2015-2017 STUDY GUIDES - ITC · FOREWORD DEAR PARTICIPANTS IN THE MSC PROGRAMME, Welcome to the Faculty ITC of the University of Twente. Having left your family and country, you have

STUDY GUIDES 2015-2017

Master of Science Degree Course in Geo-information Science and Earth Observation for

Applied Earth Sciences, with specialization in Natural Hazards, Risk and Engineering

C15-AES-MSc-0214 September 2015 - 10 March 2017

University of Twente, Faculty ITC Bureau of Education and Research Services

COLOFON

UNIVERSITY OF TWENTE FACULTY OF GEO-INFORMATION SCIENCE AND EARTH OBSERVATIONBureau of Education and Research Services

DATE LAST MODIFIED24 August 2015

PUBLISHED VERSIONVersion 1.0

[email protected]

POSTAL ADDRESSPO Box 217 7500 AE Enschede

WEBSITEwww.itc.nl

COPYRIGHT© ITC, Faculty of Geo-Information Science and Earth Observation of the University ofTwente, The Netherlands.Text and numerical material from this publication may be reproduced in print, byphotocopying or by any other means with the permission of ITC if the source is mentioned.

PUBLISHED BYUniversity of TwenteFaculty of Geo-Information Science and Earth ObservationBureau of Education and Research Services

FOREWORD

DEAR PARTICIPANTS IN THE MSC PROGRAMME,

Welcome to the Faculty ITC of the University of Twente. Having left your family and country, you have come to ITC to further your education. We hope that the course you have selected, will fulfil your expectations.

Education in the Master of Science courses at ITC is characterised by: a mixture of theory and practice, often including participants' own experiences; a core curriculum for Remote Sensing (RS) and Geo-information Systems (GIS), common for all MSc

students; deepening your knowledge in one of the domains; acquiring research skills; choice options according to individual (research) interests.

We are pleased to present you this study guide for the 2015/2016 Master of Science degree programme offered full-time at the Faculty ITC in Enschede. This study guide gives you information on the MSc programme, an overview of the blocks and the detailed structure of content of the course modules. ITC offers the MSc programme in Geo-Information Science and Earth Observations in the following domains: Applied Earth Sciences (AES); Geoinformatics (GFM); Land Administration (LA); Natural Resources Management (NRM); Urban Planning and Management (UPM); Water Resources and Environmental Management (WREM).

But there is more to life at ITC than only education. You have arrived at a Faculty of the University of Twente with more than 300 students from over 70 countries. Furthermore, also ITC staff is originating from more than 25 countries: a truly international environment where you will be able to meet colleagues from all over the world. ITC is organising all sorts of social, cultural and sports activities. Well-known are the International Sports Tournament, the International Food Festival and the International Cultural Event. We would like to encourage you to participate in many if not all of these events and to make new friends from around the world in the process.

We will do our best to provide you with the quality of education that you may expect from this Faculty of the University of Twente.

We wish you the best of success during your studies and a enjoyable stay at ITC and in the Netherlands.

Prof. Dr. Ir. A. VeldkampRector/Dean Faculty ITC

CONTENTS

INTRODUCTION .................................................................................................................................................................................1Course structure ..................................................................................................................................................................................3Teaching period ...................................................................................................................................................................................5Events, holidays and breaks ................................................................................................................................................................6Roles within the curriculum ..................................................................................................................................................................7Course objectives ................................................................................................................................................................................9Teaching and learning approach .......................................................................................................................................................11Sources of information .......................................................................................................................................................................13

BLOCK 1: CORE MODULES ...........................................................................................................................................................15GI Science and Earth Observation: a systems-based approach .......................................................................................................17

BLOCK 2: COURSE MODULES ......................................................................................................................................................19Image interpretation for Earth science studies ..................................................................................................................................21Advanced image analysis and quantitative remote sensing ..............................................................................................................23NHRE Elective Topic(s) .....................................................................................................................................................................25Empirical Modelling of hazard processes ..........................................................................................................................................27Soil and Rock mechanics ..................................................................................................................................................................29Process modelling of natural hazards................................................................................................................................................31NHRE Elective Topic(s) .....................................................................................................................................................................33Risk assessment................................................................................................................................................................................35Geotechnical modelling .....................................................................................................................................................................37Natural hazards in a changing world .................................................................................................................................................39Reflection on natural hazards, risk and engineering..........................................................................................................................41

BLOCK 3: RESEARCH PROFILE ....................................................................................................................................................43Research Skills ..................................................................................................................................................................................45Advanced Topic(s) .............................................................................................................................................................................47Advanced Topic(s) .............................................................................................................................................................................49Research Themes/ MSc Qualifier ......................................................................................................................................................51

BLOCK 4: INDIVIDUAL MSC RESEARCH ......................................................................................................................................55MSc Research and Thesis Writing ....................................................................................................................................................57

INTRODUCTION

INTRODUCTION

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COURSE STRUCTURE

The Master of Science course in Geo-information Science & Earth Observation for Applied Earth Sciences, with specialization in Natural Hazards, Risk and Engineering is divided into four blocks. The blocks vary in length and are divided into three week modules. The number of modules for this course is 23.

BLOCK 1: CORE MODULESBlock 1 is the common core of all ITC educational programmes. It teaches the basic principles of Remote Sensing and GIS for studying processes in the system earth and its users.

Module Start End Title Coordinator

1-3 28-9-15 27-11-15 GI Science and Earth Observation: a systems-based approach

Leventi, I. (Julia, MSc)

BLOCK 2: COURSE MODULESBlock 2 is specific for the different courses within ITC MSc programme (AES, GFM, LA, NRM, UPM, WREM). In this block the basic principles of the domain and application of GIS and RS are taught and deepened. Students need to select an MSc thesis topic and write an MSc pre-proposal. An MSc fair is organised to support this.


4 30-11-15 18-12-15 Image interpretation for Earth science studies Krol, B.G.C.M. (Bart, ir.)

5 4-1-16 22-1-16 Advanced image analysis and quantitative remote sensing

Kerle, N. (Norman, dr.)

6 25-1-16 12-2-16 NHRE Elective Topic(s) Krol, B.G.C.M. (Bart, ir.)

6b 25-1-16 12-2-16 Empirical Modelling of hazard processes Westen, C.J. van (Cees, dr.)

6b 25-1-16 12-2-16 Soil and Rock mechanics Hack, H.R.G.K. (Robert, dr.)

7 15-2-16 4-3-16 Process modelling of natural hazards Shrestha, D.B.P. (Dhruba, dr.)

8 7-3-16 25-3-16 NHRE Elective Topic(s) Krol, B.G.C.M. (Bart, ir.)

8a 7-3-16 25-3-16 Risk assessment Kingma, N.C. (Nanette, drs.)

8b 7-3-16 25-3-16 Geotechnical modelling Meijde, M. van der (Mark, dr.)

9 29-3-16 15-4-16 Natural hazards in a changing world Ettema, J. (Janneke, dr.ir.)

10 18-4-16 4-5-16 Reflection on natural hazards, risk and engineering Krol, B.G.C.M. (Bart, ir.)

BLOCK 3: RESEARCH PROFILEBlock 3 prepares the student for his/her MSc research by offering learning opportunities on research skills (module 11), advanced topics on specific research methods and tools which the student has to make a choice of (12 and 13), and research themes in which the students work on their final thesis proposal and study state-of-the-art knowledge and research in these themes in a group research assignment (14 and 15).


11 17-5-16 3-6-16 Research Skills Sliuzas, R.V. (Richard, dr.)

12 6-6-16 24-6-16 Advanced Topic(s) Dopheide, E.J.M. (Emile, drs.)

INTRODUCTION

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13 27-6-16 15-7-16 Advanced Topic(s) Dopheide, E.J.M. (Emile, drs.)

14-15 25-7-16 2-9-16 Research Themes/ MSc Qualifier Dopheide, E.J.M. (Emile, drs.)

BLOCK 4: INDIVIDUAL MSC RESEARCHIn Block 4 the student works individually on his/her MSc thesis. It is required to have an approved MSc research proposal before entering this block. Formal assessment will be given at the mid-term presentation and at the final MSc exam.


16-23 5-9-16 3-3-17 MSc Research and Thesis Writing Dopheide, E.J.M. (Emile, drs.)

INTRODUCTION

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TEACHING PERIOD

Period Time

1st period 08.45h. till 10.30h.

Coffee/Tea Break

2nd period 10.45h. till 12.30h.

Lunch break

3rd period 13.45h. till 15.30h.

Coffee/Tea Break

4th period 15.45h. till 17.30h.

INTRODUCTION

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EVENTS, HOLIDAYS AND BREAKS

2015

Introduction weeks 14 September 2015 through 25 September 2015

Opening Academic Programme ITC 01 October 2015

Christmas break 21 December 2015 through 01 January 2016

2016

Research fair 16 March 2016

Good Friday 25 March 2016

Easter Monday 28 March 2016

King's day 27 April 2016

Liberation day 05 May 2016

Ascension day 05 May 2016 (and 06 May 2016 ITC closed)

Catch-up week 09 May 2016 through 13 May 2016

Whitsun Monday 16 May 2016

Catch-up week 18 July 2016 through 22 July 2016

Proposal presentations 29 August 2016 through 02 September 2016

Mid-term presentations 14 November 2016 through 18 November 2016

Christmas break 19 December 2016 through 30 December 2016

2017

Thesis submission 13 February 2017

Defences 27 February 2017 through 03 March 2017

Closing week 06 March 2017 through 10 March 2017

Graduation ceremony 09 March 2017 and 10 March 2017

INTRODUCTION

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ROLES WITHIN THE CURRICULUM

Course Directorir. Krol, B.G.C.M. (Bart, ir.)

Room: ITC 4-041Phone: +31534874275Email: [email protected]

Course Secretary Wolters, C.M. (Ceciel)

Room: ITC 1-109Phone: +31534874328Email: [email protected]

CENTRAL COURSE DIRECTORThe Central Course Director is responsible for the development and implementation of the ITC central curriculum elements (amongst others the Core), joint courses and distance education. The Education Director can delegate tasks to the Central Course Director.

COURSE DIRECTOR/COORDINATORThe Course Director or Course Coordinator is authorised by and accountable to the Head of the Scientific Department as well as the Education Director, regarding development and implementation of all courses within a specific domain and their specialisations. The Course Director or Course Coordinator is responsible for execution of the courses, including logistic aspects, fieldwork, purchase of all materials, the administration of information regarding students and their study results, diplomas and course records, and course content archiving.

COURSE SECRETARYThe Course Secretary gives administrative and logistic support during the execution of the course and assists Course Directors or Course Coordinator as well as Module Coordinators. She is the first point of contact for students requiring information regarding the course. She is part of the Bureaus Education and Research.

INTRODUCTION

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EDUCATION DIRECTORThe Education Director is the Dean's delegate on education matters and is a member of the Management Team of the Faculty ITC. He is responsible for preparation and implementation of education policy, monitoring the implementation of ITC's programs and courses by the Course Directors and the quality and quality assurance of these courses.

EXAMINATION BOARDThe Examination Board has to decide in an objective and professional manner whether a student has achieved all knowledge, skills and attitudes, as defined in the OER (Onderwijs- en Examenregeling) to award a degree, diploma or certificate of a specific course. Therefore, the Examination Board monitors and is involved in all aspects of assessment; From policy on assessment (via appointment of assessors) to the decision about complaints related to assessment.

MODULE COORDINATOREach module is coordinated by a staff member of the Scientific departments. He or she is responsible for the organisation and execution of the entire module, and is first point of contact for staff when questions arise.

PROGRAM COMMITTEEThe Programme Committee advices the Dean and the Course Directors on any matter pertaining to ITC's Master level course and non-degree courses, implemented by the Course Directors. This includes advice on the curricula, quality assurance, education and assessment regulations and education policy.

PROPOSAL ASSESSMENT BOARDMSc students have to develop a research proposal for their thesis and defend this to the Proposal Assessment Board (PAB) at the end of Module 15 of the MSc programme. The PAB decides whether the research proposal is acceptable to ITC standards and complies with (inter)national standards. A positive decision of the PAB grants the MSc student entrance to Block 4, the research phase, of the MSc programme.

STUDENT ADVISOREach student is assigned a Student Advisor who can advice the student in study-related issues and can answer study-related questions. In many courses the Course Director or Course Coordinator has the role of Student Advisor.

SUPERVISOREach MSc student will be assigned to a Supervisor for the development of their research proposal and the execution of their thesis research.

THESIS ASSESSMENT BOARDThe Thesis Assessment Board is responsible for the assessment of the MSc thesis at the end of the MSc degree programme.

INTRODUCTION

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COURSE OBJECTIVES

MASTER OF SCIENCE DEGREE PROGRAMMEAt successful completion of the Master of Science degree programme, the student is able to:

Domain/ Academic field Identify and understand principles, concepts, methods and techniques relevant for geo-information

processing and earth observation. Analyze problems and cases from a (geo-)spatial perspective. Use and design models to simulate (or: study) processes in the system earth with a spatial component. Apply principles, concepts, methods and techniques in the context of system earth, the user and an

application domain to solve scientific and practical problems. Independently design and carry out research in the domain according to acceptable scientific quality

standards.

Scientific Analyse issues in an academic manner and formulate judgments based on this. Analyse scientific and practical domain problems in a systematic manner and develop scientifically

valid solutions for these problems in a societal context. Communicate both orally and in writing on findings of research work to specialists and non-specialists. Explore the temporal and social context of geo--information science and technology and be able to

integrate these insights in his or her scientific work.

Internationalization Operate professionally in a multi-cultural environment, and act adequately on cultural differences. Express him/herself adequately to colleagues of different nationalities.

General Critically reflect on his/her own and other's work. Study in a manner that is largely self-directed and autonomous.

These objectives at programme level are worked out into objectives at course and module level.

The main aim of the course in Applied Earth Sciences is to equip participants with knowledge and skills to use spatial information, Geographic Information Systems and Remote Sensing techniques in the context of problem solving in earth sciences. Emphasis is put on the meaningful and creative use of these tools and techniques from an earth science background, but with an open eye for other disciplines and scientific fields.

APPLIED EARTH SCIENCESA number of generic competencies and skills that will be obtained during the course are: Application oriented problem solving; Able to work in teams with specialists of other disciplines; Continuous critical learning attitude, flexible, pro-active, have a vision; Ability to respond to changing demands and opportunities (from society and discipline); Ability to respond to developing theory as well as improved techniques; Confident communicator, both to peers as well as to a general public; Ability to act in various cultural environments.

INTRODUCTION

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NATURAL HAZARDS, RISK AND ENGINEERINGThe number of people threatened by earthquakes, floods, landslides, volcanic eruptions, erosion and other natural hazards has dramatically increased over the last decades. Climate change and variability, urbanisation and environmental degradation further increase our exposure and vulnerability to natural hazards.

This MSc course deals with different types of hazards and resulting disaster risk. It is aimed at participants who want to become experts in applying state-of-the-art remote sensing, geophysics and GIS technology for the modeling and assessment of natural hazards and disaster risk, soil and rock mechanics for engineering purposes, and the use of this information in disaster risk management. Participants will learn to understand spatial and temporal variations in physical parameters at the surface and in the subsurface. This gives the necessary insight into the extent, for example, seismic shaking and amplification or occurrences of landslides, but also gain insight in how risk information is used for evaluation of risk reducing measures, disaster preparedness planning, post-disaster damage assessment and remediation.

The course offers a mix of theory and practice. Hands-on training and project work, using real world hazard and risk examples that are often linked to international projects, form an integral component of the learning process. Throughout the course participants will use an array of methods and software tools, for spatial analysis, image processing, digital terrain analysis, dynamic modeling, etc. Throughout the course participants are challenged to develop a scientific, pro-active, and critical attitude towards hazard and risk management problem solving.

INTRODUCTION

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TEACHING AND LEARNING APPROACH

The academic profile of the MSc programme puts strong emphasis on the scientific discipline, a scientific approach, basic intellectual skills, co-operation and communication and the temporal and social context of research. The emphasis on doing research and/or designing or developing new methods or techniques depends on the application domain.

Multi-disciplinary research is an important focus for the MSc programme because (applied) research in practice seldom concerns one discipline but is more likely to be multidisciplinary. Students have to be prepared for that. Starting with a sound basis in their own domain they will be brought into learning situations in which students from different domains work together. It should be noted that most if not al research at ITC is already multidisciplinary in nature. This is evident in the wide scope of expertise within departments, and the common denominator to carry out applied research contributing towards development related issues as specified in ITC's mission.

In their profession, the graduates have to apply knowledge and skills independently. The MSc programme is therefore focused at handing over the control of the learning process to the student. At the beginning of the programme, the teacher will have the main control and the programme will contain some choices, especially concerning preparation for the MSc research.

The choices should be motivated, fit to the envisaged research trajectory, and be accepted by the course director. During the programme the teacher role will develop towards the role of advisor. The student takes the lead in his/her own learning process by developing his/her own learning plan within the MSc framework and guidelines. The teacher supports this as a coach (while still passing on his/her experience).

BLOCK 1: MAINLY TEACHER LEDIn Block 1 the teacher takes the lead. He/she defines the content to be studied and learning tasks and exercises which have to be executed. Students can make limited choices between learning strategies and learning tasks. The number of contact hours between teacher and students is relatively large in this stage, mainly consisting of lectures and supervised practical exercises. Each student will be assigned a student advisor in Module 1 for advice on study related matters, especially the choice trajectory towards the MSc topic selection, but also for day-to-day problems, remedial self-study, etc. The student advisor is assigned for the whole MSc course.

HANDING OVER CONTROL FROM THE TEACHER TO THE STUDENT

INTRODUCTION

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BLOCK 2: TEACHER AND STUDENT LEDIn Block 2 both the teacher and the student take the lead. The teacher defines the framework in which the student can make his/her own choices about study tasks. The amount of choice options varies across the different courses (or streams). The student has to start thinking about his/her MSc research topic and consult staff about its feasibility. The number of contact hours between teacher and students is reduced in favour of group work and independent study and assignments.

BLOCK 3: MAINLY STUDENT LEDIn Block 3 the student takes control by choosing advanced subjects and a research theme which fit within his/her MSc thesis topic. The student works on the final version of MSc research proposal and consults his student advisor and other specialised staff about its feasibility and quality. The final version of the MSc research proposal has to be presented and defended by the student for the Thesis Admission Committee. The number of contact hours between teacher and student is further reduced to make room for independent study by the student. Two MSc supervisors (first and second) are assigned for MSc supervision at the beginning of Block 3.

BLOCK 4: STUDENT LEDIn Block 4 the student works individually and independently on his/her MSc research project. This will be supported by meetings with the MSc supervisors and capita selecta meetings, organised by the research themes. The student is responsible for progress and quality of his/her own research project and its defence at the end. The number of contact hours between teacher and students is reduced to a minimum in this period. It is therefore wise to look for peer support and peer review opportunities in this phase, which is offered in the research theme where staff, PhD and MSc students are together.

DOMAIN MODULESThe second block deals with the thematic content (or domain orientation) of the AES programme that is relevant for solving problems in applied earth sciences. Extensive use is made of the tools and techniques that have been presented in the first block. The second block has a number of common subjects which will be attended by all AES students.

The second block contains a number of individual and group projects. These projects provide the opportunity to develop practical skills and allow for applying what has been taught in theoretical sessions. The projects encompass the entire scope of data acquisition, modelling, analysis, and reporting in a geo-information context, and are complemented by supporting lectures on programme-wide earth science and geo-information topics.

INTRODUCTION

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SOURCES OF INFORMATION

STUDY GUIDE IN DIGITAL FORMATwww.itc.nl/studyguide

ASSESSMENT REGULATIONSwww.itc.nl/assessment-regulations

ITCwww.itc.nl

UNIVERSITY OF TWENTEwww.utwente.nl/en

http://www.itc.nl/studyguide

http://www.itc.nl/assessment-regulations

http://www.itc.nl

http://www.utwente.nl/en

BLOCK 1: CORE MODULES


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GI SCIENCE AND EARTH OBSERVATION: A SYSTEMS-BASED APPROACH

Module 1-3

Module code P15-EDU-109

Period 28 September 2015 - 27 November 2015

EC 15

Module coordinator MSc Leventi, I. (Julia, MSc)

INTRODUCTIONThis block forms the basis of the MSc and PGD course at ITC. The concepts and techniques of Geographic Information Systems (GIS) and Earth Observation (EO) are addressed and put in context in relation to 'System Earth' and the user. As such the block consists of 4 interrelated parts: theoretical part which focuses on the main principles of system theory, GIS, EO, data integration, and

the role of the user; A practical part in which the knowledge gained can be applied and skills can be developed on

operation of industry standard software and tools; An application oriented part in which participants learn how to individually design and carry out

sequential data processing steps typical for the creation and use of basic GIS and EO methods; Introduction and development of academic skills.

The concepts and techniques introduced in this block will be further enhanced during subsequent modules within the course.

LEARNING OUTCOMESMain objective: Participants will be able to generate information from earth observation and data in Geo- information Systems to support the study of processes in system earth and the role of individuals and organizations to manage these processes.

At the end of the block participants must be able to:1. Explain the main processes in system earth;2. Use earth observation by remote sensing to acquire geospatial data and produce information about

system earth;3. Process, generate, analyse and disseminate spatial data;4. Understand the use of process and observation models to describe earth processes;5. Describe the role of human beings as 'the users' at different levels of scale in the system earth;6. Have basic academic thinking, communication and learning skills.

CONTENTThe block covers a wide range of topics offered through lectures, practical sessions, guided discussions and a case study that takes place the last week of the module. Theoretical knowledge is transferred in combination with the development of skills in software handling and applications.

The level of knowledge that the learning outcomes of the Core are addressed are mainly remembering, understanding and applying. On some topics the levels of analysis and evaluation can be reached. At this stage in the MSc programme, the focus should be mainly on solving problems and on applying existing methods.


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PREREQUISITESAdmission to MSc/PGD or short course.

COMPULSORY TEXTBOOK(S)Tolpekin, V. & Stein, A. (eds) (2013): The core of GI Science: a systems-based approach, ITC, Enschede, The Netherlands.

ALLOCATED TIME PER TEACHING AND LEARNING METHOD

Teaching / learning method Hours

Lectures 93

Supervised practicals 123

Unsupervised practicals 0

Individual assignment 40

Group assignment 0

Self study 152

Examination 12

Excursion 0

Fieldwork 12

Graduation project supervision 0

MSc thesis supervision 0

Development time 0

ASSESSMENTStudent performance evaluation during the core modules is done on the basis of a number of assignments and tests which will be combined into three overall assessments. Each of these overall assessments is assigned to one of the three modules:

Module 1 will get the mark obtained from GI Science and modelling, and is composed of two assessment elements (one graded individual assignment (30%) and one graded test (70%));

Module 2 will get the mark obtained from Earth Observation, and is composed of two assessment elements (one graded assignment (30%) and one graded test (70%));

Module 3 will get the mark obtained from Integrations and Perspectives, and the case study (one graded individual assignment (30%) and one graded test (70%)).

Participation in the assessment elements is mandatory. A Fail or a mark of 0 will be assigned for those assessment elements which are not submitted.

The assessment will be according to the ITC assessment regulations.


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BLOCK 2: COURSE MODULES


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IMAGE INTERPRETATION FOR EARTH SCIENCE STUDIES

Module 4

Module code M15-AES-117

Period 30 November 2015 - 18 December 2015

EC 5

Module coordinator ir. Krol, B.G.C.M. (Bart, ir.)

INTRODUCTIONThe processing and interpretation of Remote Sensing (RS) images is a cost-effective way of extracting information about the earth's surface and sub-surface. Resulting information can be used in many aspects of natural hazard and risk assessment, when dealing with engineering problems, and as part of the study and exploration of earth resources. Visual image interpretation also helps to develop a three-dimensional, conceptual model of the surface and sub-surface in a selected study area. In this way visual image interpretation provides an important addition to all kinds of digital image processing work flows. Recent developments in new sensor systems, higher image resolutions and Digital Elevation Models (DEMs) provide new opportunities for visual image interpretation.

In this course module the main concepts and techniques for the extraction of geological (focus on lithology and geological structure) and geomorphological (focus on landforms) information by visual interpretation from visible and near-infrared images are considered. To support the geological and geomorphic image interpretation, the course also includes a refresher on mineralogy and petrology, attention for the use of DEMs and LIDAR data and for image enhancement and pre-processing techniques needed to generate suitable image products to support visual interpretation.

LEARNING OUTCOMESAt the end of this module participants should be able to: Describe the major lithological and structural aspects of the earth's surface and sub-surface; Visually interpret geological structure and lithology using RS images; Describe the basic geomorphological processes and their resultant landforms; Visually interpret landforms using RS images.

CONTENT Fundamentals of visual image interpretation for earth science studies; Datasets and data products for visual image interpretation; Refresher mineralogy and petrology; DEM and LIDAR for image interpretation; Geological image interpretation; Image enhancement and pre-processing; Geomorphic image interpretation.

PREREQUISITES Working experience using Remote Sensing and GIS (ITC core module or equivalent); First university-level understanding of mathematics, physics, chemistry; Stereoscopic vision (preferably).


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RECOMMENDED KNOWLEDGEBackground in earth sciences (geology, physical geography, geo-hydrology, a.o.).

COMPULSORY TEXTBOOK(S)Lecture slides; Tutorial exercises with self-study questions; Datasets for exercises; List of reference texts and websites.

- Huggett, R.J. 2011, 3rd edition. Fundamentals of Geomorphology. Routeledge, London. 516p. (E-book in ITC library)

- Prost, G.L. 2014, 3rd edition. Remote Sensing fro geoscientists: image analysis and integration. CRC Press, Boca Raton. 674 p. (E-book in ITC library)



Lectures 30




Group assignment 0

Self study 50

Examination 0

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENTOn the basis of a portfolio of submitted practical assignments.


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ADVANCED IMAGE ANALYSIS AND QUANTITATIVE REMOTE SENSING

Module 5


Period 4 January 2016 - 22 January 2016

EC 5

Module coordinator dr. Kerle, N. (Norman, dr.)

INTRODUCTIONAll risk aspects - the hazards, elements at risk, and their vulnerabilities - are spatial in nature. Remote sensing is an efficient way to identify, map, characterise and monitor all of the above, as well as changes taking place over time. It is also useful to generate additional derivatives that are critically needed, such as morphological parameters derived from digital elevation models.

This module provides a detailed background on major geological and hydro-meteorological hazards, their respective global relevance and occurrence, what defines and characterises them, their spatio-temporal and spectral properties, and how we can identify and analyse them with different types of remote sensing data and image analysis techniques, where needed with auxiliary thematic or other spatial data.

A focus on change detection also leads to an introduction to the use of remote sensing for hazard events that cause extensive damage: disasters. Here techniques for damage assessment will be introduced, and metrics and indices that can be used to characterise the damage state, but also subsequent reconstruction and rehabilitation efforts, will be discussed.

The module will focus on passive air- and spaceborne data, although the utility of active data (laser scanning and radar) will also be discussed. We will go beyond hazard identification and description, to a quantification of those phenomena and processes where possible. Also more recent methods, such as using UAVs/drones to monitor or map damaged areas, or crowdsourcing/VGI for collavborative image analysis, will be discussed.

Several practical exercises will be carried out as part of the module, where students can explore and test the data types and methods introduced.

LEARNING OUTCOMESAt the end of this module participants should be able to: Describe major geo- and hydrometeorological hazards in terms of their Earth science context (origin,

genesis, etc.), as well as their basic spatio-temporal and spectral characteristics; Appreciate how the different hazard parameters relate to the multitude of remote sensing data types

available, and how appropriate types are identified; Understand the different types of pre-processing needed for different hazard assessment aspects; Understand the basic concepts of advanced remote sensing techniques (e.g., laser scanning and

radar), why and how they are useful in hazard assessment, and the main processing steps to create hazard-related information (morphological parameters, hazard characteristics [e.g., flood extent, landslide volume]);

Carry out semi-quantitative post-disaster damage assessment using mono-temporal and multi-temporal methods, including change detection;

Effectively plan and test some selected image analysis methods in exercises.


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CONTENT Introduction to principal geo- and hydrometeorological hazards; Overview of remote sensing principles and method categories to identify and characterise those

hazards; Digital image (pre-)processing for hazard assessment and monitoring; Introduction to advanced remote sensing methods (laser scanning, radar and thermal remote sensing)

and their applicability for hazard identification and assessment; Utility of UAVs/drones, and creation of 3D products from images; Image-based change detection for natural hazard monitoring; Image-based post-disaster damage mapping; Introduction to advanced image analysis methods, such as object-based image analysis (OBIA).

PREREQUISITES Working experience using remote senisng and GIS technology (ITC core modules equivalent); Affinity with landscape processes.

RECOMMENDED KNOWLEDGE Background in Earth sciences; Basic understanding of physics, statistics and mathematics.

COMPULSORY TEXTBOOK(S) Lecture slides; Assigned book sections and research papers; Tutorials and datasets for exercises; List of reference texts and websites.



Lectures 24




Group assignment 6

Self study 42

Examination 6

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Written examination (60%); Project or exercise assignment (written report, oral presentation) (30%); Class participation (10%)


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NHRE ELECTIVE TOPIC(S)

Module 6

Module code P16-AES-100

Period 25 January 2016 - 12 February 2016

EC 5


INTRODUCTIONIn modules 6 and 8, the AES programme offers a possiblity to choose elective topics. These modules allow students to choose those topics that are closest to their individual interest.

LEARNING OUTCOMESSpecified in the module descriptions.

CONTENTModule 6: Title:M16-AES-101 Empirical modelling of hazard processesM16-AES-102 Soil and rock mechanicsSpecified in the module descriptions.

PREREQUISITESSpecified in the module descriptions.

RECOMMENDED KNOWLEDGESpecified in the module descriptions.

COMPULSORY TEXTBOOK(S)Specified in the module descriptions.


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Lectures

Supervised practicals

Unsupervised practicals

Individual assignment

Group assignment

Self study

Examination

Excursion

Fieldwork

Graduation project supervision

MSc thesis supervision

Development time

ASSESSMENTSpecified in the module descriptions.


27

EMPIRICAL MODELLING OF HAZARD PROCESSES

Module 6b



EC 5

Module coordinator dr. Westen, C.J. van (Cees, dr.)

INTRODUCTIONAmong the various methods that can be used to analyze natural hazards, empirical models form an important component. Empirical modeling refers to any kind of (computer) modeling based on empirical observations rather than on mathematically describable relationships of the system modeled. The information collected from historical occurrences of hazardous processes, and triggers forms an important source of information for the development of relationships between spatial factors that can be used to predict future events.

This module focuses on the generation of historical inventory databases of hazard events, and triggering factors, and the use of such databases in GIS-based modeling for susceptibility mapping using empirical modeling methods. The module will show you how to use methods based on expert opinion (so called knowledge driven models), using Spatial Multi Criteria Evaluation, in which you construct a decision tree for the specific type of hazards, and determine the relevant criteria, which are standardized and weighted. Also data-driven models will be introduced where the relation between the inventory of past hazard events and the potential causal factors is analyzed using statistical methods.

After generating susceptibility, they are validated using past inventories, and these inventories are then also used to characterize the hazard events in terms of their size distribution and frequency.

LEARNING OUTCOMESAt the end of this module, participants should be able to: Understand the methods used for the generation of historical event databases for hazardous

processes; Carry out a frequency analysis of extreme events (e.g. rainfall, discharge, and other processes); Outline how empirical modeling approaches can be used for predictive natural hazard mapping; Select and prepare factor maps as input for data-driven modeling of hazard susceptibility (with a focus

on landslides and soil erosion); Apply Spatial Multi-Criteria Evaluation techniques for knowledge-driven modeling; Apply statistical methods that correlate past events with causal factors; Use different validation methods; Use methods to convert susceptibility maps into hazard maps; Critically evaluate and communicate the quality of a hazard susceptibility map resulting from data

driven modeling.

CONTENT Modeling overview; Generation of historical event databases for hazardous processes; Frequency analysis of extreme events (e.g. rainfall, discharge and other processes); Select and prepare factor maps as input for empirical modeling of hazard susceptibility; Spatial Multi-Criteria evaluation techniques for knowledge driven modeling; Statistical methods that correlate past events with causal factors;


28

Convert susceptibility maps into hazard maps; Validation methods; Project work in which the above techniques will be combined.

PREREQUISITES Working experience using remote sensing and GIS technology; Understanding of hazardous processes, and their causal factors.

RECOMMENDED KNOWLEDGE Background in earth sciences (geology, geography, etc.); Basic understanding of natural hazard processes.

COMPULSORY TEXTBOOK(S) Lecture slides; Tutorials and datasets for exercises; Reference texts.



Lectures 36




Group assignment 16

Self study 45

Examination 2

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENT Written examination;; Project assignment (written report, oral presentation).


29

SOIL AND ROCK MECHANICS

Module 6b



EC 5

Module coordinator dr. Hack, H.R.G.K. (Robert, dr.)

INTRODUCTIONHazards, risks and engineering are governed by the geotechnical characteristics of and processes in the subsurface and the influence of surface processes on the subsurface (e.g. weathering rate) and vice versa (e.g. erosion rate). Engineering structures, and engineering remedial and mitigation measures depend on the same factors and processes. Therefore, understanding of geological and geotechnical behaviour of the subsurface and understanding the influence of sub- and surface processes are required to understand natural hazard and risk and the options engineering offers to mitigate hazard and risk, and reduce life, environmental, and economic loss.

LEARNING OUTCOMESAt the end of this module participants should be able to: Understand the basics of ground (i.e. soil and rock) mechanics; Design, setup, and execute site investigations to obtain geotechnically relevant data of the subsurface; Apply GIS, remote sensing and geophysics in engineering geological and geotechnical modeling the

subsurface with a particular focus on the engineering activities in the field of geo-hazards such as remedial structures to mitigate hazard and risk.

CONTENTThe course will deal with the following topics (among others): Characterization, classification, mechanics and properties of ground (i.e. rock and soil masses); Possibilities for analytical and numerical modelling of soil and (discontinuous) rock masses; Various soil and rock mass testing techniques; GIS and remote sensing for engineering purposes; Geological engineering in relation to geo-hazards like earthquakes and slope stability, and remedial

measures.

PREREQUISITES Core Module; Earth science, mining or civil engineering background; Sound mathematical and mechanical background.

RECOMMENDED KNOWLEDGE Basic knowledge of mathemiatic and mechanics; Geology.

COMPULSORY TEXTBOOK(S) Soil mechanics book by Verruit; Rock Mechanics by Hack; Lecure notes.


30



Lectures 55




Group assignment 0

Self study 50

Examination 1

Excursion 8

Fieldwork 0



Development time 0

ASSESSMENT Written and oral examination; Project work.


31

PROCESS MODELLING OF NATURAL HAZARDS

Module 7


Period 15 February 2016 - 4 March 2016

EC 5

Module coordinator dr. Shrestha, D.B.P. (Dhruba, dr.)

INTRODUCTIONAn important element in dealing with natural hazards is the understanding of the processes involved, the locations where they occur and their assessment. The process modelling of natural hazards concentrates on the spatial-temporal modelling of vulnerabilities related to hydrological processes. Hydrological processes often act as driving force or as trigger for natural hazards. Examples are insufficient soil moisture and crop failure, groundwater fluctuations and slope instability, surface runoff leading to accelerated erosion and flooding in the low lying areas, etc.

Many of the processes are inter-related; for example, a hurricane often leads to storm runoff, unstable slopes and flooding. Thus, we have often to deal with multiple hazards. Hazardous processes are spatial in nature so a good understanding of the landscape processes and integration of various spatial data sources in GIS environment serves as background for this course.

The emphasis will be given on those aspects of hazardous processes e.g. soil hydrology, slope instability and flooding that are needed in disaster risk and vulnerability assessment.

LEARNING OUTCOMESOverall aim is to find out which landscape processes need to be simulated for a particular hazard, which spatial-temporal detail is appropriate, what is the influence of data quality, and how much confidence can be placed in modelling results. More in particular participants should be able to: Integrate spatial data for hazard assessment; Spatial dynamic modelling of soil-water movement, slope instability and flash flood; Predict where and how natural processes become a hazard; Construct hazard scenarios that are important for risk analysis and alternate land use plan.

CONTENTThe three week module consists of theoretical explanations followed by exercises for which the open-source software packages such as PCRaster and OpenLisem will be extensively used. In addition ILWIS open-source RS-GIS package will be used for making basic data for map layout purposes.

Theory and exercises will consist of: Precipitation variability, generation of rainfall map; Soil hydraulic properties and soil water balance; Ground water fluctuations and slope instability; Infiltration, overland flow and (flash)flood modelling; Data quality, model calibration and sensitivity analysis.


32

PREREQUISITES Basic understanding of the principles of remote sensing and geographic information systems (ITC core

modules or equivalent); Background knowledge in landscape and geo-hazard processes.

RECOMMENDED KNOWLEDGE An elementary background knowledge in one of the following subjects: geoscience, natural resources,

water resources; Basic understanding of physics, statistics and mathematics; Basic knowledge of modelling is recommended but not required to attend the course; the course takes

learning by doing approach.

COMPULSORY TEXTBOOK(S) Handouts, scientific literature; Satellite images, digital databases; Tutorials and datasets for exercises.



Lectures 34




Group assignment 0

Self study 28

Examination 2

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENTIndividual assessment will be based on: Written completion of exercises; Written exam.


33

NHRE ELECTIVE TOPIC(S)

Module 8

Module code P16-AES-101

Period 7 March 2016 - 25 March 2016

EC 5


INTRODUCTIONIn modules 6 and 8, the AES programme offers a possiblity to choose elective topics. These modules allow students to choose those topics that are closest to their individual interest.

LEARNING OUTCOMESSpecified in the module descriptions.

CONTENTModule 8: Title:M16-AES-104 Risk assessmentM16-AES-105 Geotechnical modellingSpecified in the module descriptions.

PREREQUISITESSpecified in the module descriptions.

RECOMMENDED KNOWLEDGESpecified in the module descriptions.

COMPULSORY TEXTBOOK(S)Specified in the module descriptions.


34



Lectures




Group assignment

Self study

Examination

Excursion

Fieldwork



Development time

ASSESSMENTSpecified in the module descriptions.


35

RISK ASSESSMENT

Module 8a



EC 5

Module coordinator drs. Kingma, N.C. (Nanette, drs.)

INTRODUCTIONAn important element of disaster risk management is the assessment of risk: the overlap in space and time of natural hazards and the vulnerability of communities at risk.

This module on risk assessment concentrates on elements of multi-hazard risk assessment. The past decades have shown a shift in focus from hazards as main casual factors for risk to a focus on vulnerability of communities at risk. This has also resulted in the adoption of cyclic approaches to risk management. Risk assessment can be seen as a starting point for risk management. Geographical information such as obtained from hazard modeling plays an important role in different aspects of risk assessment. On the other hand, geo-information obtained from risk assessment can form the input for further risk management activities.

During this module the so called "RiskCity" case study of a city exposed to multiple hazards is used to demonstrate different procedures for risk assessment.

LEARNING OUTCOMESAt the end of this module participants should be able to: Outline the main elements and concepts considered in disaster risk assessment; Describe and classify elements at risk and their important characteristics related to the different types

of natural hazards; Generate a basic element at risk database and apply it in an elements at risk assessment; Outline different approaches and concepts for vulnerability assessment, and apply these to assess

(physical) hazard vulnerability; Prepare risk maps using qualitative and quantitative methods; Provide and overview of risk management options.

CONTENT Risk assessment overview; Elements at risk assessment ; Vulnerability assessment; including spatial multi-criteria evaluation; Risk estimation: Qualitative and quantitative risk assessment; Cost-benefit analysis; Overview of risk management; Water management aspects of the Netherlands Excursion in the Netherlands (1 day excursion).

PREREQUISITES Working experience using Remote Sensing and GIS (ITC core modules or equivalent); Affinity with landscape processes; Knowlegde of hazard assessment.


36

RECOMMENDED KNOWLEDGE Background in earth sciences (geology, geography, a.o.); Basic understanding of physics, statistics and mathematics.

COMPULSORY TEXTBOOK(S) Lecture slides, reference texts; Tutorials and datasets for RiskCity exercises; List of reference texts ad websites. Data set: Risk City



Lectures 30




Group assignment 0

Self study 42

Examination 2

Excursion 10

Fieldwork 0



Development time 0

ASSESSMENTPoster of Disaster Risk Management in your own country ( 20%).

Written examination ( 80%).


37

GEOTECHNICAL MODELLING

Module 8b



EC 5

Module coordinator dr. Meijde, M. van der (Mark, dr.)

INTRODUCTIONThe study of geo-hazards is a very multidisciplinary research field that focuses on the development of innovative and integrated solutions to enhance the resilience of infrastructure against extreme events (earthquakes, landslides, flooding, fires, etc.). Such events often have engineering and/or environmental components related to the direct or indirect effects of the disaster. This lecture series will focus pre-dominantly on geo-technical engineering of earthquakes and earthquake induced landslides.

In order to do a site-specific hazard assessment or hazard zonation, it is essential to understand the local ground conditions. This forms the basis of earthquake engineering and micro- and macro-zonation.

The stability of existing or new to be made slopes in soil or rock is elementary for the safety of constructions such as roads or buildings, underneath a slope. During lectures the main topics of the subject will be discussed, and examples will be shown.

LEARNING OUTCOMESUpon completion of the topic, the student should be able to: Understand the physical principles of earthquakes from source to site; Produce a framework for seismic micro- and macro zonation; Understand how near-surface effects of seismic waves on soft ground and buildings; Assess an direct and indirect effects of seismic waves on the environment including slope stability; Show understanding of the effect of indirect and/or external influences on near-surface physical

behaviour in relation to the impact of seismic waves.

CONTENT Physical principles of earthquakes and seismic wave propagation; Using surface and subsurface information to create large scale hazard zonation maps, which will form

the basis for a risk assessment.; Concepts of seismic ground amplification, topographic amplification and liquefaction; Different examples of micro- and macro hazard zonation approaches and concepts; Numerical methods for analysis of soft ground and indirect seismic effects; Practical on shaketable to assess physical characteristics of surface structures to seismic waves.

PREREQUISITES Core modules; Basic knowledge of ground mechanics and dynamics.

RECOMMENDED KNOWLEDGE Ground mechanics; Dynamics; Civil engineering;


38

Geotechnical engineering; GIS.

COMPULSORY TEXTBOOK(S)New manual of seismic observatory practice (digitally available for free).



Lectures 34




Group assignment 16

Self study 44

Examination 2

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENTWritten examination.


39

NATURAL HAZARDS IN A CHANGING WORLD

Module 9


Period 29 March 2016 - 15 April 2016

EC 5

Module coordinator dr.ir. Ettema, J. (Janneke, dr.ir.)

INTRODUCTIONThe world is continuously changing. Driving forces such as climate change, socio-economic development, population growth, and land use change put pressure on society, now and in the future.

Central to this module will be the impact assessment of changes in these driving forces. Topics that will be covered range from building change scenarios to analysing the effectiveness of potential adaptation measures and vulnerability assessment. Focus of this module is on the translation of data available into relevant information to support the risk reduction and engineering measures to cope with changing conditions. The underlying topics that will be covered are system knowledge, data availability, data choice, data quality (precision and accuracy), and uncertainties in input data, but also in the outcome, all relevant in order to make a smart choice which data to use for what reason.

Main focus will be on climate change as it is an integrated problem of societal relevance. Other changing driving forces will be addressed wherever appropriate. Working on a wide range of case studies during this module will allow for covering different aspects of impact assessment, including the restrictions posed by data availability and data quality, in the context of natural hazards, risk and engineering.

LEARNING OUTCOMESAt the end of this module the participant should be able to: Select relevant spatial and temporal data on driving forces and translate this into information needed

for impact assessment in the context of natural hazards, risk and engineering; Perform a quick scan - using relevant spatial and temporal information - of the potential impact of a

changing world on different aspects of natural hazards, risk and engineering; Critically assess impacts and uncertainty on model performance due to anticipated climate scenarios,

environmental changes, and socio-economic changes.

CONTENTThe module concentrates on the general principles of impact assessment. Data collection, data quality assessment, and data analysis are essential for the production of accurate information and its subsequent input in impact analysis of potential changes. Focus will be on climate datasets and on climate scenario building.

During module participants will be presented a number of case studies regarding the impact of potential future changes in driving forces on natural hazards, disaster risk and engineering solutions. For each case study participants will also carry out a small project assignment (incl. presentation of project results).

Teaching and learning throughout this module will make active use of the concepts and approaches considered in prior AES-NRE modules 4 - 8. It will involve: Identification of driving forces; Impact assessment of changes in driving forces;


40

Data availability, data collection and data quality assessment; Detection in space and time of changing driving forces; Building of future scenarios; Sensitivity analysis of engineering and hazard models; Impact assessment of on potential change scenarios.

PREREQUISITESModules 4-8 of the AES-NRE MSc/PGD course programme (or equivalent).

RECOMMENDED KNOWLEDGEModules 4-8 of the AES-NRE MSc/PGD course programme (or equivalent).

COMPULSORY TEXTBOOK(S) Lecture slides; List of reference texts; Descriptions and datasets for project assignments.



Lectures 24




Group assignment 32

Self study 40

Examination 0

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENTOn the basis of project assignments (incl. graded oral presentations).


41

REFLECTION ON NATURAL HAZARDS, RISK AND ENGINEERING

Module 10


Period 18 April 2016 - 4 May 2016

EC 5


INTRODUCTIONEarthquakes, volcanic eruptions and extreme weather events are well known triggers for natural hazards in many parts of the world. But we are also increasingly affected by the effects of climate change, urbanisation, environmental degradation, and unsustainable land use practices. Our exposure and vulnerability to natural hazards and the corresponding disaster risk are continuously changing. They also influence the way we try to minimise the possible impact of natural hazards and to reduce risk. For example, what is a good combination of societal adaptation and (structural and non-structural) mitigation measures?

This course module marks the end of AES-NRE block 2. In this module participants will carry out a group project in which they are challenged to critically evaluate the concepts, approaches and techniques that have been considered in block 2.

The project case will be provided by a real world hazard event. Each project team will carry out a geographical analysis to find out what have been the causes for this hazard event, and whether changes in causes and triggering factors can be observed over time. In addition, the project team will carry out a comparative analysis of existing and/or proposed measures for hazard and risk reduction.This also includes some (potential) controversy - about the adequacy of existing measures and/or the relevance of proposed measures - that has to be considered by the project team. The project outcome will be presented both in an oral presentation (team) and a written report (inividual).

LEARNING OUTCOMESBy the end of the module participants should be able to: Apply concepts and approaches for process modelling, hazard assessment and risk analysis, as

considered so far in course block 2, in an assigned project case; Demonstrate the relevance and use of earth observation and geo-information within this project case; Compare and contrast selected measures for hazard reduction in the context of flooding or slope

instability and landsliding; Communicate project results to a professional audience.

CONTENT Project assignment; Supporting class sessions (project management, information extraction from technical papers and

reports, preparing and delivering oral presentations, technical reporting) Optional: study trip in the Netherlands to show examples of hazard and risk mitigation.

PREREQUISITESModules 4-9 of the AES MSc course on Natural Hazards, Risk and Engineering.


42

RECOMMENDED KNOWLEDGEModules 4-9 of the AES MSc course on Natural Hazards, Risk and Engineering.

COMPULSORY TEXTBOOK(S) Lecture slides; Task description and data sets for project assignment; List of reference texts and websites.



Lectures 10




Group assignment 76

Self study 32

Examination 2

Excursion 12

Fieldwork 0



Development time 0

ASSESSMENTIndividual assessment on the basis of: Team presentation (oral) of the project (50%); Individual summary report of the project (50%).

Module assessment and grading will be done under responsibility of an assistant professor or associate professor in the ESA department.

To successfully complete this course module student must obtain a 'pass' grade for each of these assessment components.


43

BLOCK 3: RESEARCH PROFILE


45

RESEARCH SKILLS

Module 11


Period 17 May 2016 - 3 June 2016

EC 5

Module coordinator dr. Sliuzas, R.V. (Richard, dr.)

INTRODUCTIONIn the ITC MSc thesis research phase you must be able to execute scientific research and present it in an MSc thesis. Your success in this phase depends, apart from skills and conceptual background in your scientific discipline, on the ability to adequately structure your research proposal and thesis. This module provides a set of research skills that you need for successful thesis research. It teaches you why research is structured as it is and challenges you to develop the ability to critically review scientific work of yourself and others. You will be trained to analyze the structure, logic and quality of research with examples from your own scientific field. Also you will develop skills to structure scientific research and write proper structured English. The module finally aims to create common understanding of what is expected of a research proposal and how it will be assessed, to allow you to comply with these expectations.

The module is structured as a series of common lectures, with per-course breakout sessions. In addition to the common lectures, given mostly by the overall coordinator, domain coordinators will organize and teach the per-course breakout sessions. Selected topics will be taught by other departmental staff and supporting staff.

LEARNING OUTCOMESUpon completion of the module, participants will be able to: Identify the main characteristics of the scientific method and scientific argumentation; Explain the place of their research project in the wider research enterprise: UT/ITC, national, regional

and global agenda; Understand why scientific research is structured as it is; Recognize and critically assess research quality in published work; Recognize and follow ethical standards in research; Write a well-structured and logically-argued essay explaining the importance of their research topic in

accordance with scientific writing principles; Structure an MSc thesis research proposal according to academic expectations.

CONTENT The scientific enterprise and the ITC MSc student's place in it; Logic and structure of scientific research; Inference in various scientific disciplines; Literature search, citation and bibliography; Abstracting and reviewing scientific research; Structured scientific writing and argumentation; How to structure an MSc research proposal; Ethics and professionalism in research.

Follow-up lectures in the thesis-writing phase (not part of this module) will continue with related themes: Preparing for the midterm and final examinations; Research quality and thesis assessment;


46

Structuring results, discussion and conclusions; Graphic presentation in an MSc thesis.

PREREQUISITESBefore entering module 11 participants have to identify their intended line of research based on MSc project topics that are provided during the MSc fair held in March. Proposed topics contain information on: the intended topic and rationale, relevant advanced modules 12, 13 and 14-15, available datasets, (optional) fieldwork planning and possible MSc supervisors.

At the start of module 11 participants must be able to: Present and discuss research relevant to their field of interest in public (orally, supported by

presentation slides); Find, evaluate, and summarise relevant and up-to-date scientific literature to support research; Communicate about technical subjects in written English.

Besides participants are expected to have: A background in at least one relevant scientific field (e.g. One of ITC's domains); A critical/creative attitude.

COMPULSORY TEXTBOOK(S)Updated ITC Lecture notes based upon: Rossiter, D. G. (2012). MSc research concepts and skills, March 2011: Vol. 1. Concepts: text with self -

test: lecture note (p. 180). Enschede: ITC. Rossiter, D. G. (2012). MSc research concepts and skills, March 2011: Vol. 2. Skills: text with self - test

questions: lecture note (p. 212). Enschede: ITC. Rossiter, D. G. (2012). MSc research concepts and skills, March 2011: Vol. 3. The ITC thesis process:

text with self - test questions: lecture note (p. 39). Enschede: ITC.



Lectures 48




Group assignment 0

Self study 61

Examination 3

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENTThe module marks will be based upon a module test and 2 assignments, the weights of which will be communicated at the start of the module.


47

ADVANCED TOPIC(S)

Module 12


Period 6 June 2016 - 24 June 2016

EC 5

Module coordinator drs. Dopheide, E.J.M. (Emile, drs.)

INTRODUCTIONAfter completing module 11 on research skills, students follow two advanced topics. These topics are offered by the scientific departments in modules 12 and 13 and are designed to equip students with specific tools, methods and applications that are important for their intended MSc research.

In selecting these two advanced topics, participants therefore have to make a logical choice that fits to their MSc research that will be carried out during Block 4 of the course (MSc research phase; modules 16-23). The choice of advanced topics is made, and explained, in the MSc pre-proposal that has to be submitted before the start of module 11.

LEARNING OUTCOMESSpecified per advanced subject.

CONTENTThese are the advanced topics in module 12 that were offered in 2015:

Module 12: Title:

M15-EOS-100 Laser Scanning

M15-EOS-101 Geostatistics

M15-ESA-100 Modelling natural resource degradation

M15-ESA-101 Spatial data for disaster risk management

M15-ESA-102 Field methods for Earth Sciences

M15-GIP-100 Spatial database and their design

M15-GIP-101 Geovisual Analytics

M15-PGM-100 Participatory mapping and GIS

M15-PGM-101 Analysis of intra-urban, socio-spatial patterns

M15-PGM-102 Advanced urban land use change and modeling

M15-PGM-103Integrated assessment: Applying principles of cost benefit analysis and economics in spatial planning

M15-NRS-100Assessment of the effect of climate change on agro-ecological systems using optical and SAR remote sensing and GIS


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M15-NRS-101 Species distribution modeling and climate change impact

M15-NRS-102RS/GIS analysis methods to support food and water security studies

M15-WRS-100 HYDROSAT: Observing the water cycle from space

The final list of advanced topics that will be offered in 2016 will be made available no later than March 2016.

PREREQUISITESMSc modules 1-11. Note that, for some topics, specific knowledge and skills may be required.

RECOMMENDED KNOWLEDGESpecified per advanced subject.

COMPULSORY TEXTBOOK(S)Specified per advanced subject.



Lectures




Group assignment

Self study

Examination

Excursion

Fieldwork



Development time

ASSESSMENTSpecified per advanced module. Note that the assessment of module 12 must result in a mark.


49

ADVANCED TOPIC(S)

Module 13


Period 27 June 2016 - 15 July 2016

EC 5


INTRODUCTIONAfter completing module 11 on research skills, students follow two advanced topics. These topics are offered by the scientific departments in modules 12 and 13 and are designed to equip students with specific tools, methods and applications that are important for their intended MSc research.

In selecting these two advanced topics, participants therefore have to make a logical choice that fits to their MSc research that will be carried out during Block 4 of the course (MSc research phase; modules 16-23). The choice of advanced topics is made, and explained, in the MSc pre-proposal that has to be submitted before the start of module 11.

LEARNING OUTCOMESSpecified per advanced subject.

CONTENT These are the advanced topics in module 13 that were offered in 2015:

Module 13 Title

M15-EOS-102 3D Geo-information from imagery

M15-EOS-103 Advanced image analysis

M15-EOS-104 Advanced geostatistics

M15-ESA-103 Thermal infrared remote sensing: From surface to satellite

M15-GIP-102 Building infrastructures for geo-information sharing

M15-GIP-103 Spatial-temporal analytics and modelling

M15-PGM-104 Land governance

M15-PGM-105 Collaborative planning and decision support systems applied in decision rooms

M15-PGM-106 Urban risks: Planning for adaptation

M15-NRS-103Strategic Environmental Assessment (SEA) and Environmental Impact Assessment (EIA) applying spatial decision support tools

M15-NRS-104 Spatial-temporal models for food and water security studies

M15-WRS-101Climate change impacts and adaptation: Analysis and monitoring techniques for climate change

M15-WRS-102

Satellite data for integrated water resource assessments and modeling


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The final list of advanced topics that will be offered in 2016 will be made available no later than March 2016.

PREREQUISITESMSc modules 1-11. Note that, for some topics, specific knowledge and skills may be required.

RECOMMENDED KNOWLEDGESpecified per advanced subject.

COMPULSORY TEXTBOOK(S)Specified per advanced subject.



Lectures




Group assignment

Self study

Examination

Excursion

Fieldwork



Development time

ASSESSMENTSpecified per advanced module. Note that the assessment of module 13 must result in a mark.


51

RESEARCH THEMES/ MSC QUALIFIER

Module 14-15


Period 25 July 2016 - 2 September 2016

EC 10


INTRODUCTIONThe research activities of the six scientific departments form the subject framework and organizational structure in which MSc students conduct their individual research. The purpose of Modules 14 and 15 is i) to deepen the knowledge and skills of students within the research activities of the department, and ii) to help the student to define his or her own MSc research proposal.

Each scientific department offers one or more research projects or activities during Modules 14 and 15. Although the general structure is the same, the content will be specific to the department's research. Departments are free to fill this in within the boundaries described in this module description. The research projects or activities can be inter-disciplinary.

The remainder of the modules is spent on finalizing the MSc research proposal. At the end of Module 15, a Proposal Assessment Board decides whether or not the student is admitted to Block 4 of the MSc programme (modules 16-23).

The student has to make a choice of his/her envisaged MSc thesis topic during Block 2 of the course. The choice is made, and explained, in the MSc pre-proposal. This pre-proposal has to be submitted before the end of module 10 (exact date will be announced in due time).

For more information about the content and scope of the ITC's research, please visit: http://www.itc.nl/research-themes

LEARNING OUTCOMESUpon completion of these two modules, the student will be able to: Define ways to tackle a scientific problem and structure research; Place his/her research project in a wider scientific and societal context; Structure his/her proposed scientific research to the specifications of the scientific discipline; Meet quality standards and excellence in research; Present scientific information in written English at a standard acceptable to the scientific community; Write an MSc research proposal and defend this to the Proposal Assessment Board.

CONTENTTwo main activities run parallel in Modules 14 and 15: A group research project/activities, Finalizing the research proposal for the individual MSc thesis.

http://www.itc.nl/research-themes


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Group Research Project/activities:

The purpose of the group research project/activities is: To let the student place his/her own MSc research project and research interests in a wider scientific

context; To give the student an opportunity to practise - under supervision of a tutor - conducting a research

project before starting to work on his/her individual MSc research project; To give the student an opportunity to practise undertaking research in a team; To give student the opportunity to share knowledge and ideas in a multi-disciplinary context.

These activities are considered an important preparation for conducting the individual MSc research in Block 4, as well as for the student's future professional academic working practice, in which projects are often conducted in (multi-disciplinary) groups.

The projects and research activities are defined by the scientific departments with a view to catering for a variety of research approaches and interests, as well as the relevance of these to society. Projects are described with a title, a problem definition, and, if appropriate, the available dataset. The student group, consisting normally of a maximum of five students, is responsible for working this out into various activities according to an agreed plan. The student group has the freedom to make its own choices, supported by a tutor.

In a plenary session at the start of module 14, the Principal Investigator of the research group will introduce the various MSc subjects and their interrelation in the framework of the research of his/her group, and introduce the research assignments. A tutor will be appointed to guide each student group during module 14-15 . The tutors will convene plenary sessions (in principle per research group) to monitor the progress of all participating students and to exchange experiences in a discussion forum.

Finalizing Research Proposal:

The MSc research proposal is finalized by the student in mutual agreement with his/her MSc supervisors, appointed in Module 11. The research proposal should be a logical and ordered exposition of the envisaged research (as introduced in Module 11), including data availability, (fieldwork) methods, a flowchart, and time planning. In the last week of Module 15, the research proposal is presented before a Proposal Assessment Board (see MSc assessment regulations section 5.4 Admission to the research period).

When presenting the proposal, the student must also satisfy the Proposal Assessment Board. that all the required data is available or, if not, that steps (including fieldwork if appropriate) will be taken to acquire these data in time. Likewise, requirements for hardware and/or software should be specified to ensure that these can be made available as required.

Acceptance of the proposal is a prerequisite for the start of the individual research (Modules 16-23). The MSc student will draft a supervision plan in consultation with the two appointed MSc supervisors.

PREREQUISITESSuccessful completion of Modules 1 to 13 of the MSc curriculum.

To prepare an acceptable proposal and carry out the subsequent research work, it is necessary to have a sufficient level of knowledge in the chosen research field. Consequently, if a student wants to undertake research in which the focus differs from that of the domain modules followed in Block 2, he/she will have to provide satisfactory evidence that he/she has the relevant background, knowledge and skills.


53

RECOMMENDED KNOWLEDGETo be specified by the responsible scientific department.



Lectures




Group assignment

Self study

Examination

Excursion

Fieldwork



Development time

ASSESSMENT Report of the research project/activities; Individual written reflection report on the group research project;

The above assessments will lead to a "completed" or "fail" on the course record for module 14. Student shall be informed at the start of the module 14 about the set-up and details of the assessments.

Individual MSc research proposal (written and oral presentation) leading to admission/no admission to the research period (see section 5.4 of the Assessment Regulations)

The MSc research proposal assessment will lead to a "completed" or "fail" on the course record for module 15.


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BLOCK 4: INDIVIDUAL MSC RESEARCH


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MSC RESEARCH AND THESIS WRITING

Module 16-23


Period 5 September 2016 - 3 March 2017

EC 40


INTRODUCTIONThe final stage of the MSc course is dedicated to the execution of an individual research project. Each student works independently on an approved research topic (see module 15) connected to one of the 6 research themes of ITC (see http://www.itc.nl/research-themes ) . In this final block of the course, the students further develop their research skills, interact with their fellow students, PhD researchers and staff members and, finally, demonstrate that they have achieved the course objectives for the Master of Science degree by research, on a satisfactory academic level.

LEARNING OUTCOMESThe student must be able to: Define, plan and execute a research project dealing with a problem related to the application of geo-

information and earth observation in a domain that suits his/her background and course followed; Write a concise, logical and well structured thesis describing and discussing the key elements of the

research process, the findings and recommendations; Orally present and defend the work done before the Thesis Assessment Board.

CONTENTBased on the pre-proposal handed in before module 11, and the final accepted research proposal prepared in module 15, the student will carry out the planned activities. The students will be provided with guidelines for the thesis early in the course (specifically in module 11). Regular individual progress meetings with the supervisors will be held to monitor the progress on the research and thesis writing, and records of the progress will be kept. The supervisors keep the course director informed about the progress.

The activities normally include: Describe and define a problem statement and research topic and its research margins; In-depth literature review, including assessment of the usability of literature and previous research; Collection of relevant online - and archived data; If appropriate, preparation and execution of fieldwork to collect primary data required for the research; Data processing and analysis and, if deemed necessary, adjustment of the research plan in

consultation with the supervisors (based on sound arguments); Active participation in seminars and capita selecta of the research theme under which the MSc

research resorts; Mid-term presentation; Preparation of the final manuscript of the MSc thesis (=hardcopy thesis and digital files with thesis,

appendices and full dataset including the original data and results); A critical review of the quality, use and usefulness of the data and results, as well as the learning

process; Oral presentation and defence of the MSc thesis before the Thesis Assessment Board, all in

accordance with the relevant paragraphs of the MSc regulations.

http://www.itc.nl/research-themes


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PREREQUISITESSuccessful completion of MSc modules 1-15, and proven ability to undertake independent research (refer to section 5 of the MSc regulations).

RECOMMENDED KNOWLEDGEDuring the research phase, the students can specialise further in their own field of expertise.



Lectures 0




Group assignment 0

Self study 0

Examination 16

Excursion 0

Fieldwork 0



Development time 0

ASSESSMENTA Thesis Assessment Board (TAB) will assess the individual assessment based on the written thesis and a presentation plus oral defence. The assessed aspects are: Research skills; Contribution to the development of the scientific field; Ability to work independently; Critical and professional thinking; Scientific writing; Presentation and defence.

UNIVERSITY OF TWENTEFACULTY OF GEO-INFORMATION SCIENCE AND EARTH OBSERVATION (ITC)PO Box 2177500 AE ENSCHEDEThe NetherlandsT: +31 (0)53 487 4444F: +31 (0)53 487 4400E: [email protected]: www.itc.nl

Study guides are also published on ITC’s website, see

www.itc.nl/study

mailto:[email protected]

http://www.itc.nl/study

Documents

2015-2017 STUDY GUIDES - ITC · FOREWORD DEAR PARTICIPANTS IN THE MSC PROGRAMME, Welcome to the Faculty ITC of the University of Twente. Having left your family and country, you have