Good morning to you, too!

The second day of classes started out with a bang.  Well, more a continuous and supremely obnoxious buzzing.  Let's hear it for 7:30 am fire drills!
I was planning to audit "Climate Change: Physical Science Basis" this morning at 9 am.  I didn't sleep at all well, though, and I hadn't heard back from the instructor on whether or not my auditing would be welcome.  So I was somewhat skeptical about going.
I decided the fire alarm was the world telling me to get up and go.
So I did.

And it was quite wonderful.  The convener of the course is really good.  A lot of my friends from the social science courses in the development school are also auditing the course, so I wasn't all by myself.  The course is actually in the School of Environmental Studies, which is one of the UK's premiere environmental studies centers.  It's also a co-taught course with both grad and undergrad students in the same lectures, so it's really quite a great mix of folks in the room.
The instructor began class by giving us a list of statements made about climate change and asking us to tell him what was wrong with the statements.  A climate change apologist these folks are not!  This is not to say they don't believe in climate change.  I think virtually all of them believe very firmly that emissions, etc. are affecting our globe.  But they are really good about qualifying that with other factors influencing the world, an awareness of how little we can really say for sure in regards to climate fluctuations of the past, etc.  Through the course, I'll be hearing from some of the world's leading researchers in the science behind climate change and/or variations...it'll definitely be a good background to have.

Lunchtime errands including signing up for a young person's railcard (1/3 off train tickets throughout the UK!) and registering with the Youth Hostel Association (cheap lodging all around the place!).

This afternoon's course was Research Techniques and Analysis.  I am taking this course mostly to learn some statistical software, and I'm a bit nervous about some of the qualitative stuff being a bit basic for me.  Our convener asked us to do an "experience conga" at the beginning of the session.  We lined up from least to most experienced.  Either folks are being incredibly modest, or they really come from institutions without much of an undergraduate research culture...I somehow was at the far end of the line.
However, at least one of the instructors is fantastic enough for it not to matter.  An Italian economist who cites Bacon's "Essays" in the middle of a lecture on critical reading just can't be that miserable to listen to!  :)

The only sad news of the day: The fridge froze my lettuce.  :(

However, my luggage is "confirmed" as supposed to be arriving here on Friday.  I am now just crossing my fingers to hear by this Friday about swapping a room and moving into Mary Chapman downtown...it would be quite lovely for those two things to happen concurrently so I don't feel the need to unpack my big trunks before I get to a new space!

Classes Begin!

You're getting this vlog entry in two parts, because the network quit on me while I was recording but I didn't want to say everything again.  Part 1:

And Part 2:

Baby-sitting!

I have already made my first money in the UK...I can eat for another day!  More importantly and more happily, I had a fantastic day with the little sir.  He is pretty advanced for his twenty-two months and quite the little talker...but he is going to be very linguistically confused when he's older.  His mother is an American from the deep south (insert all y'all's drawl here...), his father is Welsh, and he has Irish grandparents.  The accents are hysterical.  Anyway, we played a magnificent game of "crawl in and out of the box," ate Chinese on a picnic for dinner, had an absurdly long bath, watched "Mary Poppins," and read before bed.  The evening was quite lovely.

The only other major accomplishment of the day is that I pre-ordered an iPhone 5...should be in sometime in mid-October.

Tomorrow, I'll be spending most of the day getting ready for my first week of formal classes.  More on my schedule for the week coming shortly!

Academic Calendar

I keep telling people that I don't really know when my breaks are.  But the campus calendar has finally been published online!
I am required by the terms of my scholarship to be in the UK (unless for academic reasons, e.g., a conference or fieldwork) for all but thirty days of the year.  During Easter break, the Marshall Commission takes us on a fabulous trip.  I may also spend some time backpacking in Scotland...they have a "right to roam" policy, meaning that I can camp wherever, so long as it isn't directly on someone's doorstep.  Fabulousness.

Autumn Semester: 24 September - 14 December
Christmas Break: 15 December - 6 January
Spring Semester: 7 January - 31 May (I'll be done before May 31st, though...that's just the time allotted for various exams)
Easter Break: 23 March - 14 April

NORWICH!

Yes, that needed to be in all capitals.
I have had an incredible day.
It involved walking about ten miles, playing with a twenty-two month old, and seeing a lot of the beautiful town I now live in.
Walked into Norwich from the University...not terribly far, but far enough that I can't easily do it on days I have classes or meetings.  I can bike it in about fifteen minutes, but I do not yet have a bike...
The walk itself was absolutely wonderful...so many beautiful houses and shops.
Went to Grapes Hill Community Garden. Sat in beauty for a little while quietly, which was rather lovely. And...ate a strawberry and several raspberries. Life is good.  They also have fresh rosemary I'm welcome to take, along with several other herbs and fruits.
Then I went to the Theatre Royal and The Garage.  The Royal brings in great shows (it's the Norwich equivalent of the Wharton Center in Lansing); The Garage hosts a lot of community theater and workshops.  I'm on their mailing list now and will very likely start working backstage...eventually, I hope to audition, but it's a rather different process here. Either way, it shall be delightful.
I then went to a local mall to explore cell phone possibilities.  I do believe I'm going to be a total sell-out and get an iPhone 5 as soon as I have my bank account and credit cards all good to go.  In the meantime, I have a very (VERY) basic phone from when Megs was here studying abroad, so I grabbed a free SIM card with a bit of credit for emergencies.
And then, Anne-Marie and I had a wonderful day with the baby.  I got a tour of Norwich shops and attractions; we played ball in the Cathedral's courtyard; I ate homemade muffins.  It really was utterly delightful.  (And I get to baby-sit Saturday!)
Tomorrow is more study skills learning with my coursemates...fun, fun, fun!

Modules!

Module=course=class.  I'll use them interchangeably.  In official terms, course=the degree program for which you are enrolled (e.g., MSc in Water Security and International Development); module=semester-long series of meetings about a specific class (e.g., "Education for International Development"); class=a specific meeting of a module.  But, as I said, I'll use them all interchangeably.
So, in basic American terms: I've chosen my classes for the year! And they are as follows:

• Water Security for Development: Theory and Concepts
• Water Security for Development: Tools and Policy
• Research Techniques and Analysis
• Advanced Qualitative Research and Analysis
• Political Ecology of Environment and Development
• Introduction to Education for Development

I will also probably be auditing (i.e., sitting in on but not being assessed in or receiving formal credit for) a few more science-based courses on food security issues.

Perhaps none of these sound particularly interesting for you.  To me, they represent the culmination of more than a year's worth of work to get to UEA and a fabulous new range of skills and qualifications!

For those interested, the formal descriptions of each of the courses are below.

Water Security for Development: Theory and Concepts

The aim of ‘Water Security Theory and Concepts’ is to investigate the theory and conceptual frameworks that underpin research and policy work on ‘water security’. It will explore the background to rising concerns regarding the protection and use of water, and outline key problematics regarding its current treatment in research centres, in the literature and in practice. The module will examine the differences between water security and water resources security, and moreover, study the connections between water security with food, climate or energy security, and international, state and individual concerns regarding military security.

Water Security for Development: Tools and Policy

The aim of ‘Water Security Tools and Policy’ is to investigate and provide a working familiarity with established and cutting-edge analytical, decision-making, and development tools (such as water footprinting or climate impacts assessment) for effective water security policy. It will utilise case study material, physical models, computer exercises and material brought or sourced by students to audit the water security of a system of interest (e.g. city, region, country, irrigation scheme). The students will record and assess the factors that affect water security such as laws and legal frameworks; water supply and demand volumes; institutions for managing water; climate change science and models; climate risks and adaptation; and future projections regarding societal change. Actions to address security will be discussed and formulated.

Research Techniques and Analysis

The course lectures and seminars will include the following topics: • Development research & research ethics • Research design and method; sampling, questionnaire design, interviews • The role of qualitative methods in quantitative research and mixed methods • Participatory and action research • Design and implementation of household surveys on various topics, e.g. income, consumption, employment, health, nutrition, education, etc. Basic data processing and statistical analysis and presentation are taught using SPSS.

Advanced Qualitative Research and Analysis

The Advanced Qualitative Research and Analysis module (AQRA) is designed to provide a more advanced training in qualitative methods than its predecessor Research Skills for Social Analysis. It represents a progression from Research Techniques and Analysis in the first semester or an extension of previous experience/ training. Areas covered include bringing social theory into qualitative research, designing research using qualitative and mixed methods, data cleaning and management, data analysis, representing others, and applying qualitative research. There will be three lectures on core qualitative methods such as participant observation, however, the module assumes participants have previous experience or training.

Political Ecology of Environment and Development

This course seeks to provide students with a solid understanding of political ecology theory and to enable them to apply this theory for analyzing environment and development problems. After a brief introduction to key theoretical concepts in political ecology, students review key contributions to major policy fields in environment and development. They do this in a series of reading seminars, covering agriculture and biotechnology, climate change, conservation, fisheries, forestry, water management and other fields. The course ends with a workshop on the role of policy in political ecology.

Introduction to Education for Development

The aim of the module is for students to understand current debates on the principles and theories linking education to development in a range of social contexts. The module will introduce students to theories of education and development including international and comparative education. These are examined in relation to the broader challenges of development. Topics in the module may include: theories of human development and capabilities, human capital and rights based approaches, theories of equity, social justice and inclusive education. We will examine schooling in contexts of chronic poverty, models of schooling and de-schooling, formal and non-formal education, the challenges of linguistic and cultural diversity, gender inequalities, Islamic education, and the education of nomads and other migratory groups.

I will also audit a selection of the courses below:

Agri-Food in Action

During this module students will visit a range of farms, food-production companies, and research institutes. To maximise benefit from these visits, students will develop a reflective portfolio that records each visit through a variety of media, which may include a narrative, brochures, diagrams, maps, photographs etc. Students will develop an understanding of traditional and contemporary agricultural practices and several of the visits will increase understanding of the operation of selected food manufacturing and production organizations.

Sustainable Agriculture

This module examines the concept of sustainability as it applies to modern agriculture. Specific objectives are to provide a systematic understanding of methods used in contemporary agriculture, alongside a critical awareness of new insights into how to make agriculture sustainable.

Climate Change: Physical Science Basis

Climate change and variability have played a major role in shaping human history and the prospect of a warming world as a result of human activities (global warming) presents society with an increasing challenge over the coming decades. This module covers the science of climate change and our current understanding of anthropogenic effects on climate. It provides details about the approaches, methods and techniques for understanding the history of climate change and for developing climate projections for the next 100 years, supporting further study of the scientific or policy aspects of the subject in either an academic or applied context.

Narratives of Environmental Change

The aim of this Module is to introduce students to a range of different narratives of environmental change which have been influential in Western thought and action over the last 200 years and especially the last 50 years. It also aims to show how different narratives of past changes can be used to shape different environmental policy futures. The Module draws upon the sub-disciplines of environmental history, cultural geography, futures studies and systems theory and is taught by three experts in these fields. The Module is divided into three parts. In Part 1, through lectures and seminars we introduce students to seven different narratives of environmental change: for example, limits to growth, planetary boundaries, social-ecological resilience. In Part 2, through lectures we introduce four different arenas where environmental policy-making is currently active and show how different narratives of environmental change shape, constrain or inflect the development of environmental policy and the engagement of citizens. In Part 3, the students working in pairs lead a series of assessed seminars on allocated topics which bring together the historical narratives with areas of live policy debate.

Globalised Agriculture and Food Systems

The aim of this module is to understand how food security is affected by policies, environmental processes, and actions that occur at the international level. Food security is a central theme, and how it is constructed and contested at international level, involving global institutions, interest groups, and diverse policy agendas. This exploration does not confine itself exclusively to production, but also considers other areas of concern, including: global environmental change, dietary shifts, ‘post-production’ concerns with food quality or ecosystem integrity, agribusiness, public versus private agricultural innovation, intellectual property rights, and strategies for technological development. Students will gain critical understanding of these debates and how different policy actors engage with them at both the local and the global level. These actors include firms, public R&D institutions, civil society, farmers’ movements, consumers’ groups, and major donors and philanthropic organizations. The module will help students develop a critical and inter-disciplinary understanding of key international policy debates that have relevance to agriculture. Additionally, students will gain a better understanding of how trends in globalised agriculture affect poor people, particularly smallholder farmers, but also consumers and those involved in value chains.

An Attempt at Videoblogging

I thought I would say "hi" to you all in a way other than the typed word.  Please let me know if you would like to see more "vlogging" or if I should just stick to the typing.
: )