dr. Conor Murphy, Dr. Tom Matthews, Shaun Harringan, Maynooth University Department of Geography. 6 November: ‘Boundary work and knowledge exchange at the geoscience-humanitarian interface’. Keira Quinn, School of Environmental Science, University of Ulster. 13 November: ‘HomeLabs: From scenario to intervention for more sustainable consumption’. Professor Anna Davies, Dept. of Geography, Trinity College Dublin. 20 November: ‘The Future of Migration Studies’: Panel discussion with Dr. Mary Gilmartin, Maynooth University Dept. of Geography, and Dr. Rebecca King O’Riain, MU Deptartment of Sociology. Joint seminar with Sociology, in conjunction with the ‘Migration, Transnationalism and Diaspora’ research cluster. *27 November, 4:30-6pm: ‘Creating the Witness: Documenting Genocide on Film’. Dr. Leshu Tochin, Department of Film Studies, University of St. Andrews. Joint seminar with Maynooth University Dept. of Anthropology, Anthropology Seminar Room, Rm. 2.20 Rowan House (upper floor).

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4 December: ‘Glas Journal: A Deep Mapping of Dún Laoghaire Harbour’. Dr. Silvia Loeffler, Maynooth University Department of Geography Postdoctoral Fellow. 11 December: ‘AIDS and the Postcolonial State’. Professor Gerry Kearns, Maynooth University Department of of Geography. Joint seminar with Anthropology as part of the postgraduate Ethnography Winter School. 18 December: ‘Earthquake elections or plus ça change? The new (?) electoral geographies of post-crash Ireland’. Dr. Adrian Kavanagh, Maynooth University Department of Geography. APPENDIX III. DEPARTMENT CONTACTS & RESEARCH INTERESTS

Academic Staff Research interests Email (add @nuim.ie) Phone Room Charlton, Ro Fluvial geomorphology,

hydrology, water resources ro.charlton 3679 R23

Fealy, Rowan Climate dynamics, climate modelling, climate and glaciers, urban climates

rowan.fealy 4562 IC2.3

Foley, Ronan Health, GIS ronan.foley 6024 R12 Fraser, Alistair Land reform, cultural economies alistair.fraser 3494 R18 Gibson, Paul Geomorphology, remote sensing,

environmental geophysics paul.gibson 3810 R15

Gilmartin, Mary Social, cultural, political; migration mary.gilmartin 6617 R09 Kavanagh, Adrian Political adrian.p.kavanagh 6014 R06 Kearns, Gerry Empire, AIDS/HIV, Irish identity,

race gerry.kearns 6153 R07

Kelly, Sinéad Urban, housing sinead.m.kelly 3938 R20 McCarron, Stephen Quaternary climatic change, Irish

geomorphology stephen.mccarron 6147/

6839

R14

Murphy, Conor Climate change, water resources conor.murphy 3494 R18 O'Callaghan, Cian Urban and cultural geographies cian.ocallaghan 6835 R16 Rigby, Jan GIS, health geographies jan.rigby 6728 R23B Scott, Gillian Oceanography, GIS gillian.scott 6592 IC2.2 Stefanini, Bettina bettina.stefanini 6156 R Till, Karen Memory politics; urban

design/planning; art and geography; placemaking and public engagement

karen.till 4550 R19

Van Egeraat, Chris Economic chris.vanegeraat 4714 R10 Waddington, Shelagh Learning and teaching, e-learning shelagh.waddington 3603 R13 Adjunct/Occasional Staff Coll, John john.coll 6550 IC2.7 Craven, Kieran kieran.craven 7295 Hearne, Rory Neoliberalism, spatial justice,

community development rory.hearne 6835 R16

Keegan, Kevin kevin.keegan 4566 R11 Matthews, Tom Glaciation, climate change tom.matthews 6460 R22 McCaffery, Conor Information society conor.mccaffery 4566 R11 Ní Mhordha, Fionnuala

fionnuala.m.nimhorda 4566 R11

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Roche, Martina Medical geography martina.j.roche 6460 R22 Administrative and Technical Staff Bolger, Mick Technician michael.bolger 4762 R-

Ground Hogan, Neasa Administration geography.department 3610 R23C Lloyd Hughes, Jennifer

Administration geography.department 4760 R23C

Academic staff on secondment/in other departments Boyle, Mark Cultural, historical, urban mark.g.boyle 3756 IO2.22 Kitchin, Rob Human geography, crime rob.kitchin 3372 IO2.23 Walsh, Jim Agriculture, population, local and

regional Vicepresident.strategy

Retired/Emeritus Staff Bartley, Brendan Urban, planning brendan.bartley Breathnach, Proinnsias

Economic, regional proinnsias.breathnach

Duffy, Patrick Cultural and historical, rural and landscape

patrick.duffy

Pringle, Dennis Medical, GIS, political dennis.pringle Sweeney, John Climate change, climatology, air

pollution john.sweeney 6835 IC1.10

Academic staff on sabbatical, 2014/15 Semester 1: Conor Murphy; Semester 2: Ronan Foley, Alistair Fraser, Shelagh Waddington

Key: R=Rhetoric House; RA=Rhetoric Annex; IC=ICARUS (Laraghbryan House); IO=Iontas Bldg.

© Fearghus O’Conchuir, ‘Niche’, 2008 (with kind permission of the artist)