Attendance is expected at scheduled classes including lectures and laboratories/tutorials to complete components of the course. Lectures will be available as recordings but other learning activities including laboratories/tutorials will not be available as recordings.

The activities for the course are scheduled as a standard weekly timetable

Taught courses use a learning and collaboration tool called Canvas to provide students with learning materials including reading lists and lecture recordings (where available). Please remember that the recording of any class on a personal device requires the permission of the instructor.

1. DeMers, M N, 2004. Fundamentals of Geographic Information Systems (3rd edition), New York: John Wiley (Chapter 13: Cartographic Modelling), 2. Fischer, M, Scholten H. and Unwin D (ed), 1996. Spatial Analysis Perspectives on GIS. Taylor and Francis, London 3. Fischer, M., 2006. Spatial Analysis and Geocomputation: Selected Essays. Berling: Springer. 4. Fotheringham, A. S., and P A. Rogerson (eds), 2009. The SAGE Handbook of Spatial Analysis. London: SAGE Press, 513 p. 5. Fotheringham, S, and Rogerson, P (ed), 1994. Spatial Analysis and GIS, London: Taylor and Francis, 281. 6. Fotheringham, A. S., and O’Kelly, M. E. (1989) Spatial Interaction Models, International Encyclopedia of the Social & Behavioral Sciences. Elsevier. DOI: 10.1016/B0-08-043076-7/02519-5. 7. Fotheringham, A. S., and O’Kelly, M. E. (1989) Spatial interaction models: formulation and applications, Studies in operational regional science 5. Kluwer Academic Pub. 8. Fotheringham, A. S., Brunsdon, C. and Charlton, M. E. (2000) Quantitative Geography: Perspectives on Spatial Data Analysis, Applied Geography. DOI: 10.1016/S0143-6228(97)90005-9. 9. Fotheringham, A.S., Brunsdon, C., and Charlton M. (2002). “Geographically weighted regression: the analysis of spatially varying relationships.” Wiley & Sons. 2002. 10. Haining, R, Wise, S, and Ma, J, 1998. Exploratory spatial data analysis in a geographic information system environment. The Statistician, 47, pp. 457-469. 11. Longley, P A, and Batty, M (eds), 2003. Advanced Spatial Analysis: the CASA book of GIS, ESRI Press. 12. Longley, P., Goodchild, M, Maguire, D.J., and Rhind, D., W., 2015. Geographic Information Science and Systems (4th edition), Chapter 15: Spatial Modelling with GI Systems, Wiley, p 339-357. 13. Oliver, M. A., and R Webster, 1990. Kriging: a method of interpolation for geographical information systems. International Journal of Geographical Information Systems, 4(3): 313-332. 14. Openshaw, S, and Abrahart, R.J. (eds), 2000. GeoComputation, Taylor and Francis, London 15. Smith, M. J. De, M. F. Goodchild, and P. Longley, 2007. Geospatial Analysis: A Comprehensive Guide to Principles, Techniques and Software Tools. Leicester: Winchelsea Press, 398 p.

The content and delivery of content in this course are protected by copyright. Material belonging to others may have been used in this course and copied by and solely for the educational purposes of the University under license.

You may copy the course content for the purposes of private study or research, but you may not upload onto any third-party site, make a further copy or sell, alter or further reproduce or distribute any part of the course content to another person.

In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed for potential plagiarism or other forms of academic misconduct, using computerised detection mechanisms.

Similarly, research students must meet the University’s expectations of good research practice. This requires:

• Honesty - in all aspects of research work
• Accountability - in the conduct of research
• Professional courtesy and fairness – in working with others
• Good stewardship – on behalf of others
• Transparency – of research process and presentation of results
• Clarity - communication to be understandable, explainable and accessible

For more information on the University’s expectations of academic integrity, please see the Academic Conduct section of the University policy hub.

Elements of this outline may be subject to change. The latest information about taught courses is made available to enrolled students in Canvas.

Students may be asked to submit assessments digitally. The University reserves the right to conduct scheduled tests and examinations online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.

Students must complete practical work and present two assigned topics.

Feedback on taught courses is gathered from students at the end of each semester through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions. Your feedback helps teachers to improve the course and its delivery for future students. In addition, class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Students' feedback has been used to improve the quality of the course.  Usually students are satisfied with this course claiming it is one of the most interesting courses they have taken. 

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Tuākana is a multi-faceted programme for Māori and Pacific students providing topic specific tutorials, one-on-one sessions, test and exam preparation and more. Explore your options at Tuakana Learning Communities.

As part of the University-wide Tuākana community, The School of Environment Tuākana Programme aims to provide a welcoming learning environment for and enhance the success of, all of our Māori and Pacific students. We are led by the principles of tautoko (support) and whanaungatanga (connection) and hope you find a home here at the School. Students who have identified as Māori and/or Pacific will receive an invitation to our online portal introducing the Programme, the resources we have available, and how you can get involved. This course is supported by our Programme Coordinator, Kaiāwhina/Māori student adviser, and Pacific student adviser. They are able to organize group study and facilitate direct assistance regarding material taught in this course. 

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website.

We all go through tough times during the semester, or see our friends struggling. There is lots of help out there - please see the Support Services page for information on support services in the University and the wider community.

If your ability to complete assessed work is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due. If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page. This should be done as soon as possible and no later than seven days after the affected test or exam date.

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter.

Students with concerns about teaching including how a course is delivered, the resources provided, or supervision arrangements, have the right to express their concerns and seek resolution. The university encourages informal resolution where possible, as this is quicker and less stressful. For information on the informal and formal complaints processes, please refer to the Student Academic Complaints Statute in the Student Policies and Guidelines section of the Policy Hub.