Syllabus
| # | Title | Description |
|---|---|---|
| 1 | The background knowledge of Geomorphology, Soil science, and Geology | |
| 2 | Critical Thinking, Systems Thinking, Creative Thinking, Future Thinking | |
| 3 | Lectures using PowerPoint. Collaborative learning. Projects-based learning. Questions and Answers | |
| 4 | Active participation of students in collaborative learning and projects-based learning | |
| 5 | Thomas, D. S. (Ed.). (2011). Arid zone geomorphology: process, form and change in drylands. John Wiley & Sons. Nicholas Lancaster. (1995). Geomorphology of desert dunes. Psychology Press. Parsons, A. J., & Abrahams, A. D. (1997). Geomorphology of Desert Environments Springer, Dordrecht. | |
| 6 | Projects: 8 Class activity: 8 Final exam: 4 | |
| 7 | Pdf File | |
| 8 | Recent years have seen an enhanced rigour in the investigation and explanation of landforms and geomorphological processes in arid lands. Understanding deserts and drylands is essential as arid landscapes cover more than 40% of the Earth and are home to two billion people. Today's problematic environment–human interaction needs contemporary knowledge to address dryland complexity. Physical dimensions in arid zones—land systems, climate and hazards, ecology—are linked with social processes that directly impact drylands, such as land management, livelihoods, and development. Challenges require integrated research that identifies systemic drivers across global arid regions. Measurement and monitoring, field investigation, remote sensing, and data analysis are effective tools to investigate natural dynamics. Equally, inquiry into how policy and practice affect landscape sustainability is key to mitigating detrimental activity in deserts. Exploring relations between socio-economic forces and degradation, agro-pastoral rangeland use, drought and disaster and resource extraction reflect land interactions. |