Geography of the Current World is a basic subject common to three degrees: Geography and Spatial Planning, History and History of Art. With this generalist approach, it is sought that students acquire basic geographic knowledge: to know elemental geographic concepts and to understand the processes and dynamics that take place in the current world.

Competence:

CB3 - Students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include a reflection on relevant social, scientific or ethical issues

G004 - To know, understand and interpret the territory and interrelate the physical environment with the social and human sphere.

G005 - Explain the diversity of places, regions and locations and understand spatial relationships and processes. Interrelate phenomena at different territorial scales.

G002 - Being able to communicate correctly in oral and written form.

M01CM03 - Use historical and especially historiographical information to analyze social processes.



Learning outcomes:

RA1 - To know the different physical means and societies of the world.

RA2 - To be able to correctly interpret and narrate the role played by the physical elements and the social and economic factors in the organization of the large regional groups worldwide.

RA3 - Understand current processes and dynamics in the environmental, social and economic fields and demonstrate the ability to explain them in a written and oral way.

RA4 - Knowing how to correctly interpret the different forms of representation of geographic information: maps, graphs, indices, rates...

1. Introduction: a global geography of the world.



2. Physical geography: diversity of natural terrestrial media. The large embossing units. Climate. Vegetation and soil covers. Water.



3. Human geography: diversity of human media. Global geodemography. Urbanization of the planet. Economic globalization. Global cultural diversity.



4. Major global socio-economic groupings. Developed regions. Emerging regions. Developing regions.



5. Current world environmental, social and economic challenges.

In master classes, the teacher will display the contents using a powerpoint. The material that is projected will be visual (maps, graphs, tables, photographs...), and it will be necessary for the students to gather the necessary information to prepare the test and perform the practices. In addition, the professor will not offer all the theoretical information, part of it should be developed by the students following the line offered by the professor.



Lessons will be held on Fridays. To do so, students must use the texts and exercises left in eGela. He will read and work, both in class and out of class, the texts to carry out the different practices that the professor will raise: text analysis, text comments on geographic topics, group presentations, collection, comparison and exhibition of data, statistical analysis… All details about these practices are collected in the Guide of Students and in eGela.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 50
  • Realization of Practical Work (exercises, cases or problems) (%): 50

Final examination: 50% of the note.

The review will need to show knowledge of geographical concepts clearly, interpret maps and graphs and identify geographic trends worldwide.



Practical tasks to be delivered: 50%

The dates for the delivery of internships and works will be marked in the classroom and published in eGela.



It will be essential to approve the two parts to overcome the subject (2.5 points in practice and 2.5 points in examination)



Important considerations:



In any case, students shall have the right to be assessed through the final evaluation system (100% of the grade), whether or not they have participated in the continuous evaluation system. For this purpose, students must submit in writing to the faculty responsible for the subject the renunciation of continuous evaluation, for which they will have a period of 9 weeks for the quadrimestral subjects (Regulatory Regulation of the Evaluation of Students in the official degrees of Bachelor. BOPV of 13 March 2017. Art. 8, pt. 3)



Failure to submit to the examination will result in a waiver of the call for evaluation and will appear as a No Submitted.



In case of non-face-to-face evaluation, the examination and delivery of work shall be carried out in a telematic manner. The evaluation percentages shall be the same as in the face-to-face evaluation.

The final evaluation test of the extraordinary call shall consist of the same evaluation activities used in the ordinary call. If one of the two parts of the subject (exam or practice) is approved in the first call, that part of the note for the extraordinary call will be kept. The student will only have to perform the suspended part.



In any case, a student who has suspended the first call and does not want the note obtained in the practical or theoretical part to be kept, may resign by writing to the teacher at least 30 days before the date of the extraordinary examination. He will report that he renounces the qualifications obtained in the continuous evaluation and that he wishes to perform a final test that allows him to obtain 100% of the qualification of the subject.



The final evaluation test of the extraordinary call shall consist of the number of examinations and evaluation activities necessary to be able to evaluate and measure the defined learning outcomes, in a manner comparable to that evaluated in the ordinary call. The positive results obtained by the students during the course may be preserved. In the case of having obtained negative results through the continuous evaluation carried out during the course, these results cannot be maintained for the extraordinary call, in which the student can obtain 100% of the qualification.





Failure to submit to the examination will result in a waiver of the call for evaluation and will appear as a No Submitted.

Material available in eGela that will be needed to work in classroom practices.

Basic bibliography

AZCÁRATE LUXÁN, M.V., AZCÁRATE LUXÁN, B., SÁNCHEZ SÁNCHEZ, J. (2016): Grandes regiones de la tierra. Naturaleza y sociedades". UNED, Madrid.



AZCÁRATE LUXÁN, B. (Coord.) (2010): Geografía regional del mundo: desarrollo, subdesarrollo y países emergentes. UNED, Madrid.



BARINAGARREMENTERIA, M.A., SOLA, C., GARIZURIETA, M. (2006): Diccionario de Geografía y Medio Ambiente. Erein, Donostia.



DE BLIJ, H.J., MULLER, P.O. (2020): Geography, realms, regions and concepts. John Wiley&Sons, New York.



PETXARROMAN, I. (2020): Ezezagunerako bidaia. Mundua, klima eta ekologia krisian. Elkar, Donostia.

In-depth bibliography

ARANGO J., MAHÍA, R., MOYA D. Y SÁNCHEZ-MONTIJANO, E. (dir.) (2017): La inmigración en el ojo del huracán. Barcelona: Anuario CIDOB.

AZCÁRATE LUXÁN, M.V., AZCÁRATE LUXÁN, B., SÁNCHEZ SÁNCHEZ, J. (2006): Atlas histórico y geográfico universitario. UNED, Madrid.

AZCÁRATE LUXÁN, M.V., AZCÁRATE LUXÁN, B.,SÁNCHEZ SÁNCHEZ, J. (2009): Grandes Espacios Geográficos. El Mundo Desarrollado, UNED, Madrid.

AZCÁRATE LUXÁN, M.V., AZCÁRATE LUXÁN, B., SÁNCHEZ SÁNCHEZ, J. (2009): Grandes Espacios Geográficos. Subdesarrollo y países emergentes, UNED, Madrid.

ÁLVAREZ, S., BELLVER, J., GONZÁLEZ-TABLAS, A. (2017). La economía mundial desde una perspectiva integradora: funcionamiento y principales problemas, en GÓMEZ, P.J. (coord.) La economía mundial. Enfoques críticos. Capítulo 8, pp. 197-242. Madrid: Fuhem Ecosocial, Los Libros de la Catarata.

DOMINGO, A. (2019): Demografía y posverdad. Barcelona: Icaria

DIAMOND, J. (2010): Colapso: por qué unas sociedades perduran y otras desaparecen. Debate, Barcelona.

IPCC (2023): AR6 Synthesis Report. Climate Change 2023. https://www.ipcc.ch/report/ar6/syr/

LE MONDE DIPLOMATIQUE (2009): El atlas geopolítico 2010. Cybermonde-UNED, Madrid.

LE MONDE DIPLOMATIQUE (2014): Atlas de las Metrópolis. Fundación Mondiplo, Madrid.

PÖRTNER, H.O., SCHOLES, R., ARNETH, et al. (2023): Overcoming the coupled climate and biodiversity crises and their societal impacts. Science. 380. 10.1126/science.abl4881.

SUTCLIFFE, B. (2005): Mundu desorekatu honen 100 irudi. Ikaria, Barcelona. Hegoak euskaratua.

TURIEL, A. (2020): Petrocalipsis : Crisis energética global y cómo (no) la vamos a solucionar. Alfabeto, Madrid.

TURIEL, A. (2022): Sin energía : Pequeña guía para el Gran Descenso. Alfabeto, Madrid.

TURIEL, A., BORDERA, J. (2022): El otoño de la civilización (y la ruptura de la cadena de suministros). Escritos Contextatarios, Madrid.

Journals

Magazines published by Le Monde Diplomatique: Environmental atlas, The geopolitical atlas, Atlas of globalizations, New emerging Powers, Atlas of China, Atlas of metropolis...
Country statistical data yearbooks: The state of the world. World economic and geopolitical yearbook. Political ecology.

Web addresses

Google Earth. http://earth.google.com/intl/es/
Perry-Castañeda Library Map Collection http://www.lib.utexas.edu/maps/
HDI reports. http://hdr.undp.org/es
World Bank: statistical information of states. http://worldbank.org/data
Central Intelligence Agency. The World Factbook. https://www.cia.gov/library/publications/the-world-factbook/
UN Cartography Section. http://www.un.org/Depts/Cartographic/english/htmain.htm
Demographic and social statistics. http://unstats.un.org/unsd/demographic/
Nation Master. http://www.nationmaster.com/index.php
Development indicators. http://unstats.un.org/unsd/mi/mi_series_list.asp
The documentation Française. Cartothèque. http://www.ladocumentationfrancaise.fr/cartotheque/
Ressources cartographiques et historiques (...) du monde contemporain. http://www.atlas-historique.net/
The world as you`ve never seen it before http://www.worldmapper.org/