Rural Geography is a subject assigned to the "Fundamentals of Geography" Module in the curriculum of the degree and belongs to the Knowledge Area of Human Geography. This subject, of a fundamental nature, prepares to subsequently take other mandatory subjects ("Territorial Planning", for example) or optional subjects ("Analysis and management of rural and natural spaces", e.g.). As stated in the White Book of the Geography and Territorial Planning degree, the training acquired in this subject is necessary to achieve the professional profile of Regional Development, as well as territorial planning and management.

I. SPECIFIC COMPETENCES OF THE MC03 MODULE (FOUNDATIONS OF GEOGRAPHY) THAT ARE DEVELOPED

IN THIS SUBJECT (according to the Verified Report of the Study Plan, latest version):



M03CM01: That students know how to explain and transmit knowledge that has been developed at the interface between the natural sciences and the human sciences, understanding the role that geographic studies have had in this aspect.

M03CM02: That students know those subjects that make up the core of geographical knowledge, and

that have a greater implementation in the study plans of universities, and in the lines of research of university departments and institutes.

M03CM03: That students, through the sectoral specializations of geography, acquire a vision of the

different aspects that contribute to the differentiation of territories and can make descriptive and prescriptive judgments.

MO3CM04: That students possess an ability to discern the physical and human factors that are the basis of the internal organization of the territories and the source of regional personality.

MO4CM06: That students know how to use documentation, data collection, analysis and methodology techniques typical of these disciplines.



II. BASIC AND GENERAL COMPETENCES OF THE DEGREE DEVELOPED IN THIS SUBJECT

(according to the academic programme, latest version):



CB2: That students know how to apply their knowledge to their work or vocation in a professional way and have the competencies that are usually demonstrated through the preparation and defense of arguments and the resolution of problems within your area of study.

CB3: That students have the ability to gather and interpret relevant data to make judgments that include reflection on relevant issues of a social, scientific or ethical nature.

CB4: That students can transmit information, ideas, problems and solutions to a specialized audience

as unspecialized.

CB5: That students have developed those learning skills necessary to undertake studies

later with a high degree of autonomy.

G004: Know, understand and interpret the territory and interrelate the physical environment with the social and human sphere.



III. TRANSVERSAL COMPETENCES OF THE DEGREE DEVELOPED IN THIS SUBJECT

CT3/G002: Oral expression. Mastery level 2 (speaking easily in a group, transmitting conviction and security, and adapt the speech to the formal requirements required).



IV. LEARNING OUTCOMES IN RELATION TO THE ABOVE COMPETENCES:



1. The student is able to explain the basic concepts and methods of Rural Geography



2. The student knows how to use the main sources that allow the analysis of rural spaces



3. The student is able to explain the most notable functions and processes recorded in the rural world since the middle of the 20th century and, particularly, the recent transformations.



4.The student is able to analyze the rural environment based on its consideration as a global system, which means knowing, identify and explain its components: ecological potential, agricultural activities and uses, agricultural structures, agrarian techniques, population and rural society.



5.The student is able to analyze the elements, factors and functions of different types of rural landscapes.



6.The student is able to identify and explain what are the main social, economic and environmental problems that have affected the rural world in recent decades, as well as the solutions provided by rural development policies.

1.Introduction to Rural Geography. Evolution and contents of Rural Geography



2.The rural world. Criteria for defining rural areas. Characteristics of the rural world. Heterogeneity of the rural spaces.



3.Sources and methods for the study of Rural Geography



4.Functions and processes characteristic of the rural world. Traditional functions and new functions. Globalization and deagrarianisation. Industrialization in rural areas. The rise of rural tourism and of agrotourism. Urbanization processes in rural areas, counterurbanization and urban sprawl. Promotion of quality and agri-food systems.



5.Agrarian systems. The ecological potentialities. Agricultural, livestock and forestry uses and exploitations. Agricultural techniques. Agricultural structures.



6.Population, settlement and social reality of rural spaces. Demographic characteristics and evolution of the rural population. Population and agricultural activity. Demographic and social challenges in the rural world.



7.Rural landscapes as a synthesis. Definition and conceptual approach. The reading and geographical explanation of the rural landscapes. Configuration factors of rural landscapes. Diversity of rural landscapes.



8.Rural development. Conceptual framework: from agrarian development to rural development. Rural development policies. Rural development strategies and experiences.

The method to follow consists of the explanation in class of the theoretical foundations of the discipline, supported by reading and commentary on the basic and specialized bibliography indicated for each topic.



The practical activities will be developed in connection with the theoretical topics, with the main objective of training the students in basic analysis methods in Rural Geography and to develop their ability to interpret and value critically diverse information. Thus, for example, critical reading of scientific articles, the search, download, treatment and analysis of statistical information, the management of orthophotos and the extraction of information from them, the preparation and analysis of graphs and maps, and the interpretation of landscapes rural from photographs.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 60
  • Realization of Practical Work (exercises, cases or problems) (%): 40

Continuous Evaluation System: a set of practical exercises will allow the progress of each student to be assessed throughout the course (it will account for 40% of the final grade) and will be complemented with an exam (whose weight will be of 60% of the final grade). The practical exercises carried out throughout the semester must be delivered on the dates established for this, so delays will be penalized in the qualification. In addition, the practical exercises must be deposited for evaluation on the eGela platform. Those practical exercises sent by other means (for example, by email) will not be graded. For its part, the exam may include test questions, definitions, development questions and practical exercises.



To pass the subject it will be required to obtain an average grade of five points and to have passed both parts. No presenting the exam will mean waiving the evaluation call and your grade will be Not Presented. Committing dishonest practices or plagiarism will imply obtaining a failing grade in the subject.



Students will have the right to be evaluated through the Final Evaluation System, regardless of whether or not they have participated in the continuous evaluation system. In this case, all theoretical-practical learning results will be evaluated globally through a test, which will be carried out during the official exam period. To opt for the final evaluation system, students must present in writing to the teaching staff responsible for the subject the renunciation of continuous evaluation and their option to final evaluation, for which they will have a maximum period of 9 weeks counting from the beginning of the course (Regulations the Evaluation of students in the official Degree qualifications, article 8).

Students who do not pass the subject in the ordinary call, regardless of the evaluation system chosen therein, will have the right to take the exams and evaluation activities that make up the final evaluation test of the extraordinary call.



1.- The evaluation of the subjects in the extraordinary calls will be carried out exclusively through the final evaluation system.

2.- The final evaluation test of the extraordinary call will consist of as many exams and evaluation activities as are necessary to be able to evaluate and measure the defined learning results, in a manner comparable to how they were 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 students will be able to obtain 100% of the grade.



*Failure to take the final test will result in resignation from the evaluation call and your grade will be Not Presented.

-Internet digital resources
-Office Software Package
-Materials deposited in eGela (updated annually)

Basic bibliography

Férnández Portela. J. (2022). Geografía rural. En Férnández Portela. J. (Coord.), Geografía Humana (pp. 171-333). UNED.



Esparcia, J., Escribano, J. y Sánchez Aguilera, D. (2017). Los Territorios Rurales. En J. Romero -González (Coord.), Geografía Humana de España (pp. 367-448). Tirant Humanidades.



García Ramón, M.D., Tulla I Pujol, A. y Valdovinos Perdices, N. (1995). Geografía Rural. Síntesis.



García Sanz, B. (2011). Ruralidad Emergente, Posibilidades y Retos. MARM.



Márquez Fernández, D. (1992). Los Sistemas Agrarios. Síntesis.



Ministerio De Agricultura, Pesca y Alimentación (2005). Atlas de La España Rural.



Molinero, F. y Alario, M. (2022). Una mirada geográfica a la España rural. Ed. REVIVES.



Molinero,F., Tort, J., Ojeda, J., Ruiz, E. Martínez. E., Silva, R. y Mata, R. (Coords.) (2013). Atlas de los Paisajes Agrarios de España. Ministerio de Agricultura, Pesca y Alimentación, 2 Vols.



Moyano Estrada, E. (Coord.) (2022). La España Rural: Retos y oportunidades de futuro. Cajamar.



Naredo, J.M. (1996 Y 2004). La Evolución de la agricultura en España (1940-1990). Edición Universidad De Granada.



Nieto, A. & Gurría, J.L. (2021). Sustainable Rural Development: Strategies, Good Practices, and Opportunities, Mdpi Books.

In-depth bibliography

Alberdi Collantes, J.C. (2000). De caserío agrícola a vivienda rural: proceso de abandono de la función agraria en el periurbano de San Sebastián. Gobierno Vasco.

Brunet, P. (dir.) (1992). L'Atlas des paysages ruraux de France. Éditions Jean Pierre de Monza

Clout, H. (2013). Rural Geography: An introductory survey. Pergamon Geography.

Esparcia, J. & Mesa, R. (2020). LEADER en España: cambios recientes, situación actual y orientaciones para su mejora. Universitat de Valencia.

Guibert, M. & Jean, Y. (2011). Dynamiques des espaces ruraux dans le monde. Armand Colin.

Ilbery, B.W. (Ed.) (1998). The geography of rural change. Ed. Harlow, Longman.

Mata, R. (1997). Paisajes y sistemas agrarios españoles. En J.J. González Rodriguez y C. Gómez Benito, C. (eds.). Agricultura y sociedad en la España contemporánea (pp. 109-172). Centro de Investigaciones Sociológicas / Ministerio de Agricultura, Pesca y Alimentación.

Molinero Hernando, F., Porcal Gonzalo, M.C., Molleví Bortoló, G. (2013). Viñedos de España: entidad, valor y significado de un cultivo colonizador. En F. Molinero, F et al. (Coord.) Atlas de los paisajes agrarios de España, vol. I (pp. 192-217). Ministerio de Agricultura, Alimentación y Medio Ambiente.

Molinero, F. (1990). Los Espacios Rurales. Agricultura y Sociedad en el mundo. Ariel.

Porcal-Gonzalo, María C. (dir.) (2022). Estudio demográfico. Análisis y diagnóstico del proceso de despoblación en el Territorio Histórico de Álava. Servicio de Publicaciones de la Diputación Foral de Álava/Arabako Foru Aldundia, 3 vols. + Fichas de Entidades Singulares de Población (8 vols.). https://web.araba.eus/es/reto-demografico/estudio-upv-ehu

Porcal-Gonzalo, María C. (2019). Búsqueda de especificidades en el carácter de los paisajes del viñedo e identificación de sus procesos de patrimonialización. El País Vasco como laboratorio. Cuadernos Geográficos (Universidad de Granada), 58 (2), 215-239. http://dx.doi.org/10.30827/cuadgeo.v58i2.7390

Journals

Journal of Rural Studies. https://www.journals.elsevier.com/journal-of-rural-studies

Web addresses

EUROPEAN COMMISSION. http://ec.europa.eu/index_es.htm

FAO: www.fao.org

MINISTERIO DE AGRICULTURA, PESCA Y ALIMENTACIÓN: https://www.mapa.gob.es/en/

GOBIERNO VASCO (AGRICULTURA, PESCA Y POLÍTICA ALIMENTARIA): https://www.euskadi.eus/gobierno-vasco/agricultura-pesca-industria-alimentaria/inicio/