Masters Module Handbook

DEPARTMENT OF
GEOGRAPHY
Masters
Module Handbook
2014/15
This Masters Module Handbook contains specific module information for postgraduate students in the
Department of Geography. The material will be updated as necessary and will only be available on the
Geography web pages. Please note that students may not enrol on modules that they have already taken (or that
overlaps with another module they have already taken) at undergraduate level.
CONTENTS
..................................................................................................................................................................................
Advanced Quantitative and Spatial Methods in Human Geography............................................................... 4
Analysing African Cities: Globalization and Urban Livelihoods ..................................................................... 5
Analysing Poverty: Concepts, Measurement and Modelling ............................................................................ 7
Boundaries, Sovereignty and the Territorial State ............................................................................................ 9
Climate Change and Culture ............................................................................................................................. 11
Climate: Science and History ............................................................................................................................ 13
Community, Vulnerability and Disaster Risk .................................................................................................. 15
Conceptualising Cities* ...................................................................................................................................... 16
Consumption, Globalisation and Sustainability (not offered 2014-15) ........................................................... 19
Critical Geographies of Terrorism.................................................................................................................... 21
Desk Study ........................................................................................................................................................... 23
Development and Environmentalism in the South........................................................................................ 24
Disasters and Development ................................................................................................................................ 26
Environment, Livelihoods and Development in the South ........................................................................... 28
Environmental Actors and Politics ................................................................................................................... 30
Environmental Geographical Information Systems (GIS).............................................................................. 31
Environmental Internship.................................................................................................................................. 33
Environmental Remote Sensing ........................................................................................................................ 35
Environmental Research Design and Application ........................................................................................... 37
Environmental Science and Policymaking ....................................................................................................... 38
Freshwater and Estuarine Resources: Science, Management and Policy*.................................................... 40
Functioning, Assessment and Management of Aquatic Ecosystems* ............................................................ 42
Gentrification and Urban Regeneration (not offered 2014-15) ....................................................................... 44
Geographies of Heritage: Tourism and Society (not offered 2014-15) ........................................................... 45
Geopolitics of Natural Resource Disputes ........................................................................................................ 46
Global Environmental Change 1: Climate Science.......................................................................................... 48
Global Environmental Change 2: Earth System Dynamics ............................................................................ 50
Globalisation and the Environment .................................................................................................................. 52
Governing the Sustainable City ......................................................................................................................... 54
Health, Lifestyles and Cities (not offered 2014-15)........................................................................................... 56
Marine and Freshwater Fishery Management and Aquaculture ................................................................... 58
Marine Resource Management.......................................................................................................................... 58
Methods for Environmental Research .............................................................................................................. 61
Modelling Environmental Change at the Land Surface.................................................................................. 62
Monitoring Environmental Change .................................................................................................................. 64
Nineteenth-Century Studies Internship ............................................................................................................ 66
Practising Social Research ................................................................................................................................. 68
Risk Assessment .................................................................................................................................................. 70
Risk Communication .......................................................................................................................................... 72
2
Updated:05 September 2014
Risk Governance ................................................................................................................................................. 74

Risk Internship ................................................................................................................................................... 76
Risk Management ............................................................................................................................................... 77
River Processes and Management ..................................................................................................................... 79
Social Change in Global Cities (not offered 2014-15)....................................................................................... 81
Territorial and Boundary Dispute Resolution ................................................................................................. 82
The Right to the City .......................................................................................................................................... 85
Tourism and Development ................................................................................................................................. 87
Tourism, Conservation and the Environment.................................................................................................. 89
Understanding and Managing Urban Aquatic and Terrestrial Systems ....................................................... 90
Understanding the Sustainable City ................................................................................................................. 92
Urban Studies Internship ................................................................................................................................... 94
Water Resources and Water Policy .................................................................................................................. 95
Water, Security and the Environment .............................................................................................................. 97
3
Advanced Quantitative and Spatial Methods in Human Geography

Module code: 7SSG5150
Credit value: 20
Module coordinator: Dr Jonathan Reades
Teaching arrangement: 20 hours of lectures and discussions (seminars/tutorials) supplemented by
16 hrs of laboratory practicals
Availability: Term 2
Assessment: Three 500 word practical reports (10% each); one 2,400 word essay (70%)
Educational aims
This module is designed to cultivate in students an appreciation of, and degree of comfort with, key
statistical methods used in human geography research. Moving from basic summary statistics, the
course will examine standard aspatial measures and, ultimately, weighted spatial statistics. The course
does not require recent mathematical study, but it is expected that enrolled students will have a
passing familiarity with mathematical notation and will have some basic level of comfort working
with tabular data and numbers. The module is structured as a combination of lectures and practicals in
a computer lab; the aim is to introduce a set of related statistical concepts and then apply them to the
study of small area data taken from the Census and/or Business Registry & Employment Survey.
Ultimately, it is expected that students will be working in Excel, SPSS, and ArcGIS to develop an
analysis of fine-scale demographic change between 2001 and 2011 across the Greater London
Authority area.
Learning outcomes
On completion of this module, students will have displayed:
an appreciation of the variety and types of research methodologies;
the ability to apply this knowledge in a practical context through undertaking small scale
exercises;
the ability to write a research outline or proposal for research funding which uses the range of
techniques available to social scientists;
an appreciation, through experience in their use, of the contribution of a range of quantitative
research techniques to social science research.
Structure
The module is delivered through tutorials, discussions, and practicals designed to cover key aspects of
relevant research methodologies.
Key recommended texts
Baxter, J. & J. Eyles (1997) Evaluating qualitative research in social geography: Establishing
'rigour' in interview analysis. Transactions of the Institute of British Geographers 22(4), 505525
Cloke, P. et al (2004) Practising Human Geography. Sage, London. Foddy, W (1993)
Constructing Questions for Interviews and Questionnaires, Cambridge UP, Cambridge
Diamond, I. & J. Jefferies (2001), Beginning Statistics: An Introduction for Social Scientists.
Sage, London
Hakim, C (1982) Secondary Analysis in Social Research. Allen & Unwin, London
Hoggart, K., L.C. Lees & A.R. Davies (2002) Researching Human Geography. Arnold, London
Mitchell, A. (1999), The ESRI Guide to GIS Analysis, Volume 1. ESRI Press, Redlands.
Moser, C.A. & G. Kalton (1971) Survey Methods in Social Investigation. Heinemann, London
4
Podsakoff, P.M. et al. (2003) Common method biases in behavioural research. Journal of
Applied Psychology, 88(5),
Scott, J. (1990) A Matter of Record. Polity Press, Cambridge
Vaus, D.A. de (1995) Surveys in Social Research, 4th edition. Allen & Unwin, London
Analysing African Cities: Globalization and Urban Livelihoods

Credit value: 20
Module coordinator: Dr Debby Potts
Teaching arrangement: 20 hours of lectures/seminars
Assessment: 3,000 word essay (80%), 1,000 word essay (20%)
Educational aims
The world has reached a significant historical moment for human society as half of the population now
lives in urban centres. An understanding of urban livelihoods, environmental issues, poverty and
economies is increasingly important for any study of development, and environmental or regional issues.
This module provides insights into such issues for the worlds poorest region - sub-Saharan Africa. The
module provides an understanding of the nature of contemporary livelihoods (employment patterns,
incomes, food, shelter, and services (eg electricity and water) and economic strategies (eg informal work
and urban agriculture) for the majority of Africas urban population, the urban poor. A key theme is the
way in which globalization has influenced and still affects African cities. Also covered are the links
between urban economies and urban population dynamics in this region and the changing nature of ruralurban migration over time.
The module aims to:
1. To provide students with a solid understanding of local and global factors influencing the
nature of livelihoods and economic strategies for the majority of people in sub-Saharan
African cities, the urban poor.
2. To teach students about African urban employment patterns, incomes, food security and
services.
3. To teach students about the debates about the informalization of African cities' economies and
services.
4. To teach students about the relationships between urban livelihoods and migration patterns in
sub-Saharan Africa.
Learning outcomes
At the completion of the module students should be able to:
1. Evaluate the strategies adopted by the urban poor to cope with the real income falls which
accompanied structural adjustment.
2. Evaluate the impacts of contemporary globalization on African urban economies and
livelihoods.
3. Analyse debates about urban informality.
4. Assess critically the nature of urban service provision, including that for low-income housing.
5. Evaluate the significance of rural-urban linkages in African urban livelihoods.
6. Evaluate the relative significance of natural increase, net in-migration and boundary changes
as factors in urban growth in sub-Saharan Africa.
Structure
Issues considered include:
social justice in the city;
the constraints on planning and servicing imposed by extreme resource shortages and the
privatization encouraged by neo-liberalism;
5
the blurring of the rural-urban divide where natural resource-based livelihoods are incorporated as
a component of urban livelihoods which straddle rural and urban bases.

Bryceson, D, and Potts, D (eds) 2006. African Urban Economies: Viability, Vitality or Vitiation?
(Houndmills, Palgrave Macmillan
Jamal, V. and Weeks, J. (1993) Africa Misunderstood: or Whatever Happened to the Rural-Urban
Gap, Macmillan, London
Lemon, A. (ed) (1991) Homes Apart: South Africa's segregated cities, Cape Town: David Philip;
Bloomington and Indianapolis: Indiana University Press; London: Paul Chapman
O'Connor, A. (1983) The African City, Hutchinson
Potts, D. 2009. The slowing of sub-Saharan Africas urbanization: evidence and implications for
urban livelihoods, Environment and Urbanization 21, 1: 253-259
Potts, D., 'Urban lives: adopting new strategies and adapting rural links', in Rakodi, Carole (ed), The
Urban Challenge in Africa: Growth and Management of its Large Cities, Tokyo: United Nations
University Press, 1997, pp. 447-494
Rakodi, C (ed) (1997) The Urban Challenge in Africa, UNU Press, Tokyo
Rakodi, C and T. Lloyd-Jones (eds) 2002. Urban Livelihoods, Earthscan: London
Simone, A. (2004) For the City Yet to Come: Changing African Life in four African Cities. Durham,
N.C., Duke University Press
Smith, D.M. (ed) (1992) The apartheid city and beyond: urbanization and social change in South
Africa, Routledge, London
Zeleza, P., Kalipeni, E. (eds) (1999) Sacred spaces and public quarrels: African cultural and economic
landscapes, Africa World Press, Trenton, NJ; Asmara
6
Analysing Poverty: Concepts, Measurement and Modelling

Credit value: 20
Module coordinator: Dr Debby Potts
Teaching arrangement: Via e-learning on KEATS and occasional tutorials
Assessment: The assessment for this module will be via various online tests. These will include some
multiple assessments and short answer questions. It will also include using the software associated
with this particular income measurement methodology to create charts, inputting real village income
data from various countries, from which you will assess the nature of the distribution of incomes and
the characteristics of local households. You will also be tested on how to manipulate these data by
changing variables and assessing the outcomes for local livelihoods and for policy.
Educational aims
The educational aims of this module, which will be taught mainly through e-learning, are threefold:
1. To provide students with a solid understanding of the concepts, theories and debates about
poverty and vulnerability including those relating to food security;
2. To teach students about the significance and policy use of poverty measurement techniques;
3. To teach them how to measure and model household incomes using a technique known as the
'Individual Household Method', thus providing them with a vocational analytical tool which
will strengthen their transferable skill portfolio in the development policy field.
These aims are taught mainly in relation to poverty issues in the countries of the Global South.
The techniques of this module can be used, for example, in famine prediction models, and for the
prediction of the impacts of policy interventions in production and welfare in rural developing
regions.
Specific aims of this module are:
To teach students about the debates about poverty data and measurement, especially in
developing countries;
To teach students about the significance and policy use of poverty measurement techniques,
including the role of food security baselines;
To teach students about the complexities of measuring incomes for rural and urban
households where there are many different income streams per household;
To teach students how to apply the Individual Household Method to collect data on incomes
in the field;
To teach students how to transfer data to the specific computer programme developed to
analyse these data;
To teach students how to analyse the data collected with a particular view to producing
policy-relevant analysis, graphs and reports of the sort required by development agencies,
NGOs and government bodies.
Learning outcomes
At the completion of the module students should:
Have demonstrated an understanding of the debates and usual approaches to measuring
poverty and income levels in developing countries in particular, and elsewhere.
Have a thorough knowledge and understanding of the origins, principles and theoretical basis
of household economy measurement and modeling.
Understand the practical research and policy applications of the approach (from famine
7
prediction through to welfare policy and at local level, project design, monitoring and
evaluation-rural and urban).
Be able to identify inaccurate data and understand the main sources of error in household
economy assessments.
Have an understanding of sample frames and statistical methods required for the design of
rural and urban household economy assessments.
Be able to use related analytical software, interpret data and apply knowledge in a range of
practical policy and programme scenarios.

Alwang, J., Siegel, P. B. & Jorgenson, S. (2001) Vulnerability: A View from Different Disciplines,
Social
Protection Discussion Paper 0115 (Washington, DC: World Bank).
Birkmann, J. (2007) Assessing vulnerability before, during and after a disaster of natural origin: a
case study of the tsunami in Sri Lanka and Indonesia, paper presented at the UNU-WIDER
Conference on Fragile
StatesFragile Groups, Helsinki, 1516 June
Cannon, T., Twigg, J. & Rowell, R. (2003) Social Vulnerability, Sustainable Livelihoods and
Disasters, Report for DFIDs Conflict and Humanitarian Assistance Department and Sustainable
Livelihood Office (London: DFID)
Chambers, R. & Conway, G. R. (1992) Sustainable Rural Livelihoods: Practical Concepts for the 21st
Century, Discussion Paper 296, Institute for Development Studies, University of Sussex, Brighton
Dercon, S. (Ed.) (2005) Insurance against Poverty (Oxford: Oxford University Press UNU-WIDER
Studies in
Development Economics).
Holzmann, R. & Jorgensen, S. (2000) Social Risk Management: A Conceptual Framework for
Protection and
Beyond, Social Protection Discussion Paper Series 0006 (Washington, DC: World Bank)
Kamanou, G. & Morduch, J. (2004) Measuring vulnerability to poverty, in: S. Dercon (Ed.) Insurance
against
Poverty, pp. 155175 (Oxford: Oxford University Press UNU-WIDER Studies in Development
Economics).
Sen, Amartya, Poverty and Famines : An Essay on Entitlements and Deprivation, Oxford, Clarendon
Press, 1982
Seaman, J., (2000) Making Exchange Entitlements Operational: The Food Economy Approach to
Famine Prediction and the RiskMap Computer Program. Disasters 24 (2) 133152
8
Boundaries, Sovereignty and the Territorial State

Credit value: 40
Module coordinator: Richard Schofield
Teaching arrangement: 20 (2hour) lectures
Availability: Term 1 & 2
Assessment: One three hour examination (50%); one 4,000 word essay (50%)
Educational aims
To introduce students to the history of politically organised space and the territorial origins
and characteristics of the Westphalian state system.
Review the changing manner in which political geography and geopolitics have covered the
questions of international boundaries and state territory over time from traditional
deterministic concerns, through the humanisation of borderland studies to deterritorialisation,
reterritorialisation and postmodernity.
Develop a familiarisation with the methods by which territory may be acquired in
international law. Gain a working knowledge of the principles, problems and practicalities
involved in ocean boundary-making.
Appraise students of the various debates existing in political and international studies over the
importance of international boundaries and state territory.
Learning outcomes
At the completion of the module students ought to be able to:
Appreciate the potential contradictions existing between the European-derived system of
delimiting state territory by linear boundaries and non-European concepts of sovereignty/nonWestern notions of social and spatial organization.
Apply a range of classifications, typologies and interaction models from political geography
that will aid understanding of individual international boundaries and borderlands and allow
for comparative analysis.
Understand the interrelationship between the concepts of territory, sovereignty and
jurisdiction in international law and its implications for the conduct of international boundary
disputes.
Evaluate the potential maritime zone generating capacity of various coastal and insular
features. Gauge the extent to which boundary and territorial disputes are used to symbolise
wider differences between states.
Structure
The course is comprised of four main sections as follows:
1
Boundaries and territory in political geography

Land boundaries, frontiers and borderlands in traditional political geography
Modern geographical approaches to the study of boundaries
Borderland studies, borderless worlds and securitised barriers
The nature of borders and borderlands
New world boundaries and the challenge to the European construct
Conceptualising boundaries and borderlands
The changing geography of border landscapes
Territory, sovereignty and the state

The territorial state and territorial sovereignty
The uneasy acceptance of a European construct
The sacrosanctity and stability of international boundaries in the developing world
9
Modern challenges to sovereignty self determination and territorial integrity
Boundaries and state territory in international law

The acquisition of territory in international law
International land boundaries and state territory in international law
The technicalities of ocean boundary-making
Maritime claims and disputes in international law
Recent land and maritime boundary cases before the courts
Territory and boundaries in political and international studies

Contemporary and historical non-state territory
International relations and disputes over territory
Separatism and irredentism
State, nation and territoriality
Anthems for a changing world
Contemporary boundary securitisation putting up fences again, historical and contemporary
Iraq
Crisis response in strife-torn borderlands

Anderson, M. (1996) Frontiers: territory and state formation in the modern world, Polity Press,
Cambridge
Blake, G. [general series editor] (1994) World boundaries [in 5 volumes], Routledge, London
Charney, J.I. and Alexander, L.M. (eds) (1993 & 1998 and subsequent years) International maritime
boundaries (in 3 volumes), Martinus Nijhoff/Kluwer, Dordrecht
Foucher, M. (1991 [2nd edition]) Fronts et frontieres: un tour du monde geopolitique, Editions
Fayard, Paris
Geopolitics and International Boundaries(1996-7), triannual journal, Frank Cass, London (relaunched
as Geopolitics in 1998- present)
Heiburg, M. [ed.] (1994) Subduing sovereignty: sovereignty and the right to intervene, MENAS
Press/Frances Pinter, London
Newman, D. [ed.] (1999) Boundaries, territory and postmodernity, Frank Cass publishers, London
Prescott, Victor and Gillian D. Triggs (2008) International frontiers and boundaries: law, politics and
geography, Martinus Nijhoff, Leiden
Prescott, J.R.V. (1988) The maritime political boundaries of the world, Methuen, London
Roach, J.A. and Smith, R.W. (1994) Excessive maritime claims, International Law Studies, no. 66,
US Naval War College, Newport, Rhode Island
Rumley, D. and Minghi, J.V. (eds) (1991) The geography of border landscapes, Routledge, London
Williams, John (2006) The ethics of territorial borders: drawing shifting lines in the sand, Palgrave
Macmillan, London
10
Climate Change and Culture

Credit value: 20
Module coordinator: Professor Michael Hulme
Teaching arrangement: 20 hours of lectures; 4 hours of seminars/tutorials
Assessment: One 1,000 word essay (33%); one 3,000 word essay (67%)
Educational aims
The module explores the underlying reasons why different people in different cultures assess the
evidence for, risks of and responses to, climate change in different ways. This will be achieved by
using a variety of theoretical and empirical arguments drawn from different disciplines to examine the
nature of evidence for human modification of climate, how people evaluate this evidence and
how/why they act upon it. The module is designed to allow students to understand the complex
relationships that exist in the context of climate change - between knowledge, cultural beliefs and
personal behaviours.
Learning outcomes
On completion of this module students should be able to:
understand the main reasons for disagreements about the status of scientific claims about
climate change and about appropriate climate change actions, drawing on insights from the
natural sciences, social sciences and humanities;
appreciate the role played by language, metaphor and image in public discourse about climate
change;
understand the reasons why people in different cultures perceive and evaluate the risks of
climate change in different ways;
synthesise and evaluate leading-edge academic research, drawn from a variety of disciplinary
perspectives;
adopt and defend different positions drawing upon a wide repertoire of arguments.
Structure
This module introduces geographical, anthropological, sociological, historical and psychological
approaches to understanding the idea of climate change in society. Climate change risks and
opportunities are perceived very differently within and between societies and this module explores
some of the reasons for these differences, including issues such as the status of experts, the cultural
cognition of risk and climate contrarianism. The module also considers how climate change is
represented in the media through language, metaphor and imagery, representations which shape
public and policy discourse around climate change. In recent years, the creative arts have engaged the
idea of climate change through the imagination in film, fiction, sculpture and performance and
some of this work will be introduced and evaluated. The module is taught through a combination of
lectures and seminars. Students will be required to read a considerable amount of material both in
preparation for the seminars and the coursework essays. The topics to be covered in the lectures and
seminars include:
Worldviews, knowledge and climate expertise

Risk cultures and climate change
Public perceptions of climate change
Media reporting of climate change
The metaphors and languages of climate change
Climate change and creative arts: films, novels, visual
11
Science controversies and climate contrarians

Hulme, M. (2009) Why we disagree about climate change: understanding controversy, inaction and
opportunity Cambridge University Press, Cambridge, 392pp.
In this influential book I examine the various dimensions of climate change economics, religion,
science, risk, communication, governance, development and shows how different human
worldviews, beliefs and values lead to different interpretations of the causes and
consequences of climate change, and to different responses.
Hulme, M. (2013) Exploring climate change through science and in society: an anthology of Mike
Hulmes essays, interviews and speeches Routledge, Abingdon, UK, 323pp.
This collection of my writings and speeches since the late 1980s reveals the changes in scientific and
public understandings of climate change that have occurred during this period. The collection
shows the many different ways in which it is necessary to approach the idea of climate change
to interpret, and make sense of, the divergent and discordant voices proclaiming it in the
public sphere.
Boykoff, M. (2011) Who speaks for the climate? Making sense of mass media reporting on climate
change Cambridge University Press, Cambridge, UK, 228pp.
Max Boykoff has been a prolific analyst over many years of media reporting of climate change. This
book brings together much of his work, and that of others, to show the roles that are played by
the media, especially newspapers, in different countries and cultures.
Doyle, J. (2011) Mediating climate change Ashgate Press, Farnham, UK, 182pp.
An ex-Greenpeace campaigner, Julie Doyle explores how the practices of mediation and visualisation
shape how we think about, address and act upon climate change. She draws upon science,
media, politics and culture to identify the problems of representation that climate change
poses for public and political debate.
Machin, A. (2013) Negotiating climate change: radical democracy and the illusion of consensus Zed
Books, London, 170pp.
Machin is a political scientist and in this book she argues that democracy requires more political
disagreement about climate change, not less. She shows why a scientific consensus should
not translate into a political census.
Dryzek,J. S., Schlossberg,D. and Norgaard,R. B. (eds.) (2011) Oxford handbook of climate change
and society Oxford University Press, Oxford, 736pp.
The 47 short chapters in this book provide overviews of a variety of important themes in the study of
climate change and society e.g. climate economics, vulnerability, social movements,
corporate responses, climate change and human security. They are written by different
authors representing different viewpoints and disciplines. You should use these as a starting
point, not as an end point.
WIREs Climate Change - An inter-disciplinary review journal available online at:
http://wires.wiley.com/WileyCDA/WiresJournal/wisId-WCC.html. Many of the review
articles published in this journal will be relevant for the course.
12
Climate: Science and History

Credit value: 20
Module coordinator: Dr George Adamson
Teaching arrangement: 10 x 2 hr lectures; 1 x 2 hr seminars
Assessment: One 1,000 word seminar write-up (25%); one 3,000 word essay (75%)
Educational aims
Climate change has permeated all forms of global socio-political discourse, incorporating interlinking
webs of scientific, political, developmental and economic arguments. The novelty of a changing
climate is a theme that is repeated regularly. However, few of the effects of climate change are truly
new: precipitation and temperature levels have fluctuated during the historical period (last 1,000
years) and societies have adapted to extreme climatic events throughout human history (although
extreme events are now becoming more salient). Moreover, anxieties over a changing climate are not
themselves new, and have existed in several historical perspectives, often backed up by the scientific
understanding of the time.
This module places contemporary climate change in a historical perspective and encourages students
to think critically on the role that climate has played in human civilisation and the contribution of
history to contemporary climate science. It outlines the drivers of climate variability over the last
1,000 years and analyses societal responses to climatic stress. It also assesses narratives and beliefs
around climate in the past, including the history of climate science and the development of discourses
around global warming.
Learning outcomes
Understand the drivers of climatic variability, both natural and anthropogenic, and the
emergence and evolution of climate knowledge during the past three centuries
Appreciate the current level of understanding regarding climatic variability during the last
1,000 years, including associated uncertainties
Outline the societal impacts of climate-related natural disasters in the past and the dynamics
of social responses to climate stress, including the contested role of climate in the collapse of
civilisations, social and cultural responses to the Little Ice Age in Europe, and the response of
societies to El Nio-associated weather extremes
Assess the role of historical analysis in informing contemporary disaster research and policy
including an appreciation of social-ecological systems theory
Appreciate the variety and evolution of climatic beliefs, narratives and framings through
history, particularly attribution of blame and climatic/racial determinism
Place contemporary understanding of climate science within the perspective of other climatic
fears through history
Adamson, G.C.D. (2012) The languor of the hot weather: Everyday perspectives on weather and
climate in colonial Bombay, 1819-1827. Journal of Historical Geography 38 143-154
Behringer, W. (2010) A Cultural History of Climate. Polity Press, Malden MA, USA
Brzdil, R., Pfister, C., Wanner, H., von Storch, H. And Luterbacher, J. (2005) Historical climatology
in Europe the state of the art. Climatic Change 70 363-430
Carey, M. (2012) Climate and history: a critical review of historical climatology and climate change
history. WIRE Climate Change 3 233-249
Costanza, R., Graumlich, L.J. and Steffen, W. (2007) Sustainability or Collapse? An Integrated
History and Future of the People on Earth, MIT Press, Cambridge MA
13
Davis, M. (2001) Late Victorian Holocausts: El Nio Famines and the Making of the Third World.
Verso, New York, USA
Fleming, J.R. (2005) Historical Perspectives on Climate Change. Oxford University Press, New
York, USA
Howe, J.P. (2014) Behind the Curve: Science and the Politics of Global Warming, University of
Washington Press, Seattle, WA
deMenocal, P.B. (2001) Cultural responses to climatic change during the late Holocene. Science 292
667-673
Nash, D.J. and Adamson, G.C.D. (2014) Recent advances in the historical climatology of the tropics
and subtropics. Bulletin of the American Meteorological Society
Orlove, B. (2005) Human adaptation to climate change: a review of three historical cases and some
general perspectives. Environmental History and Policy 8 589-600
von Storch, H. and Stehr, N. (2006) Anthropogenic climate change: a reason for concern since the
18th century and earlier. Geographical Analysis 88A 107-113
Strauss, S. and Orlove, B.S. (2003) Weather, Climate, Culture, Berg, Oxford, UK
Weart, S.R (2003) The Discovery of Global Warming. Harvard University Press, Cambridge MA,
USA
14
Community, Vulnerability and Disaster Risk

Credit value: 20
Module coordinator: Dr Terry Cannon
Teaching arrangement: 10 lectures and 10 seminars
Assessment: 2 x 2,000 word essays (50% each)
Pre-requisite: 7SSG5149 Disasters and Development, either through taking the module fully or
through auditing
Educational aims
Enable students to understand the social construction of vulnerability to natural hazards at the
micro level;
Appreciate the theoretical and empirical links between the reduction of disaster risk at micro
level and issues of development at the local and international scale;
Facilitate understanding by students of the linkages between household and individual
vulnerability and livelihoods in the local and macro economy;
Develop a critical awareness of the role of development failures in local patterns of human
vulnerability and disaster risk and encourage critical reflection on the management of
disasters through humanitarian action and disaster risk reduction approaches, especially the
linkages between scales.
Learning outcomes
At the completion of the module, students should be able to
attain theoretical and empirical knowledge of how natural hazards and households, livelihoods
and communities are connected;
understand the relationship between physical and social processes in the production of disaster
risk at the local level;
have a critical awareness of the role of development failures in local patterns of human
vulnerability and disaster risk and have an ability to reflect critically on the community-level
management of disasters.
Structure
The module begins by clarifying the concept of vulnerability and exploring the ideological and practical
context of the term. It then develops a methodology for vulnerability analysis that is rooted in a
livelihoods framework, and examines what cultural, political and economic processes generate different
levels of vulnerability to natural hazards among different groups of people. Various practical
methodologies for assessing vulnerability at the community level are introduced and critically
evaluated. However, this is also put in the context of the over-idealised notion of community: localities
are socially differentiated and cannot be assumed to be united and undifferentiated. The module then
examines the practice of various NGOs that are active in disaster risk reduction at the level of
communities, to assess the positive and negative aspects of their progress.
Wisner, B., Cannon, T., David, I., Blaikie, P. (2nd ed. 2004) At Risk: natural hazards, peoples
vulnerability and disasters, Routledge: London. First three chapters are available free for download
from the UN ISDR virtual library website: http://www.unisdr.org/files/670_72351.pdf
Cannon, T. (2008) Reducing peoples vulnerability to natural hazards: communities and resilience
WIDER Research Paper 34, Helsinki. Available for download at:
http://www.wider.unu.edu/publications/working-papers/research-papers/2008/en_GB/rp2008-34/
15
Andrew Shepherd, Tom Mitchell, Kirsty Lewis, Amanda Lenhardt, Lindsey Jones, Lucy Scott, Robert
Muir-Wood, 2013, The geography of poverty, disasters and climate extremes in 2030
http://www.odi.org.uk/publications/7491-geography-poverty-disasters-climate-change-2030
Van Aalst, Maarten, Ian Burton and Terry Cannon, Community level adaptation to climate change: the
potential role of participatory community risk assessment, Global Environmental Change, 18,1, pp.165-79.
DFID (2005) Disaster Risk Reduction: a development concern, DFID, London
http://www.preventionweb.net/files/1070_drrscopingstudy.pdf (free download)
UNDP (2004) Reducing Disaster Risk: a challenge for development, UNDP: New York, Geneva
http://www.undp.org/content/undp/en/home/librarypage/crisis-prevention-and-recovery/reducingdisaster-risk--a-challenge-for-development.html (free download)
UNISDR, 2004, Living with Risk: A global review of disaster reduction initiatives,
http://www.unisdr.org/eng/about_isdr/bd-lwr-2004-eng.htm
Karen OBrien et al, Disaster Risk Reduction, Climate Change Adaptation and Human Security: A
Commissioned Report for the Norwegian Ministry of Foreign Affairs GECHS Report 2008:3
http://www.adpc.net/DDRCCA/GECHS-08/GECHS_Report_3-2008.pdf
Conceptualising Cities*
*Module title to be changed to Theorising Cities: Inequalities and Difference one formally
approved by the College
Credit value: 20
Lecturers: Dr Richard Wiltshire; Dr Nicholas De Genova
Teaching arrangement: 10 seminars (2 hours)
Assessment: One 3000 word essay (80%), one 1000 word seminar paper (20%)
Educational aims
This module explores the development of ideas around the form and function of cities, from modern
to post-modern, through perspectives ranging from the social-scientific to the marxist and cultural,
and opens up a number of emerging strands of theorisation around what it means to experience the
contemporary urban environment, and to exercise the right to the city.
Learning outcomes
At the completion of the module, students should be able to identify a range of ways of theorising
cities in differing geographical contexts and historical periods; be able to demonstrate the critical
abilities required to interrogate contemporary urban change; and apply the conceptual insights
learned.
Structure
The module provides a critical introduction to some of the key ideas on the city in geography and
urban studies more widely. The concept of the city is located within current traditions of social
thought providing a critical discussion of major theories and key thinkers. The individual seminars
move from modern urban theory to postmodern urban theory and beyond, and end by asking
questions about the just or the ideal city.
They provide an overview of some of the important ways in which we can approach cities whether as
socially just, representational, or non-representational spaces. None of these approaches alone can
grasp the specificity of the urban, but taken together they can help us to begin to understand the city.
16
Nevertheless, the definition and specification of the city is found to be elusive.

Allen, J., Massey, D. and Pryke, M. (eds) (1999) Unsettling Cities. London: Routledge.
Amin, A. and Thrift, N. (2002) Cities: Reimagining the Urban. Oxford: Polity.
Bounds, M. (2004) Urban Social Theory: city, self and society. Oxford: Oxford University Press.
Eade, J. and Mele, C. (2002) (eds) Understanding the City: contemporary and future perspectives,
Oxford: Blackwell.
Fyfe, N. and J. Kenny (eds) (2005) The Urban Geography Reader. Routledge: London.
Hubbard,P. (2006) City. London: Routledge.
Knox, P. and Pinch, S. (2009 Urban Social Geography. Harlow: Prentice Hall.
Massey, D., Allen, J, and Pile, S. (eds.) (1999) City Worlds. London: Routledge.
Tonkiss, F. (2005) Space, the City and Social Theory. Cambridge: Polity Press.
Parker, S. (2004) Urban Theory and the Urban Experience. London: Routledge.
Saunders, P. (1986) Social theory and the urban question. London: Hutchinson.
Short, J.R. (2006) Urban theory: a critical assessment. London: Palgrave Macmillan.
17
18
Consumption, Globalisation and Sustainability (not offered 2014-15)

Credit value: 20
Module coordinator: Dr Mike Goodman
Teaching arrangement: 14 lectures/6 seminars
Assessment: PowerPoint presentation (50%); 2,000 word essay (50%)
Educational aims
To provide students with an appreciation of the broad theoretical and empirical links between
political ecology and the globalised politics of sustainability; to develop a critical understanding of
the cultural material politics of sustainable consumption and the celebritised and other mediatised
framings of sustainable consumption, environments, development and food politics; to explore
practical and policy-related responses to these issues and concerns through group discussion and
debate; to gain the skills of generating a practical solution to the reduction of individual carbon
footprints.
Learning outcomes
At the end of the module students should
1. Have a critical understanding of the politics of sustainable consumption;
2. Have an awareness of a number of different theoretical approaches to the politics of
sustainability and sustainable consumption and the cultural politics and political ecologies of
the environment, food and development;
3. Have developed the skills to create practical and creative solutions to socio-environmental
problems.
Structure
Part A: The political ecology of the middle-classes
1. Introduction
2. Whats the problem? The rise of middle-class consumption and the environmental and social
justice mystique
3. Sustainability everywhere and nowhere: Sustainable consumption and its ascendancy
4. Eating your way to a green environment one organic steak at a time: Green consumerism,
social justice, and other flights of middle-class fancy
5. Student PowerPoint presentations
6. The Jamie Oliver effect: Celebrity chefs, Good Food and its discontents
8. Putting moral economies to work: Fair trade, spaces of intention, and the provisioning of an
ethics of praxis
10. Walking in the shoes of the poor: reality, eco-, fair trade & sustainable tourism
Part B: The political ecology of the rich
1. Hyper-consumption, the wealthy and the global environment
1. Building colonial distinction: the case of luxury woods
2. Ecological lives: at home with the rich and famous
3. Ecological lives: at work and play with the rich and famous
5. Noblesse oblige: aristocrats and environmental conservation
7. Rock the environment! Celebrity environmentalism
9. Conclusion: ethics of consumption or ethics of wealth?
19

Barnett, C., Cloke, P., Clarke, N. & Malpass, A. (2011) Globalizing responsibility: The political
rationalities of ethical consumption (London: Blackwell).
Bauman, Z. (2007) Consuming life (Cambridge: Polity).
Brockington, D. (2009) Celebrity and the environment (London: Zed Books).
Boykoff, M. (2011) Who speaks for the climate?: Making sense of reporting on climate change
(London: Routledge).
Boykoff, M. (Ed.) (2009) The politics of climate change: A survey (London: Routledge/Europa).
Gibson-Graham, J. K. (2006) A post-capitalist politics (Minneapolis: University of Minnesota
Press).
Goodman, D., DuPuis, E. M. & Goodman, M. (2012) Alternative food networks: Knowledge, practice
and politics
(London: Routledge).
Goodman, M. & Sage, C. (Eds.) (2014) Food transgressions: Making sense of contemporary food
politics (Aldershot: Ashgate).
Harrison, R., Newholm, T. & Shaw, D. (Eds.) (2005) The ethical consumer (London: Sage). Jackson,
T. (Ed.) (2006) The earthscan reader in sustainable consumption (London: Earthscan). Lewis,
T. & Potter, E. (Eds.) (2010) Ethical consumption: A critical introduction (London:
Routledge). Littler, J. (2009) Radical consumption (Maidenhead: Open University Press).
Newell, P., Boykoff, M. & Boyd, E. (2012) The new carbon economy: Constitution, governance and
contestation
(London: Wiley-Blackwell).
Richey, L. & Ponte, S. (2011) Brand aid: Shopping well to save the world (Minneapolis: University of
Minnesota). Rousseau, S. (2012) Food and social media: You are what you tweet (London:
Rowman and Littlefield). Rousseau, S. (2012) Food media: Celebrity chefs and the politics of
everyday interference (London: Berg). Seyfang, G. (2009) The new economics of sustainable
consumption: Seeds of change (Basingstoke: Palgrave)
Macmillan).
Wheeler, K. (2012) Fair trade and the citizen-consumer (Basingstoke: Palgrave Macmillan).
Worldwatch Institute. (2010) State of the world: Transforming cultures from consumerism to
sustainability (London: Earthscan).
20
Critical Geographies of Terrorism

Credit value: 20
Lecturers: Dr Daanish Mustafa and Richard Schofield
Assessment: One 1000 word essay (30%), One 2000 word essay (50%), Seminar Presentation (20%)
Educational aims
The aim of this module is to:
Provide students with an appreciation of the theoretical and empirical links between
geographical theories and insights and the phenomena of terrorism.
Facilitate understanding by students of the spatiality of the phenomena of terrorism and
geographical perspectives on understanding the root causes of terrorism.
Enable students to develop a critical awareness of the role of spatial organization, spatial
strategies of power and spatial discourses in influencing the pattern of terrorism by state and
non-state actors and encourage critical reflection on counter terrorism approaches and how
might strategic interventions at the discursive and policy level, help reduce vulnerability to
terrorist acts in addition to confronting the root cause of terrorism.
Learning outcomes
Be able to demonstrate critical engagement with multiple definitions of terrorism.
Have a nuanced understanding of the spatiality of social life and the embeddedness of the
phenomena of terrorism in socio-spatial processes.
Have a critical awareness of the role of the discourses of power in production of the
geographies of terrorism and terror victims.
Have an ability to reflect critically on contemporary and historical approaches to counterterrorism and how a geographical perspective might contribute towards peace and humansecurity.
Structure
1. Overview and Introduction to Critical Geography and Terrorism
2. Geographicalness of Terrorism
3. Vulnerability and Hazardscapes of Terrorism
4. Orientalist Geographies of Security and Terror
5. State Terrorism?
6. Classical/Critical Geopolitics and the Changing Nature of the Trans-boundary Threat
7. Securitization of Frontiers and the Return of Boundaries as Barriers
8. Critical Geographies of Counter Terrorism
9. Student Presentations
Ahmad, E. 2000. Confronting Empire: interviews with David Barsamian. Cambridge, MA, South End
Press
Crenshaw, M., 1995. Terrorism in Context. Pennsylvania State University Press, University Park, PA
Cutter, S. L., D. B. Richardson and T. J. Wilbanks, (eds.) 2003. The Geographical Dimensions of
Terrorism New York, NY: Routledge
Denselow, J., 2007. Mosul, the Jazira region and the Syrian-Iraqi borderlands. Visser, R & Stansfield,
G. [eds] An Iraq of its Regions: Cornerstones of a Federal democracy?, Columbia University Press,
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New York, 99-122

Dodds, K., 2000, Geopolitics in a changing world, Prentice Hall, Harlow
Flint, C. 2003c. Terrorism and counterterrorism: geographic research questions and agendas.
Professional Geographer. 55:2, pp. 161-169
Hoffman, B., 2006. Inside Terrorism. Columbia University Press, New York, NY
Jones, S. H. and D. B. Clarke 2006. Waging terror: The geopolitics of the real. Political Geography.
25: 298-314
Le Billon, Philippe, 2001. The political ecology of war: natural resources and armed conflict. Political
Geography. 20: 561-584
Mitchell, James K., 2003a. The fox and the hedgehog: Myopia about homeland security in U.S.
policies on terrorism. In Clarke, Lee, (ed.) Terrorism and Disaster: New Threats, New Ideas.
Research in Social Problems and Public Policy. Vol. 11, pp. 53-72
Mustafa, D, (2005) The production of an urban hazardscape in Pakistan: modernity, vulnerability and
the range of choice. The Annals of the Association of American Geographers. 95(3): 566-586
Mustafa, D. 2005(6)a. (Anti)social capital in the production of an (un)civil society in Pakistan.
Geographical Review. 95(3): 328-347
Said, E. 1978. Orientalism. New York: Pantheon Books
Schofield, R., 2007, Borders, regions and time: defining the Iraqi territorial state. Visser, R &
Stansfield, G
[eds] An Iraq of its Regions: Cornerstones of a Federal democracy, Columbia University Press, New
York, 167-204
22
Desk Study
Credit value: 20
Module coordinator: Dr Michael Chadwick
Teaching arrangement: 4 hours of consultation
Assessment: Three 500 word assessments of a peer reviewed paper (30%); one 5,000 word critical
review (70%)
Educational aims
To provide an opportunity for students to research and acquire in-depth knowledge of a contemporary
water management issue or specialised area of aquatic science not covered in the Aquatic Resource
Management taught programme. Students select their own desk-study research topic, subject to
consultation with and approval by the module coordinator.
Learning outcomes
On completion of the course students will:
have gained in-depth knowledge of a contemporary aquatic resource management issue;
have developed expertise in undertaking and presenting a critical literature review;
have enhanced their skills in the location and retrieval of data and information from a wide
range of library, web and other sources.
Structure
The module is delivered through tutorials and discussions designed to cover key aspects of student
selected research and relevant research methodologies. Module supervision is provided on an
individual basis.
To be arranged with module coordinator.
23
Development and Environmentalism in the South

Credit value: 20
Module coordinator: Dr Daanish Mustafa
Tutorial group leaders: TBC
Teaching arrangement: 10 (2hour) sessions including 5 (1hour) small group seminars
Assessment: 1,000 word review (20%); 2,500 word essay (80%)
Educational aims
The module provides students with a strong foundation in the theoretical and material linkages
between environment and development processes. S tudents will develop an understanding of the
discourses and debates about how environmental issues and developmental processes are variously
perceived and understood, with a focus on the Global South. The module will contrast
mainstream approaches and alternative perspectives to environment and development, and look at
the ways in which these debates have concrete outcomes in the contemporary practice of
development institutions and environmental management. The module provides the theoretical and
conceptual basis for environment and development issues on which the separate other half core
course units for each degree can build.
Learning outcomes
At the completion of the course you should be able to:
Critically examine the development of environmentalism as a global issue, its various
manifestations in the North and the South, and their implications for economic and
social development in the South.
Critically examine the varied definitions of development, their theoretical backgrounds
and the implications of their normative agendas for the reshaping of the Global South.
Identify how the distribution of power and resources contributes to the construction of
development and environmental problems.
Use your understanding of theoretical debates around environment and development to
critically engage with contemporary practices of sustainable development at the
international, national and local levels.
Teaching format
Teaching will be a mixture of lectures, discussions, and seminars facilitated by a staff member. In
each session, particular groups of students will be allocated the task of presenting materials and/or
leading discussions: it is therefore very important to check your email regularly (and attend classes!)
to ensure that you are aware of these commitments.
Structure
The module examines the way that the environment is understood within the context of
development, focusing on the global South. It explores the importance of the environment and natural
resources to the development process, and the legacy of colonialism and underdevelopment in
framing environmental problems.
Finally the module considers recent shifts in the debates surrounding development and the
environment initiated under both economic restructuring (the so-called Washington Consensus)
since the 1980s, and the increasing attention to global environmental problems, including biodiversity
and climate change.
There is no single core textbook for the module. The following list contains some particularly useful
books that will be helpful throughout this module. Double asterisked items are ones that you may
24
wish to buy, particularly if you are also going on to study 7SSG5107 in the second term.
Adams, W.A. (2001) Green Development: Environment and Sustainability in the Third World.
Second edition. London: Routledge.
Bryant, R.L. and Bailey, S. (1997) Third World Political Ecology. London:Routledge.
Crush, J. (ed.) (1995) Power of Development. London: Routledge.
Desai, V and Potter, R (eds.) (2002). The Companion to Development Studies. London: Edward
Arnold.
Escobar, A (1995) Encountering Development: The Making and Unmak ing of the Third World.
Princeton: Princeton University Press
Guha, Ramachandra and Martinez-Alier, Juan (1997) Varieties of Environmentalism Essays North
and South. London: Earthscan. [GE195 GUH]
Mustafa, D. 2013. Water Resources Management in a Vulnerable World: The HydroHazardscapes of Climate Change. London, UK : I. B. Tauris.
Peet, R. (with Hartwick, E.) (1999) Theories of Development. Guildfor d. [HD72 PEE] Redclift,
M.(1996) Wasted: counting the costs of global consumption, Earthscan.
Rosi Braidotti, Ewa Charkiewicz, Sabine Hausler, Saskia Wier inga (1994) Women, the
Environment and Sustainable Development London: Zed Books
Peet, R. and Watts, M. (eds.) (2004: 2nd Edition) Liberation Ecologies: Environment,
Development, Social Movements. London: Routledge. [GF900 LIB]
Robbins, P. (2004) Political Ecology: a critical introduction. Oxford, Blackwell
Schech, S. and J. Haggis 2004. Development: A Cultural Studies Reader, Oxford, UK: Blackwell
Publishing.
Stott, P. and Sullivan, S. (2000) Political Ecology: science, myth and power. London, Arnold.
Zimmerer, K and T.J. Bassett (eds.). 2003. Political Ecology: An Integrative Approach to
Geography and Environment-Development Studies. New York: Guilfor d Publications
Timberlake, L., Kir kby, J. and O'Keefe, P. (1996) The Earthscan Reader in Sustainable
Development. London: Earthscan.
25
Disasters and Development

Credit value: 20
Module coordinator: Professor Mark Pelling
Assessment: One 10 minute oral presentation (15%); one 1,000 word essay (35%); one 2,000 word
essay (50%).
Educational aims
The aim of this module is to provide students with an appreciation of the theoretical and empirical
links between natural disasters and international development and facilitate an understanding by
students of the coupled human and physical root causes of disaster. It enables students to develop a
critical awareness of the role of development failures in global patterns of human vulnerability and
disaster risk and encourages critical reflection on the management of disasters through humanitarian
action and disaster risk reduction approaches.
Learning outcomes
At the completion of the module students should
be able to demonstrate a detailed theoretical and empirical knowledge of how natural disasters
and international development are connected and a nuanced understanding of the relationship
between physical and social processes in the production of disaster risk
show a critical awareness of the role of development failures in global patterns of human
vulnerability and disaster risk and an ability to reflect critically on the management of
disasters through humanitarian action and disaster risk reduction approaches
Structure
This module takes a social constructivist view to natural disaster risk and the social and spatial
distribution of impact. Social, political, cultural and economic factors are explored to account for
disaster risk with a focus on Africa, Asia and Latin America and the Caribbean. The need to
understand capacity and action to adaptation to climate change is also explained through this lens.
Contemporary disaster risk reduction and climate change adaptation policy as well as theory is
examined.
Billing, K. (2006) Building Back Better Post-Crisis Economic Recovery and Development,
Habitat Debate, 12 (4), 14
Dilley, M., R.S. Chen, U. Deichmann, A.L. Lerner-Lam, M. Arnold, J. Agwe, P. Buys, O. Kjekstad,
B. Lyon
G. Yetman (2005) Natural Disaster Hotspots: A Global Risk Analysis, World Bank, Washington D.C.
Enarson, E., Morrow, B., 1998. The Gendered Terrain of Disaster: Through Womens Eyes.1998.
Westport, CT: Praeger
Hewitt, K. 1983. Interpretations of Calamity. Winchester, MA: Allen & Unwin Inc
Kasperson, J.X., R.E. Kasperson and B.L. Turner (1996) Regions at Risk: comparisons of threatened
environments, United Nations University Press, Washington D.C.
Mustafa, D., 1998. Structural Causes of Vulnerability to Flood Hazard in Pakistan. Economic
Geography 74:289-305-289-305
26
Mustafa, D, 2004. Reinforcing vulnerability? The disaster relief, recovery and response to the 2001
flood Rawalpindi/Islamabad, Pakistan, Environmental Hazards: Human and Policy Dimensions,
5(3/4):71-82
Mustafa, D, 2005a. The production of an urban hazardscape in Pakistan: modernity, vulnerability and
the range of choice. The Annuals of the Association of American Geographers. 95(3): 566-586
Pelling, M. (2001) Natural Disasters? In Castree, N. and Braun, B. (Eds.) Social Nature, London:
Blackwells, 170-188
Pelling, M. (Ed.) (2003) Natural Disasters and Development in a Globalizing World, London:
Routledge
Pelling M, High C, Dearing J, Smith D (2007) Shadow spaces for social learning: a relational
understanding of adaptive capacity to climate change within organisations Environment and Planning
A advance online publication, doi:10.1068/a39148
Schipper, L. and Pelling, M. (2006) Disaster risk, climate change and international development:
scope and challenges for integration, Disasters 30 (1) 19-38
Wisner, B., P. Blaikie, T. Cannon, I. Davis, 2004. At Risk: natural hazards, peoples vulnerability and
disasters. Taylor and Francis: London
International Federation of the Red Cross and Red Crescent, (1999-onwards) World Disasters
Reports, Geneva
27
Environment, Livelihoods and Development in the South

Credit value: 20
Lecturers: Dr Debby Potts; Professor Frances Cleaver
Teaching arrangement: 8 (2hour) interactive lectures; 4 hours of seminars
Assessment: 3,000 word essay (80%), 1,000 word practical (20%)
Educational aims
This is a half unit core module which complements the other core unit on Development and
Environmentalism in the South for students taking the MA in Environment and Development. The
module will give students an understanding of the importance of interlinkages between the natural
environment and contemporary livelihoods in the south, and of the social and political import of
these linkages.
The module will also explore the impact of local and global policies, debates and trends on the nature
of local development, livelihoods and inclusion. The module will develop these themes with reference
to marginalised, agricultural and urban/industrial settings in the South, in each case presenting a series
of case studies that students can use as the basis for their research-based extended essays.
Learning outcomes
At the completion of the module the students should:
be able to examine the relationship between environmental resources in the South and local
livelihoods;
appreciate both the resourcefulness and knowledge local people display in adapting to
environmental challenges, the wider structural constraints to these adaptations, and the
importance of gender in relation to work and livelihoods;
be able to demonstrate an understanding of the range of different developmental challenges to
local livelihoods in the South, and how policies and theories at the macro level have a
differential impact and can misconstrue the barriers which different people in different areas
face in achieving sustainable livelihoods.
Structure
The module will start with focus on meanings, approaches, and debates resolving around sustainable
livelihoods and development from various perspectives. Thematic exemplars will involve in-depth
coverage of current issues, such as rural microfinance agrarian change, indigenous movements, and
natural resources management.
There will also be focus on discourses of participation and community in development as it pertains to
macro- and micro-level implications. This will be linked to broader debates about gendered
livelihoods and gender-development debates. The module will involve in-class discussions, based on
assigned readings, as well as documentary analyses linked to the practical coursework assessment.
Agrawal, A. and C. Gibson 2001. Communities and the Environment Ethnicity, Gender, and the State
in Community-Based Conservation Rutgers University Press: NJ
Bebbington, Anthony 2000. Capitals and Capabilities: A Framework for Analysing Peasant Viability,
Rural Livelihoods and Poverty, World Development 27 (12) pp 2021-2044
Bebbington, Anthony and Thiele, Graham 1993. Non-Governmental Organisations and the State in
Latin America: Rethinking Roles in Sustainable Agricultural Development, London; New York:
Routledge
28
Desai, V. and R. B. Potter (eds.) 2002. The Companion to Development Studies. London: Arnold
Harcourt, Wendy (ed.) 1994 Feminist Perspectives on Sustainable Development London: Zed Books
pp 60-74
Hardoy, J., Mitlin, D. and Satterswaite, D. 2001. Environmental Problems in an Urbanizing World,
Earthscan, London
Leach, M. and Mearns, R. (eds.) 1996. The Lie of the Land: Challenging the Received Wisdom on the
African Environment
Nelson, N. and S. Wright (eds.) 1995. Power and Participatory Development: Theory and Practices.
London: Intermediate Technology Publications
Peet, R. and Watts, M. 2004. Liberation Ecologies: environment, development, social movements,
Routledge, London. Second Edition
Robbins, P. 2004. Political Ecology. Blackwell: Oxford
Rocheleau, D., B. Thomas-Slayer, and E. Wangari (eds.) 1996. Feminist political ecology: Global
issues and local experiences. New York: Routledge
Sattersthwaite, D. 1999. The Earthscan Reader in Sustainable Cities/ Earthscan: London
Scoones, I. and Thompson, J. (eds.) 1994. Beyond Farmer First: rural peoples knowledge,
agricultural research and extension practice, Intermediate Technology Publications: London
Stott, P and Sullivan, S. 2000. Political Ecology: power, myth and science, Arnold, London
29
Environmental Actors and Politics

Credit value: 20
Module coordinator: Professor Raymond Bryant
Assessment: One 20 minute group presentation (15%); one 3,400 word essay (85%).
Educational aims
To enable students to gain an understanding of the dynamics surrounding environmental
politics (with particular reference to the Global South).
Introduce students to debates on the role of environmental actors (such as NGOs, states,
TNCs, community groups) in this process.
Familiarise students with cutting-edge research (including staff research) in the fields of
political ecology and environmental politics.
Learning outcomes
At the completion of the course the students should be able to understand selected key problems
and opportunities facing an array of environmental actors with regard to environmental
politics.
Have an insight into pertinent debates on the role of different environmental actors in
environmental management (with notable reference to the Global South).
Understand why different environmental actors are pursuing different agendas with regard to
environmental policy and politics.
Structure
(Lectures (L) Seminars (S))
1. Introduction: researching environmental actors and politics (L)
2. Historical political ecologies: environmental destruction and conservation (L)
3. Environmental actors across the state/civil-society divide (L)
4. Do colonial legacies reflect good or bad environmental impacts? (S)
5. Is the privatisation of environmental policy a positive move? (S)
6. Local environmental actors and livelihoods (L)
7. Is community-based natural resource control a good thing? (S)
8. Glocal activism: is cyber environmental networking effective? (S)
9. Environmental actors in the global arena (L)
10. Conclusion: ethics, scholarship & the future of environmental politics (L)
Adams, W.M. (2009) Green development: environment and sustainability in a developing world. 3rd
edn. London: Routledge.
Biersack, A. and Greenberg, J. (eds)(2006) Reimagining political ecology, Duke University Press, Durham
Bryant, R.L. and Bailey, S. (1997) Third World Political Ecology, Routledge, London.
Doyle, T. and McEachern, D. (2008) Environment and politics. 3rd edn. London: Routledge.
Goodman, M. et al. (eds)(2008) Contentious geographies: environmental knowledge, meaning, scale.
Aldershot: Ashgate.
Neumann, R. (2005) Making Political Ecology, Hodder Arnold, London
Peet, R. and Watts, M. (eds) (2004) Liberation Ecologies, 2nd edition, Routledge, London
Peet, R, Robbins, P. and Watts, M. (eds)(2011) Global political ecology, Routledge, London
Robbins, P. (2012) Political Ecology, 2nd edition, Wiley-Blackwell, Oxford
30
Environmental Geographical Information Systems (GIS)

Credit value: 20
Module coordinator: Dr Mark Mulligan
Teaching arrangement: 10 hours of lectures, 10 hours of computer practicals, 20 hours of project
work
Assessment: Two printed PowerPoint presentations (50% each)
Educational aims
The module introduces students to spatial data and spatial analysis in the context of Geographic
Information Systems (GIS). The role and functionality of GIS will be described theoretically and
demonstrated practically using the most commonly used GIS packages and links will be made with
the remote sensing and modelling courses.
Learning outcomes
At the end of this course students should be able to:
capture spatial GIS data from a variety of sources (e.g. digitising, GPS, remote sensing), assess
spatial data quality, prepare and manage data within a GIS environment.
carry out spatial analysis, spatial queries and spatial data modelling and incorporate
GIS decision support capabilities in environmental research, assessment management
programmes.
use GIS alongside remote sensing data for environmental modelling.
Structure
This module includes the following themes:
Introduction to GI Systems, Science and applications
Intro to GIS Software : ARCVIEW, ARCGIS, PCRASTER [IDRISI, Global Mapper,
GRASS, Manifold]
Data sources, import, export conversion and display
GIS data generation (digitising)
Map scales, projections and datums
GPS data collection, import and export
Georeferencing images with worldfiles
Grid and image warping, re-projection, cutting and mosaicing
Creating continuous surfaces from point data
Vector and Raster cartographic modelling: ARCVIEW. ARCGIS
Interpolation techniques
Vector and Raster cartographic modelling : ARCVIEW, PCRASTER
Terrain modelling and spatial analysis : ARCVIEW, PCRASTER
Terrain modelling : ARCVIEW, PCRASTER
Aronoff, S. (1991) Geographical Information Systems: A Management Perspective. WDL
Publications, Ottowa.
Bernhardsen, T. (2001) Geographic information systems : an introduction. Wiley, New
York. Maughan Library.
Bossler, John D. (2002) Manual of geospatial science and technology. Taylor & Francis, London.
Maughan Library.
Brimicombe, Allan (2010) GIS, Environmental Modeling and Engineering. CRC Press
Burrough, P.A and McDonnell, R. (1998) Principles of Geographic Information Systems for Land
Resource Assessment. Clarendon, Oxford. Maughan Library
Clarke,Keith C. , Brad E. Parks, Bradley O. Parks, Michael P. Crane (2002) Geographic information
systems and environmental modeling. Prentice Hall
31
Cassettari, S. (1993) Introduction to integrated geo-information management, Chapman and Hall,

London and New York
Clarke, K. (1999) Getting started with Geographic Information Systems. Prentice Hall New
Jersey.
Chrisman, Nicholas (2002) Exploring Geographic Information Systems. Wiley.
Dale, P.F. and McLaughlin, J.D. (1988) Land Information Management, Clarendon Press, Oxford
Heywood,D. Ian Sarah Cornelius, S. Carver (2006) An introduction to Geographical
Information Systems. Pearson Prentice Hall
Jones, C.B. (1998) Geographic Information System and Computer Cartography, Longman, Singapore
Longley, P.A. Goodchild, M.F., Maguire, D.J. and Rhind, D.W. (2005) Geographic
Information Systems and Science. John Wiley and Sons, Chichester.
Maguire, D.J., Goodchild, M.F. and Rhind, D.W. (1990) Geographic Information Systems: principles
and applications, Longman, Harlow. The chapters we will use can be downloaded (free) from
http://www.wiley.co.uk/gis/volumes.html
Martin, D. (1991) Geographic Information Systems and their socio-economic applications, Routledge,
London
Robinson, A.H. et al (1996) Elements of Cartography, Chichester, John Wiley
Robinson, V.B. and Frank, A.U. (1987) Expert system for Geographic Information Systems, Addison
Wesley Longman, New York
Sherman, Gary E. (2008) Desktop GIS: Mapping the Planet With Open Source Tools.
Pragmatic Bookshelf Series
Sugumaran, Ramanathan and John Degroote (2010) Spatial Decision Support Systems: Principles
and Practices. CRC Press
Wainwright, J. and Mulligan, M (2013) Environmental Modelling: finding the simplicity in
complexity. John Wiley and Sons. 412 pages. Second Edition
Yazdani, R. (1993) The expert system for an effective decision making in resource management.
Proceedings of the Canadian Conference on GIS, Ottowa, Canada
32
Environmental Internship
Credit value: 20
Module coordinator: Dr Richard Wiltshire
Teaching arrangement: 3 seminars; 20-60 hours on site work experience
Assessment: One 4,000 word project (3,500 word essay plus 500 word internship diary)
Educational aims
This practical module is an integral part of the MA Environment, Politics and Globalisation, and is
available as an optional module on other Geography MA/MSc programmes of study. The module
aims to give Masters students hands on experience of working with selected environmental actors
involved in environmental policy lobbying, formulation and implementation, normally in London.
This will enable students to test, validate and question theories and assumptions surrounding the roles
and power of environmental actors in environmental policy formulation and implementation, and will
give students vital practical work experience for future employment in the rapidly growing
environmental field.
Learning outcomes
At the completion of the module the student will be able to demonstrate:
an understanding of the main opportunities and constraints acting on the policy-making (and
policy-influencing) capacities of environmental organisations;
insights into the workings of environmental organisations and an understanding of the day-today working environment of environmental activists;
how to collect/process information relevant to understanding the campaigning and other
activities of environmental organisations through a variety of methodologies including
interviews, analysis of archival and internet-based material, and by following key actors in
their day-to-day activities;
the ability to put together a structured and coherent diary and critical report based on the
student experience with an environmental organisation.
Structure
The Environmental Internship module is comprised of two sections: The first consists of two
compulsory timetabled seminar sessions held during the first term. The second part consists of the
student placement with an environmental organisation of your choice.
Agyeman, J. and Evans, B. (2004) Just sustainability: the emerging discourse of Environmental
Justice in Britain? Geographical Journal 170(2) 155-164
Berkhout, F., Leach, M. and Scoones, I. (2003) Negotiating Environmental Change: New Perspectives
from Social Science. Edward Elgar, Cheltenham
Buckingham-Hatfield S. and Percy S. (1999) Constructing Local Environmental Agendas: People,
Places and Participation. Routledge, London
Connelly, J. and Smith, G. (2003) Politics and the Environment: From Theory to Practice. 2nd
Edition. Routledge, London
Dobson, A. (2000) Green Political Thought: An Introduction. 3rd Edition. Unwin Hyman, London
Doyle, T. and McEachern, D. (2001) Environment and Politics. 2nd Edition. Routledge, London
Flinders, M and Smith, M. (1999) Quangos, Accountability and Reform: The Politics of QuasiGovernment. Macmillan, London
33
Garner, R. (2000) Environmental Politics: Britain, Europe and the Global Environment. Macmillan,
London
Grant, W. (2000) Pressure Groups and British Politics. Macmillan, London.
Princen, T. and Finger, M. (1994) Environmental NGOs in World Politics: Linking the Global and the
Local. Routledge, London
Wapner, P. (1996) Environmental Activism and World Civic Politics. SUNY Press, New York
Wilson, G. and Bryant, R. (1997) Environmental Management: New Directions for the 21st Century.
UCL Press, London
34
Environmental Remote Sensing

Module code: 7SSG5029 (partly taught with undergraduate module 6SSG3028)
Credit value: 20
Module coordinator: Professor Martin Wooster
Teaching arrangement: 10 hours of lectures, 10 hours of computer practicals
Assessment: One short online quiz (non-assessed/formative); one 30-minute online quiz (20%); one
3,200 word project (80%).
Educational aims
This module covers both the theory and practical application of environmental remote sensing methods,
and students will spend approximately half of the teaching time analysing and manipulating a series of
remote sensing datasets, mostly various types of satellite imagery. The module is therefore very much
aimed at providing students with both the theoretical and practical knowledge of environmental remote
sensing methods, as conducted in the visible to thermal infrared spectral region. Lectures will examine
the capabilities offered by remote sensing of Earth, as conducted from satellite Earth observation
platforms, and there will be demonstrations of real remote sensing instrumentation. Lectures will cover
many of the key spectral and image analysis methods by which satellite Earth Observation (EO) data
collected in the visible to thermal infrared wavelength regions are processed to provide information on
Earth's (land, water, air) environment, including such parameters as vegetation cover, landuse, sea and
land surface temperature, forest fire timing and location etc. Around half of the teaching time is
dedicated to students learning to practically manipulate and analyse image datsets, mainly using the
ENVI image processing and analysis system (www.ittvis.com/envi).
Learning outcomes
By completing this module, students should gain both a theoretical and practical understanding of
remote sensing in the visible and thermal infrared spectral regions. They should undertstand the
capabilities of a number of key satellite EO systems that provide data across these spectral regions, and
be able to describe the ways in which these data can be processed to elucidate a wide variety of
information on Earth's environment. Furthermore, they should be able to load, analyse and output
results from the satellite EO data themselves, in particular by using the ENVI image processing and
analysis system. It would be expected that by the end of the module students would, for example, be
able to at least load, calibrate and geo-correct image datasets, display color composites, examine
spectral features, and classify and apply mathematical equations to satellte EO imagery.
Structure
Around half of the moduel is delivered in a lecture format, each of which link to a subsequent practical
class. Practical classes provide the opportunity for students to interact with remotely sensed data,
building coniderably on any practical skills in this area that they may have gained earlier in the degree
programme. No prior knowledge of image processing is assumed, and students will learn 'from scratch'
to use a state-of-the-art image analysis system (ENVI) to undertake a wide variety of techniques
commonly used in EO applications. Online exam test theoretical and practical knowledge, and the
coursework project is based on students analysis of a remote sensing dataset of their choice.
Jensen, J.R. (2000) Remote Sensing of the Environment: An Earth Resource Perspective, Prentice Hall
Lillesand, T. and Kiefer, R. (2000) Remote Sensing and Image Interpretation, Wiley
Elachi, C. (1987), Physical Principles of Remote Sensing: Introduction to the Physics and Techniques,
Wiley
Jensen, J.R. (2004) Introductory Digital Image Processing: A Remote Sensing Perspective, Prentice
Hall
35
Nasa Earth Observatory (http://earthobservatory.nasa.gov/)

NASA Remote Sensing Tutorial (http://rst.gsfc.nasa.gov/)
ENVI Image Analysis System (www.ittvis.com/envi)
36
Environmental Research Design and Application

Credit value: 20
Module coordinator: Dr Andreas Baas
Teaching arrangement: Up to 8 hours of personal and/or small group contact between the supervisor
and the student(s) and 16 hours of seminar preparation and presentation
Assessment: One 2500 word project (60%), 15 min presentation of research (40%)
Educational aims
This module aims to provide a thorough experience in designing environmental investigations to be
carried out through a combination of simulation modelling, environmental monitoring, laboratory
experiments and/or statistical analysis. It consists of a practical research project with individual/small
group supervision to put the issues learnt in Methods for Environmental Research into practice. On
completion of the module, students will be able to design strategies for collection of data, use
advanced data analysis techniques, and present the results of investigations both orally and in written
form, and thus be capable of carrying out independent research in related issues. In this way, the
student will be prepared to carry out a detailed individual study in the dissertation component of the
MSc programme. In combination with the dissertation, the module enables the student to go on to
carry out further research, whether this be at PhD level, or within a research institute where applied
research into environmental problems is carried out.
Learning outcomes
At the end of this module, students should be able to design and carry out research independently,
evaluate environmental system components and transfers, evaluate appropriate methodologies for
specific research problems in the field, laboratory and modelling, and communicate their ideas and
outcomes of their research, both orally and in writing.
Structure
This module is intended for those pursuing the research stream of the MSc Environmental
Monitoring Modelling and Management programme. It consists of an independent research project (a
mini-project) with up to eight hours of individual supervision from one of the EMM (Environmental
Monitoring and Modelling) Research Group staff members. A number of projects are available (you
will be provided with a list by the Coordinator) and you are encouraged to approach the relevant staff
member as soon as possible to register interest and to obtain further information about a particular
project.
Bell, J. (1993) Doing Your Research Project, second edition, Open University Press, Buckingham
Kirkby, M.J., P.S. Naden, T.P. Burt and D.P. Butcher (1988) Computer Simulation in Physical
Geography. John Wiley and Sons, Chichester
Parsons, A.J. and Knight, P.G. (1995) How to do Your Dissertation in Geography and Related
Disciplines, Chapman & Hall, London
Salmon, M.H. (ed) (1999) Introduction to the Philosophy of Science. Hackett Publishing Co.,
Cambridge, MA
Thomas, J.B. and R.J. Huggett (1980) Modelling in Geography. Harper Row, London
37
Environmental Science and Policymaking

Credit value: 20
Module coordinator: Professor David Demeritt
Teaching arrangement: 10 hours of lectures, 10 hours of seminars
Assessment: One 2500 word essay (65%), 750 advocacy piece (written in style of NGO briefing
memo); (35%)
Educational aims
The aims of this module are to deepen students understanding of the relationships between science
and environmental policy formulation and the issues and challenges that may arise and to develop
practical skills in knowledge transfer.
Learning outcomes
At the end of this module, students should be able to have an:
understanding of the interactions between scientific research and environmental policy
formulation
ability to anticipate the issues and challenges that may arise when students are engaged in the
policymaking process
practical skills in knowledge transfer
improved written and oral communication skills.
Structure
Introduction
Part I: Processes
1. Agenda setting and problem framing
2. Boundary work and the science advisory system
3. Knowledge transfer and the policy cycle
Part II: Models
1. The reservoir model of science-society relations
2. Regulatory science
3. Upstream public engagement
Part III: Cases
1. IPCC and climate change
2. Flood risk mapping
3. Ensemble forecasting
Bocking S (2004) Natures experts: science, politics and the environment (New Brunswick: Rutgers
University Press)
Clark TW (2002) The Policy Process: A Practical Guide for Natural Resources Professionals (New
Haven: Yale University Press)
Hilgartner S (2000) Science on Stage: Expert Advice as Public Drama (Stanford, CA: Stanford
University Press)
Jasanoff S (1990) The Fifth Branch: Science Advisors as Policymakers (Cambridge: Harvard
University Press)
38
Leach M, Scoones I, Wynne B. (eds), Science and Citizens: Globalization and the Challenge of
Engagement (London: Zed Books)
Pielke Jr., RA (2008) The Honest Broker: Making Sense of Science in Policy and Politics (New York:
Cambridge Univ. Press)
39
Freshwater and Estuarine Resources: Science, Management and Policy*

*Module title to be changed to Aquatic Systems: Science, Management and Policy one formally
approved by the College
Credit value: 20
Module coordinator: Dr Michael Chadwick
Assessment: One 2,000 word essay (40%); One 1,500 word project write-up (40%) and One 600
word annotated bibliography (20%)
Educational aims
To develop advanced understanding and the capacity to reflect critically upon the principles and
practice of managing inland, estuarine and inshore water resources, together with an appreciation of
current and emerging issues and priorities, within the setting of international conventions, European
directives and national legislation, policy and planning.
Learning outcomes
On completion of the module, students will be able to demonstrate substantive knowledge and critical
appreciation of:
The functioning of freshwater, estuarine and coastal systems, and of the management and
sustainable exploitation of their resources.
The current and emerging issues and priorities in freshwater and estuarine management. Such
issues include, inter alia, the implications of climate change; the development of approaches
to water resource exploitation that balance human and environmental needs; the scientific
underpinning of methods for management, enhancement and restoration; the development and
monitoring of targets for ecosystem integrity; the interface between scientific tools for
environmental management / assessment and their application in decision and policy making.
Contemporary and controversial issues in water management is informed and enhanced by
external experts and practitioners, who either contribute directly as external lecturers or with
whom regular liaison is maintained, and by student visits to agencies and enterprises involved
in water management or exploitation.
Structure
The module programme is designed to address the application of scientific understanding to the
sustainable development, exploitation and governance of aquatic resources. The actual module
content will vary from year to reflect topical and emerging issues and the availability of visiting
speakers.
Arundel J. 1999 Sewage and Industrial Effluent Treatment: a practical guide (2nd Edition). Blackwell
Publishing
Bell S. and McGillivray D. 2005 Ball and Bell on Environmental Law (6th edition)
Cech T.V. 2004 Principles of Water Resources: History, Development Management and Policy.
Wyley International
Kaiser M.J. et al 2005 Marine Ecology: Processes, Systems and Impacts. Oxford University Press
McCluskey D.S. and Elliot M. 2004 The Estuarine Ecosystem: Ecology, Threats and Management.
Oxford University Press
Mitsch W.J. and Gosselink J.G. 2007 Wetlands (4th edition). Wyley
40
Moss, B. 1998. Ecology of Freshwaters: Man and Medium, Past to Future. (3rd Edition). Blackwell
Science
OSulivan P. and Reynolds C 2004 The Lakes Handbook Vols 1 & 2. Blackwell Publishing
Parsons S. 2006 Introduction to Potable Water Treatment Processes. Blackwell Publishing
41
Functioning, Assessment and Management of Aquatic Ecosystems*

*Module title to be changed to Applied Aquatic Sciences one formally approved by the College
Module code: 7SSG5172*
Credit value: 20
Lecturers: Dr Michael Chadwick; Dr Nick Bury. Technical support: Dr Trevor Blackall
Assessment: 5 practicals (20%) and 3,000 word essay (80%)
* Please note:
(a) For ARM students the one-week field fee is included in their programme tuition fees. For nonARM students, there will be a field fee of 300-500, with the total amount depending on the number of
students registered.
(b) Students not on the ARM programme who wishes to take the module must discuss this with Dr
Michael Chadwick (michael.chadwick@kcl.ac.uk) and obtain his approval by 23 September 2013.
Educational aims
This module provides a general introduction to the MSc programme in Aquatic Resource
Management, with emphasis on the practical application of biological and physicochemical field and
laboratory techniques. This is accomplished by field-base studies, laboratory practicals and lectures.
The field-based portion of the module emphasises practical application of freshwater and marine field
techniques including the following: survey and sampling methods; laboratory and statistical analysis
of field samples and survey data; and interpretation of the results obtained. The field-based portion
also promotes integration within the student group and provides a valuable opportunity for staff and
students to get to know each other. The laboratory portion of the module aims to provide an
understanding of the chemistry of natural and impacted waters and to provide hands-on experience of
current techniques and technologies for chemical analysis and monitoring of the aquatic environment.
The module also aims to provide an understanding of water related public health issues and detection
and monitoring of microbial pathogens and indicators in raw, potable and recreational waters.
Learning outcomes
On completion of the module, students should have:
A basic knowledge and understanding of river catchments and corridors, their physical form
and processes, the structure and function of river biological communities, and basic faunal
identification techniques.
A basic knowledge and understanding of lake types, the role of stratification and overturn, and
plankton diversity, identification and dynamics.
Experience in planning and implementation of field investigations including the preparation of
risk assessments.
A broad knowledge and understanding of the chemistry of natural waters, nutrient cycles,
pollutant sources, pathways and effects, eutrophication, acidification, metals, and pesticides
and organic pollution.
A knowledge and understanding of techniques for chemical analysis and monitoring, together
with direct practical laboratory experience of current chemical and microbiological
monitoring and assessment techniques, together with developing competence in laboratory
safety and practice.
A conceptual and critical understanding of the interrelationships between hydrological,
geomorphological and ecological processes within river systems and their floodplains.
Experience of scientific writing and reporting.
Structure
42
Each element of the field course involves an introductory lecture, field observation and data
collection, data analysis and presentation/discussion of the results. The data analysis component
commences during the field course but is then developed at KCL following the field course to give an
integrated set of lectures and practicals, which use the field-collected data wherever that is feasible.
The following topics are covered:
Rivers:
river ecology and physical processes: understanding the river continuum

sampling and identification of freshwater and riparian fauna and flora
specific training on electro-fishing
Lakes:
Physico-chemical profiling of lake systems

Phyto- and zooplankton profiling of lake systems
Comparison of lake characteristics according to depth and nutrient content
Statistical Analysis of collected Data:

Descriptive statistics
Distributions
Hypothesis testing single, paired and multiple samples
Correlation and regression
Multivariate analysis.
Because of the broad nature of this module, there are no specific recommended texts. Students will be
referred to a wide range of appropriate books, biological keys and academic papers as necessary and
full reading lists will be provided on a topic-by-topic basis.
43
Gentrification and Urban Regeneration (not offered 2014-15)

Credit value: 20
Module coordinator: Professor Tim Butler
Teaching arrangement: 20 hours of seminars/lectures
Assessment: 4,000 word case study (100%)
Educational aims
To investigate the ways in which policy makers and others have attempted to regenerate city regions
and, in particular, their inner areas over the last forty years. These strategies and policies are
illustrated with examples drawn primarily from the United Kingdom, the European Union and the
United States. The outcomes of these strategies are evaluated from the perspective of the different
stakeholders in relation to such issues such as economic competitiveness and social cohesion.
Learning outcomes
At the completion of the module students should be able to identify and explain the main sources of
urban decline in the post second war period primarily with reference to Britain, Europe and North
America. In addition, they should understand the main strategies that have been adopted to attempt to
grapple with issues of urban decline.
They will be able to compare the changing relationship between the public and private sector and how
this has varied across time and between Europe and North America. They should be able to make
relatively complex judgements about the outcomes of what are often competing social and economic
goals.
Structure
The module reviews the experience of urban regeneration in the context of post second world war
urban policy and developments. This is done mainly from a British perspective but North American
and European examples are drawn upon. The first part of the module discusses the experience of
urban decline and resurgence over the last half century. In the second half we look at a number of
specific issues including the conflict between the concepts regeneration and gentrification, the role of
culture and in particular focus on the regeneration of East London and the role of the Olympic Games.
There are a number of field trips associated with the module.
Beauregard R (1993) Voices of Decline: the post war fate of American Cities, Oxford: Blackwell
Bianchini F and M Parkinson (1993) Cultural Policy and Urban Regeneration: the European
Experience Manchester: Manchester University Press
Boddy M and M Parkinson (eds) (2003) City Matters: competitiveness, cohesion and urban
governance Bristol: Policy Press
Department of Transport, Environment and the Regions (2000) Our Towns and Cities: the future
Delivering an Urban Renaissance London: The Stationary Office
Foster J (1999) Docklands: Cultures in Conflict, Worlds in Collision London: UCL Press
Imrie R and M Raco (eds) (2003) Urban Renaissance? New Labour, community and urban policy
Bristol: Policy Press
Jacobs J (1962) The Death and Life of Great American Cities London: Jonathan Cape
44
Judd D and M Parkinson (eds) (2000) Leadership and Urban Regeneration: Cities in America and
Europe Newbury Park: Sage
Lees L, Slater T and Wyly E (2007) Gentrification London, Routledge
Raco, M (2007) Building sustainable communities: spatial policy and labour mobility in post-war
Britain Bristol: Policy Press
The Urban Task Force (1999) Towards an Urban Renaissance London: E & FN Spon
Zukin S (1995) The Cultures of Cities Oxford: Blackwell
45
Geopolitics of Natural Resource Disputes

Credit value: 20
Teaching arrangement: Eight 2-hour lectures plus two 2-hour programme tutorials
Assessment: One group presentation (25%); one 3,000 word essay (75%)
Educational aims
To help students
develop a critical awareness of how the presence (real or rumoured) of natural resources may
affect the alignment and alter the status of international boundaries on land and sea.
develop an appreciation of the issues involved in the conduct and management of
international river disputes (both successive and divided international rivers)
review the manner in which the presence and location of hydrocarbons have affected the
drawing of land and maritime boundaries and promoted the outbreak and resolution of
associated disputes
unravel the complexities of current resource and territorial disputes in the Caspian Sea, Gulf
of Guinea, Persian Gulf and South China Sea. Promote an awareness of the range of
international disputes in existence over the resources of the sea (primarily fishing and other
environmental issues)
Learning outcomes
At the completion of the module students ought to
be able to appreciate the multifaceted nature of international disputes over water and have
developed some analytical tools to help account for the hydropolitics of river basins
be able to account for the various ways over time that the presence and location of
hydrocarbons has affected territorial definition and how individual land boundary agreements
have catered for the possibility of trans-boundary resources
be able to explain the various devices that have been developed in decades of state practice
for securing access to disputed hydrocarbon reserves.
recognise the abilities and limitations of the United Nations Convention on the Law of the Sea
to regulate maritime resource disputes. Understand the complex geopolitics of natural
resource transportation
Structure
1. An introduction to international boundaries and natural resources
2. Divided rivers and divided river disputes 1: historical and contemporary concerns (including
the recent resolution of the Botswana-Namibia dispute over the Chobe river)
3. Divided rivers and divided river disputes 2: the Shatt al-Arab and Jordan rivers
4. Trans-boundary hydrocarbon disputes and their settlement: provisions in international land
boundary agreements for trans-boundary resources
5. Oil, gas and the shaping of state territory: the experience of the Arabian peninsula states
6. Successive rivers and successive river disputes 1: South Asia
7. Successive rivers and successive river disputes 2: historical and contemporary concerns
8. Successive rivers and successive river disputes 3: the Middle East - the Jordan, Nile and
Tigris-Euphrates systems
9. Jurisdiction governing the expropriation of the resources of the seabed: from the Truman
proclamation of 1945 to the United Nations Conference on the Law of the Sea III [1982]
10. Practical modalities for the settlement of trans-boundary hydrocarbons disputes at sea
11. Oil and gas and maritime delimitation in the (Persian) Gulf
12. Maritime claims and resource disputes in the Gulf of Guinea
13. Dividing the spoils in the Caspian Sea
14. Maritime claims and resource disputes in the Gulf of Thailand
46
15.
16.
17.
18.
International fishing disputes 1: a global review

International fishing disputes 2: Canada-EU, East Asian and Western Pacific disputes
Trans-boundary environmental disputes and cooperation on land and sea
The geopolitics of resource transportation 1: international straits, waterways and strategic
chokepoints (part 1)
19. The geopolitics of resource transportation 2: international straits, waterways and strategic
chokepoints (part 2)
20. The geopolitics of resource transportation 3: trans-boundary pipelines (part 3)

Allan, J.A. (2000) Water in the Middle East, I.B. Tauris, London
Attard, D.J. (1987) The exclusive economic zone in international law, Clarendon Press, Oxford
Baslar, K. (1998) The concept of the Common Heritage of Mankind in International Law, Martinus
Nijhoff Publishers, The Hague
Birnie, P. and Boyle, A. (1992) International law and the environment, Clarendon Press, Oxford
Blake, G.H., Hildesley, W.J., Pratt, M.A., Ridley, R.J. and Schofield, C.H. (eds) (1995) The peaceful
management of transboundary resources, Graham and Trotman, London (introduction thereof)
Brownlie, I. [ed.] (1983 [3rd edition]) Basic documents in international law, Oxford University Press,
Oxford
Jones, S.P. (1945) Boundary-making: a handbook for statesmen, treaty editors and boundary
commissioners, Carnegie Endowment for International Peace, Washington DC
Miyoshi, M. (19 98) Basic legal issues of joint development of offshore oil and gas in relation to
maritime boundary delimitation, Maritime Briefing, vol. 2, no.5, International Boundaries Research
Unit, University of Durham
Prescott, J.R.V. (1985) The maritime boundaries of the world, Methuen, London
Westing, A.H. (ed) (1986) Global resources and international conflict, Oxford University Press,
Oxford
47
Global Environmental Change 1: Climate Science

Credit value: 20
Lecturers: Professor Nick Drake, Professor Martin Wooster, Dr Thomas Smith; Dr Mark Mulligan
Assessment: Two 2,000 word essays (50% each)
Educational aims
The module aims to review the nature and processes of global environmental changes experienced
from the formation of the Earth to the near future, focusing on the period of existence of human
societies. This module concentrates on palaeo-climate change, mechanisms of present day change in
the atmosphere, ocean and on land. By covering variability and change in these areas of the Earth
system the module will provide the scientific background necessary to better understand the causes
and consequences of environmental changes in isolation and as a whole, whether they be paleoenvironmental changes, studies of the contemporary environment, or future projections. The course
includes practical work providing an introduction to relevant methods and tools as well as case studies
(e.g. measuring and monitoring terrestrial carbon cycle components).
Learning outcomes
Students who complete this module will:
Understand how we evaluate paleoclimate change and present our current understanding of
the drivers and the important events that have occurred from the formation of the Earth to the
present day.
Understand the processes and drivers of the key environmental changes related to the carbon
cycle and perturbations to it, for example from industrialization and from landcover and
landuse change.
Be able to critically analyze research covering the many multi-disciplinary aspects of global
environmental change.
Be able to contextualise their understanding of noted and forecast anthropic environmental
changes within the perspective of natural environmental variability.
Be able to understand how we go about measuring and monitoring the global environment
To be able to understand the impact of multiple environmental changes acting within the
same landscape or environment.
Structure
This module is a key component of the MSc programme in Global Environmental Change. It will
review the nature and processes of global environmental changes, focusing on those related to the
carbon cycle, and to Earths landcover and landuse. By covering variability and change in these areas
of the Earth system, both in relation to natural variabilities and anthropogenic influences, the module
will provide the scientific background necessary to better understand the causes and consequences of
environmental changes in isolation and as a whole, whether they be paleo-environmental changes,
studies of the contemporary environment, or future projections.
Watson, Robert T., Ian R. Noble, Bert Bolin, and N. H. Ravindranath (2001) Land Use, Land-Use
Change, and Forestry: A Special Report of the Intergovernmental Panel on Climate Change.
Cambridge University Press. Cambridge
Koomen, Eric, John Stillwell, Aldrik Bakema, and Henk J. Scholten (2007) Modelling Land-Use
Change: Progress and Applications (GeoJournal Library). Springer, New York
Geeson, N. A., C. J. Brandt, and J. B. Thornes (2002) Mediterranean Desertification: A Mosaic of
Processes and Responses. John Wiley and Sons. London
48
Brandt, C. J. and J. B. Thornes (1996) Mediterranean Desertification and Land Use. John Wiley and
Sons. London
Lambers, H. Plant physiological ecology Springer-Verlag New York 1998
Monteith, JL, Unsworth, MH (1990) Principles of environmental physics. 2nd Edn. Chapman & Hall,
London. 291 pp
Schlesinger W.H. (1997) Biogeochemistry: An Analysis of Global Change, 2nd Edition, Academic
Press, New York
49
Global Environmental Change 2: Earth System Dynamics

Credit value: 20
Module coordinator: Dr Thomas Smith
Educational aims
The module aims to review the nature and processes of global environmental changes experienced
during the Anthropocene (the proposed epoch of significant human environmental influence) and into
the near future. This module focuses on natural and anthropogenic influences on contemporary
environmental change in the atmosphere, hydrosphere, lithosphere and the biosphere. By covering
variability and change in these areas of the Earth system, the module will provide the scientific
background necessary to better understand the increasingly complex relationship between humans and
the environment. After considering the nature and causes of contemporary environmental change, the
module will cover forecasts of near-future environmental change within the context of natural
environmental variability, before evaluating developing efforts to adapt to, manage, mitigate and
prevent future environmental change. The course will include practical work providing an overview
of environmental monitoring and modelling methods and tools as well as case studies (e.g. using
cloud-based computing to study land-use change).
Learning outcomes
Students who complete this module will:
Understand the historic and geologic context for current environmental changes taking place
within the Earth system, including an understanding of paleo-environmental records.
Understand the processes and drivers of the key terrestrial environmental changes
(particularly in this case focusing on those related to atmospheric composition, to climate
variability and change, and to related hydrological variations).
Be able to critically analyse research covering the many multi-disciplinary aspects of global
environmental change related to atmospheric and hydrological processes.
Be able to contextualise their understanding of noted and forecast anthropic environmental
changes within the perspective of natural environmental variability.
Be able to evaluate strategies to adapt to, manage, mitigate and prevent environmental
changes where necessary or desirable, particularly in the context of changes to Earths
atmospheric composition, climate and hydrological regimes.
To be able to understand the impact of multiple environmental changes acting within the
same landscape or environment.
Be able to understand future projections of atmospheric composition and climate in the
context of past records.
Structure
This module is a key component of the MSc programme in Global Environmental Change. It will
outline the causes and consequences of past, current and future changes to Earths atmosphere,
climate and hydrological regimes, and examine paleo-environmental records and future projections of
atmospheric composition and climate. It will inform students of the variety of methods used to derive
information on these issues in order to quantity their magnitude, extent and significance. It will cover
how humans are currently changing these aspects of the Earth's environment, and put this change in
the context of past environmental changes and range of natural variability.
Bell M and Walker, M.J.C. 2005. Late quaternary environmental change: physical and human
perspectives. Prentice Hall, London
50
Bradley, R.S. 1999. Paleoclimatology: reconstructing climates of the Quaternary. Academic Press,
San Diego
Burroughs, W.J. (2007). Climate Change. A multidisciplinary approach. 2nd edition, Cambridge
Univ. Press, 378 pages, ISBN 9780521690331
Houghton, J.T. (2009). Global Warming. The Complete Briefing. 4th edition, Cambridge Univ. Press,
456 pages, ISBN 9780521709163
Seinfeld, J. H. and Pandis, S.N. (1997) Atmospheric Chemistry and Physics: From Air Pollution to
Climate Change, Wiley, Chichester
Williams, M.A.J. 1998. Quaternary environments. Arnold, London
51
Globalisation and the Environment

Credit value: 40
Lecturers: Professor Raymond Bryant (T1); Dr Alex Loftus and Dr Naho Mirumachi (T2)
Teaching arrangement: 28 lectures/12 seminars (2 hours)
Assessment: Four 2,000 word essays (25% each)
Educational aims
To provide a practical and theoretical underpinning to the MA degree;
to enable students to ask fundamental questions about the nature of the global environment;
to be able to make links between the key ideas of globalisation and the global environment;
to better understand the changing environmental role of the state;
to appreciate the basis for global environmental governance.
Learning outcomes
At the conclusion of this module students will be able to demonstrate:
that they understand the importance of globalisation and the environment to the MA degree;
that they are able to pose fundamental questions about the nature of the global environment;
that they fully understand the links between globalisation and the global environment;
that they understand the changing relationship between the environment and the state;
that they understand the basis for global environmental governance.
Structure
Term 1: Environment
1. Introduction: environment & society in global perspective (L)
2. Social constructivism & critical realism (L)
3. Sustainable development (L)
4. Debating market economics & Ecological Modernisation (S)
5. Political economy of global environmental change (L)
6. Conceptualising the global environment: science & uncertainty (L)
7. Global climate change: the policy agendas (S)
8. Biocentrism and anthropocentrism (L)
9. Human security in a globalized context (L)
10. Environmental justice (S)
Term 2: Globalisation
1. Globalisation: defining & debating a concept (L)
2. Political ecology of a global risk society (L)
3. The rise of transnational corporations (TNCs) (L)
4. Debating corporate social responsibility: path to sustainability? (S)
5. Shifting logics of global production (L)
6. The changing environmental role of the State (L)
7. Debating the State: contemporary anachronism or linchpin? (S)
8. A global civil society? NGOs & social movements (L)
9. Global civil society: basis for global environmental governance? (S)
10. Conclusion: understanding the environment & globalisation (L)
Barry, J. (2006) Environment and social theory. 2nd edn. London: Routledge
Berkhout, F M.Leach and I Scoones (eds) (2003) Negotiating Environmental Change, Edward Elgar,
Cheltenham
52
Castree, N. and B. Braun (eds) (2001) Social Nature Oxford: Blackwell

Carter, N. (2007) The politics of the environment: ideas, activism, policy. 2nd edn. Cambridge:
Cambridge University Press
Hannigan, J.A. (2006) Environmental Sociology. 2nd edn. London: Routledge
Page, E. and Redclift, M. (eds)(2002) Human security and the environment: international
comparisons. Edward Elgar, Cheltenham
Redclift, M. (ed)(2005) Sustainability: critical readings. Vol 1. London: Routledge
Adams, W.M. (2008) Green development: environment and sustainability in a developing world. 3rd
edn. London: Routledge
Benn, S. and Dunphy, D. (eds) (2006) Corporate governance and sustainability: challenges for theory
and practice. London Routledge [good on business/sustainability aspect]
Clapp, J. and Dauvergne, P. (2005) Paths to a green world: the political economy of the global
environment, MIT Press, London [very good recent overview]
Dicken, P. (2007) Global shift: mapping the changing contours of the world economy. 5th edn.
London: Sage [classic and indispensable].
Doyle, T. and McEachern, D. (2008) Environment and politics. 3rd edn. London: Routledge
[accessible/basic introduction]
Flint, C. and Taylor, P. (2007) Political geography: world-economy, nation-state and locality. 5th edn.
Harlow: Pearson [useful on states, territory and geopolitics]
Held, D. and McGrew, A. (eds) (2007) Globalisation theory, Oxford: Blackwell [excellent intro to
theories on globalisation]
53
Governing the Sustainable City

Credit value: 20
Lecturers: Dr Richard Wiltshire; Dr Federico Caprotti
Teaching arrangement: 1 lecture, 10 seminars (2 hours) and 1 field visits.
Assessment: Two 2000 word essays (50% each)
Educational aims
The aim of this module is to explore the interrelationships between urban politics, governance, and the
construction of sustainable urban environments. A core focus is on debates over the impacts of
decision-making processes on the functioning of cities, and the social, economic, political, and
environmental consequences that result from planning and development decisions. In particular, the
module will require students:
(a) To acquire understanding of conceptual debates relating to the terms governance and sustainable
urbanism.
(b) To develop understanding of concepts and ideas relating to the politics of sustainable city
building.
(c) To critically assess the implications of policy-making processes for the development of urban
environments and the quality of life of urban residents.
The module is divided into three themes: theorising sustainable urban governance, governing
sustainable places, and urban policies and sustainability.
Learning outcomes
At the completion of the module, students should be able to:
Demonstrate knowledge of conceptual debates relating to the terms governance and
sustainable urbanism.
Demonstrate systematic understanding and knowledge of theories and debates relating to
urban politics and governance.
Demonstrate knowledge and understanding of the implications of policy-making processes
for the development of urban environments and the quality of life of urban residents.
Undertake analysis of complex, incomplete or contradictory areas of knowledge in relation to
sustainable cities and urban politics.
Structure
This module will examine the broader concepts and practices that underpin the governance of
sustainable cities. It is widely recognised that the introduction of sustainability frameworks depends
on how cities are managed and the openness and accountability of their democratic and decisionmaking systems. The course will begin by providing students with a theoretical understanding of the
relationships between power, politics, decision-making and urban government. Sessions will cover
core approaches including pluralism, elitism, neo-Marxism, and post-politicism and apply these to
broader debates over urban sustainability. It will then look at the practices of governance in western
cities and examine broader trends towards community empowerment, active citizenship, placemaking, and sustainable community-building.
Brand, P. and Thomas, M. (2005) Urban Environmentalism: Global Change and the Mediation of
Local Conflict, London, Routledge.
Brenner, N., (2004), New State Spaces: Urban Governance and the Rescaling of Statehood, Oxford,
Oxford University Press.
54
Cochrane, A. (2007) Understanding Urban Policy A Critical Introduction, Oxford, Blackwell.

Flint, J. and Raco, M. (eds) (2012) The Future of Sustainable Cities: Critical Reflections, Bristol,
Policy Press.
Kjaer, A. (2004) Governance Key Concepts, Cambridge, Polity Press.
Krueger, R., Gibbs, D. (eds) (2007), The Sustainable Development Paradox: Urban Political
Economy in United States and Europe, New York, Guilford Press.
Moran, M. (2005) Politics and Governance in the UK, Basingstoke, MacMillan.
Rhodes, R. (1997) Understanding Governance, Milton Keynes, Open University Press.
Schoon, N. (2001) The Chosen City, London, Spon Press.
Whitehead, M. (2006) Spaces of Sustainability: Geographical Perspectives on the Sustainable
Society, London, Routledge.
55
Health, Lifestyles and Cities (not offered 2014-15)

Credit value: 20
Module coordinator: Dr Clare Herrick
Assessment: One 3000 word essay (80%); One 1000 word critical reflective account of presentation
topic (10%) and oral presentation (10%)
Educational aims
The module aims to examine the theoretical debates concerning the study of health within geography
and the interrelationships between health and the built form of cities. Critically assess current public
health policies and the practices involved in governing unhealthy lifestyles. Evaluate how spatial and
social differences between and within cities condition the problematisation of lifestyles. Acquire an
understanding of the incorporation of health within the remit of an increasing array of governmental
and non-governmental actors.
Learning outcomes
By the end of the course, it is intended that students will be able to:
1. Demonstrate knowledge of theoretical and conceptual debates concerning the study of health within
geography.
2. Demonstrate knowledge of the historical and contemporary relationships between lifestyles and
cities.
3. Demonstrate an understanding of social, economic, political and policy issues relating to the current
incorporation of lifestyle diseases within public health policy.
4. Show an appreciation of the social and political complexity of obesity and health promotion.
5. Conduct independent and in-depth analysis of certain aspects of the relationships between cities,
health and lifestyles, drawing on both theoretical debates and empirical sources.
6. Synthesise a variety of sources and text, including policy, media, literature and survey data, to
produce a critical contribution to the debate on health and cities.
Structure
This course is taught over a 3 hour block the first hour of which will be for a 3rd year seminar, the
second hour for a combined class lecture and the third hour for a Masters seminar.
The objective of each session will be to explore broader ideas and concepts relating to the subject
matter and relate these to practical and/or policy contexts and examples. It will be the responsibility of
each student to do the required reading in advance of the session and be prepared to contribute to
debate. Attendance at each session is mandatory and any unexplained absences will be reflected in
your final grade. All readings and teaching materials will be posted on Keats the lecture slides after
the lecture and the readings before the class. All class readings listed here are available in one of the
London libraries (inc the British Library). The LSE library is a good source of Medical Humanities
books.
Bell, D. and Valentine, G., 1997. eds., Consuming geographies: We are where we eat. London:
Routledge
Curtis, S. and Taket, A., 1996. Health and Societies: Changing Perspectives. London: Arnold
Foucault, M., 1978 The History of Sexuality: An Introduction. London: Penguin
Gard, M. and Wright, J., 2005. The Obesity Epidemic: Science, Morality and Ideology. London:
56
Routledge
Gatrell, A (2002) Geographies of Health: An Introduction. Oxford: Blackwells
Gesler, W. and Kearns, R., 2002. Culture/ Place/ Health. London: Routledge
Lupton, D., 1995. The Imperative of Health: Public Health and the Regulated Body. London: Sage
Plant, M and Plant, M (2006) Binge Britain: Alcohol and the National Response. Oxford: OUP
Seale, C., 2002. Media and Health. London: Sage
Sontag, S., 1979. Illness as Metaphor. London: Penguin
Turner, B., 2004. The New Medical Sociology. Social Forms of Health and Illness. New York: WW
Norton and Company
Wilkinson, J., 1996. Unhealthy Societies. London: Routledge
57
Marine and Freshwater Fishery Management and Aquaculture

Credit value: 20
Module organiser: Dr Nic Bury; Dr Michael Chadwick
Assessment: Two data analysis exercises 30%, discussion forum 25%, 4,000 word literature review
45%.
Educational aims
To provide knowledge of the basic biology and ecology of fishes and to develop an understanding of
the principles underlying the utilisation and management of capture, culture and recreational fisheries.
Learning outcomes
A knowledge of the range of living fishes, their functional morphology and the factors that
influence feeding, growth, reproduction and mortality.
A critical understanding of the range of methods for making relative and absolute assessments
of fish stock abundance and for measuring vital population statistics. An understanding of the
principles and practical procedures for monitoring and managing recreational and commercial
capture fishery resources and an appreciation of the roles of the international, national and
local agencies involved.
A knowledge of approaches and limitations in to the culture of fin fish.
A knowledge and understanding of current and emerging issues in fishery policy and resource
management.
Structure
The module aims to provide knowledge of the basic biology of fish and of capture, culture and
recreational fisheries. Topics covered include, inter alia: the range of living fishes, their functional
morphology and the factors that influence feeding, growth, reproduction and mortality; Methods and
mathematical models for the assessment of fish stock abundance and for measuring vital population
statistics. Recreational fishery management; Effects of climate change and fishing practices on global
fish stocks; Use of marine protected areas to enhance fish stocks; Culture of fin fish to meet the world
demand for fish; Environmental implications of fin fish culture; Current problems of fishery resource
management.
Key recommended texts: TBC with the module organiser
58
Marine Resource Management

Credit value: 20
Module coordinator: Taught at Millport with support from Dr Michael Chadwick
Teaching arrangement: 10 (2hour) lectures/seminars
Assessment: Three 1,500 word lab practicals (equally weighted)
*Please note:
(a) For those students not on the ARM programme, there will be a significant additional field fee, to
cover room and board in Scotland for a month.
(b) Students not on the ARM programme who wishes to take the module must discuss this with Dr
Michael Chadwick (michael.chadwick@kcl.ac.uk) and obtain his approval by 23 September 2013.
Educational aims
To provide knowledge and understanding of the stresses affecting the marine and estuarine
environments, by reference to four main topic areas or themes, namely:
biodiversity and conservation;
mariculture and hydrography;
environmental stresses and pollution;
environmental microbiology.
Learning outcomes
On completion of this module, students will have developed:
knowledge and understanding of the management and sustainable exploitation of marine and
estuarine resources;
an understanding and experience of methods for the qualitative and quantitative assessment of
coastal and offshore habitats and biota;
an awareness and understanding of current and emerging issues and priorities in marine and
estuarine research and management.
Structure
Lecture schedule:
Week 1: Microbiology
Week 2: Fisheries and Aquaculture
Week 3: Conservation
Week 4: Environmental Issues
Field visit: Scottish Environment Protection Agency (East Kilbride)
Field and Laboratory work: Beach Litter
Barnes, R.S.K. & Hughes, R.N. (1999) An introduction to marine ecology. 3rd Edition. Blackwell
Science, Oxford. 285 pp. ISBN: 0-86542-834-4
Kaiser, M.J., Attrill, M.J., Jennings, S., Thomas, D.N., Barnes, D.K.A., Brierley, A.S., Polunin,
N.V.C., Raffaelli, D.G. & Williams, P.J. Le B. (2005)
Marine ecology: processes, systems and impacts. Oxford University Press, Oxford. 584 pp. ISBN:
978-0-19-924975-6
Jennings, S., Kaiser, M.J. & Reynolds, J.D. (2001) Marine fisheries ecology. Blackwell Scientific Ltd,
Oxford. 417 pp. ISBN: 0-632-05098-5
59
McLusky, D.S. & Elliott, M. (2004) The estuarine ecosystem: ecology threats, and management. 3rd
Edition. Oxford University Press, Oxford. 214 pp. ISBN: 0 19 85208 7
Munn, C.B. 2004 Marine Microbiology. Ecology & Applications. Bios Scientific Publishers.274 pp.
ISBN: 1 85996 288 2
60
Methods for Environmental Research

Credit value: 20
Module coordinator: Dr James Millington
Lecturers: Dr James Millington; Professor Bruce Malamud
Teaching arrangement: 30 hrs lectures/seminars/practicals
Assessment: 500 word practical report (10%); 750 word practical report (20%); 2,750 word report
(70%)
Educational aims
This module provides students with a background in methods involved in conducting environmental
research, including research design, data analysis and data presentation. The module considers aspects
of experimental design, including scientific theory, sample design, sampling methods and hypothesis
testing. Students are also introduced to methods of data analysis, ranging from descriptive statistics to
multivariate analysis. Lectures are supported with self-guided computer practicals in which
demonstrator/module lecturers will be present during part of the practical scheduled time. This module
aims to provide students with some of the necessary training to undertake dissertation research.
Learning outcomes
At the end of this module, students should have a better understanding of the research process.
Students should have an awareness of statistical techniques in data analysis and their appropriateness
to specific contexts. In addition, students will have some background in the basics skills needed for
research, along with a brief overview of KCL Department of Geography laboratory and field
equipment.
Structure
This module has three key themes: research design, data analysis and data presentation. Research
design considers the philosophy of science, hypothesis formulation, sample design, sampling methods
and laboratory and field techniques. Data analysis techniques, such as descriptive statistics, frequency
and probability distributions, inferential statistics, time series analysis, correlation, regression and
multivariate data analysis are also explored through lecture and computer practical sessions. The
module will also guide students in the presentation of data (e.g. graph and table formatting, poster
design) and will include training in data manipulation in Excel.
Chalmers, A.F. (1982) What is this Thing Called Science?, second edition, Open University Press,
Buckingham
Field, A. (2005) Discovering Statistics Using SPSS (2nd ed.). Sage, London
Ford, E.D. (2000) Scientific Method for Ecological Research. Cambridge University Press,
Cambridge
Hill, D., Fasham, M., Tucker, G., Shewry, M. and Shaw, P. (2005) Handbook of Biodiversity
Methods: Survey Evaluation and Monitoring. Cambridge University Press
Jones, A., Duck, R., Reed, R. and Weyers, J. (2000) Practical Skills in Environmental Science.
Pearson Prentice Hall
Quinn, G.P. and Keough, M.J. (2002) Experimental Design and Data Analysis for Biologists.
Cambridge University Press, Cambridge
Salkind, N.J. (2004) Statistics for People Who Think They Hate Statistics (2nd Ed.) Sage, London
61
Modelling Environmental Change at the Land Surface

Credit value: 20
Module coordinator: Dr Mark Mulligan
Teaching arrangement: Seminars and computer laboratory-based 'hands-on' workshops
Assessment: 3,000 word model report and model code listing (75%) and PowerPoint presentation
plus summary (25%)
Educational aims
To provide advanced knowledge of the nature of modelling as a research activity, the
relationships between theory, modelling and measurement and the scope of modelling for
simulating and understanding land surface processes in a changing environment. The module
links to the GIS and RS modules for spatial modeling issues.
Learning outcomes
Students will:
(i)
develop a research-level understanding of environmental modelling and its limitations
through seminars and hands on experience,
(ii)
develop the ability to build and apply a wide-range of modelling solutions to environmental
problems,
(iii)
use EXCEL, PCRASTER GIS and other modelling languages to design and build models for
real-world consulting problems,
(iv)
be able to critically assess research involving models and the application of models,
(v)
communicate orally and in writing concerning environmental models and their application.
Structure
Topics include
contemporary environmental change research and the role of modelling in environmental
change research
an overview of the mechanics of model building and (spatial) data for building models
tools for building and applying models (Simile, PCRASTER, Excel)
using Simile systems modelling software as a tool for model construction
model parameters and their sensitivity, calibration and optimization; verification, validation
and numerical experimentation with model and building spreadsheet models in EXCEL
concepts of and analysing model uncertainty
the future of environmental modelling
Beven,Keith (2010) Environmental Modelling: An Uncertain Future? CRC
Press
Christie, Mike , Andrew Cliffe, Philip Dawid, Stephen S. Senn (2011)
Simplicity, Complexity and Modelling. John Wiley & Sons
Deaton, M. L.
and J.J. Winebrake (2000) Dynamic modelling of environmental systems.
Springer, New York. Maughan Lib. Chancery Lane [Humanities books] GE45.D37
DEA Goodchild, M.F.,Parks, B.O. and Steyaert, L.T. (1993) Environmental modelling with
GIS.
Oxford University Press, Oxford
Findley, Paul N. (2009) Environmental Modelling: New Research. Nova Science
Publishers.
Hardisty, J. Taylor, D.M. and Metcalfe, S.E. (1993) Computerised environmental modeling:
a practical introduction using Excel. Wiley, Chichester.
62
Jakeman, A.J.,Beck, M.B.,and McAleer, M.J. (1993) Modelling change in environmental

systems. Wiley, Chichester
Jeffers, J.N.R. (1982) Modelling, Chapman and Hall,
London.
Jeffers, J.N.R. (1988) Practitioner's handbook on the modelling of dynamic change in
ecosystems. Wiley, Chichester
Jeffries,C. (1989) Mathematical Modelling in Ecology, Birkhauser,
Switzerland
Jeftic, L., J. D. Milliman and G. Sestini (1992) Climatic change and the Mediterranean :
environmental and societal impacts of climatic change and sea-level rise in the
Mediterranean region. Edward Arnold, London
Jorgensen,S.E. (1994) Fundamentals of ecological modelling. 2nd Ed. Elsevier.
Amsterdam.
Kirkby, M.J., Naden, P.S., Burt, T.P. and Butcher, D.P.(1993) Computer simulation in
physical geography. Wiley, Chichester
MacDonald, G.J. and Sertorio, L. (1989) Global climate and ecosystem change. Plenum
Press, New York.
Mooney, H.A. et al. (1991) Ecosystem Experiments. Wiley,
Chichester.
Smith, Jo and Pete Smith (2007) Environmental Modelling: An Introduction. Oxford
University Press
Wainwright, J. and Mulligan, M (2013) Environmental Modelling: finding the simplicity in
complexity. John Wiley and Sons. Second edition.
63
Monitoring Environmental Change

Credit value: 20
Lecturers: Dr Andreas Baas; Professor Martin Wooster
Teaching arrangement: 20 hours of field, laboratory and classroom lessons
Assessment: One 2,000 word report (40%) and One 2,500 word report (60%)
Educational aims
This module introduces students to the details and practicalities of environmental monitoring, using a
variety of methodologies and measurement techniques, specifically using electronic-based sensors and
instrumentation. Students acquire the skills to manipulate raw field, laboratory and logged data for
analysis, to monitor, measure and analyse data on environmental stores and fluxes, and to interpret,
analyse and present field and laboratory data clearly in written reports in order to explain processes
operating in the environmental system under investigation. Students will also gain hands-on
experience in designing field or laboratory based research projects to monitor environmental systems,
making use of appropriate field, laboratory and measurement equipment. Field monitoring methods
are taught in the context of atmospheric environments, catchment monitoring, fluvial systems,
hydrological processes, complemented with practical exercises and fieldwork.
Learning outcomes
have a good understanding of common problems and issues pertaining to measuring a wide
spectrum of environmental variables using (electronic) instruments;
have a good understanding of key physical principles and concepts of measurement of a wide
variety of environmental variables;
have experience in handling a variety of instruments, data loggers, sensors, and how to
operate and deploy them;
have experience in processing and analysing raw measured data;
have experience in designing and conducting a measurement exercise or campaign.
Structure
The material is covered in weekly lectures followed by lab-practicals and/or show&tell sessions.
Lectures introduce the basic concepts, techniques and instrumentation, while lab-practicals and
show&tells give the students hands-on experience and opportunities to use and test equipment. The
coursework assignments are also central to the learning experience (see below). The topics and
methods that are covered can be gleaned from the below weekly schedule:
1. Introductions, schedule, expectations; samples of our measurement campaigns
2. Terrestrial remote sensing + show & tell
3. Electronics and data logging
4. Climatological measurement & air quality + show & tell
5. Catchment hydrology & soils; hydro & eco equipment + show & tell
6. Data processing and coding, data formats, scripting
7. Presentations CW1
8. Geo-positioning lecture + show & tell
9. Channel flow & sediments + show & tell
10. Field design and preparation, laboratory scaling; project work OR outline presentations
Allen, R.L. (ed) (1988) Chemical Analyses of Ecological Materials, Blackwell Scientific Publications,
Oxford.
64
Arens, C.D. (2003) Meteorology Today: an Iintroduction to Weather, Climate and Environment,
Brooks/Cole, Pacific Grove, CA.
Bras, R. (1990) Hydrology: an introduction to hydrological science. Addison-Wesley, New York.
Brock F.V. and Richardson S.J. (2001) Meteorological measurement systems, Oxford University
Press, 290pp.
Chow, V.T., Maidment, D.R. and Mays, L.W. (1988) Applied Hydrology, McGraw Hill, New York.
DeFelice T.P. (1998) An introduction to meteorological instrumentation and Measurement. Prentice
Hall, 229p.
Dingman, S.L. (2002) Physical Hydrology (second edition), Prentice Hall, New Jersey.
Fritschen L.J. and Gay L.W. (1979). Environmental Instrumentation. Springer-Verlag.
Goel N.S. and Norman J.M. (eds.) (1990) Instrumentation for studying vegetation canopies for remote
sensing in optical and thermal infrared regions. Remote Sensing Reviews, 5, 1-360.
Goudie, A. (ed) (1994) Geomorphological Techniques, Routledge, New York.
Kaimal J.C., Finnigan J.J. (1994) Atmospheric Boundary Layer Flows: Their Structure and
Measurement. OUP, 89pp.
Klute, A. (1986) Methods of soil analysis: Part 1 Physical and Mineralogical Methods, Am. Soc.
Agronomy, Madison.
Lee X., Massman W. and Law B. (2004) Handbook of micrometeorology: a guide for surface flux
measurement and analysis, Kluwer Academic Publishers, The Netherlands, 250pp.
Lenschow D.H. (1986) Probing the Atmospheric Boundary Layer. American Meteorological Society,
Boston, 269pp.
Maidment, D.R. (ed) (1992) Handbook of Hydrology, McGraw Hill, New York.
Marshall, T.J. and Holmes, J.W. (1988) Soil Physics. 2nd edition, Cambridge University Press.
Morris A.S. (1988) Principles of measurement and instrumentation. Prentice Hall.
Oke T.R. (1987). Boundary Layer Climates (2nd ed.), Methuen.
Page, A.L., Miller. R.H. and Keeney, D.R. (1982) Methods of Soil Analysis: Part 2. Chemical and
microbiological methods, Am. Soc. Agronomy, Madison, Wisconsin.
Pearcy R.W., Ehleringer J.R., Mooney H.A. and Rundel P.W. (eds.). Plant Physiological Ecology,
Chapman & Hall.
Strangeways I (2000) Measuring the Natural Environment Cambridge University Press, 365 pp
Stull R.B. (1988). An introduction to Boundary Layer Meteorology. Kluwer Academic Publishers,
Dordrecht, 666pp.
65
Nineteenth-Century Studies Internship

Credit value: 20
Module coordinator: Professor David Green
Assessment: One 4,000 word reflective report (100%)
Educational aims
This module aims to:
provide students with hands on experience of working on a coherent and focussed research
programme with a relevant cultural institution ( i.e. museum, archive collection, library,
gallery);
encourage an understanding of specific archival resources and the different ways in which
they can be used for the dissemination of knowledge about the 19th century;
allow students to be involved with the organisation and presentation of 19th century topics for
a wider public;
allow students to appreciate the issues involved in the public presentation of historical topics.
Learning outcomes
The internship has several learning outcomes relating to the content and the production of historical
knowledge of the nineteenth century.
1. Content
Each project will focus on a specific research topic related to the nineteenth century. Students will be
encouraged to read about around the topic in question and to situate their research in a broader set of
literature. In conjunction with the institution and the academic lead, they will also be expected to
develop their own research questions as part of the involvement in reading and researching the topic.
2. Production of knowledge
Students will not only learn about the broad research theme in question but will be expected to
develop an understanding of the requirements and priorities of institutions. Where relevant, students
will also be involved in the delivery of outputs to the public and will be required to understand how
historical knowledge can be conveyed in appropriate form to a public audience.
3. Future employment
In addition to the generic subject skills developed in the process of undertaking research, the
internship provides an opportunity for students to deepen their understanding of the relationships
between theoretical knowledge and practice within a particular field, as well as providing vital
practical work experience to enhance future employability.
Structure
Each student will work at the institution for approximately 80-100 hours on primary research. The
academic coordinator will agree a programme of work with the institution and student at the start of
the internship. Internships can start at any time during the academic year but must be completed no
later than the end of May in the academic year in which students are enrolled.
During the placement there will be formal meeting with the KCL coordinator, the student and the host
institution. At the end of the placement, there will be a written evaluation of the placement from both
the student and the institution. The academic coordinator will maintain contact with the students and
the institution throughout the duration of the programme.
Because of the applied nature of this module there are a relatively few recommended text books that
are appropriate. However, the following are of relevance in the context of US and UK public history.
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UK
Paul Ashton, and Hilda Kean, People and their Pasts: Public History Today , Palgrave, 2000
Hilda Kean, Paul Martin and Sally J. Morgan, Seeing History Public History in Britain Now, Francis
Boutle, 2009
USA
James B. Gardner and Peter S. LaPaglia (eds), Public History: Essays from the Field, Krieger, 2004
Dolores Hayden, The Power of Place: urban landscapes as public history, M.I.T. Press, 1997
Roy Rosenzweig, Susan Porter Benson, Stephen Brier (eds) Presenting The Past : Essays on History
and the Pubic, Temple University Press, Philadelphia, 1986
Roy Rosenzweig and David Thelen, The Presence of the Past: popular uses of history in the
American Past, Columbia University Press, 1998
67
Practising Social Research

Credit value: 20
Module coordinators: Professor Tim Butler; Professor Frances Cleaver
Tutorial group leaders: Various
Teaching arrangement: 10 (1hour) lectures followed by (1hour) tutorials
Assessment: Two 1,500 word essays (35% and 65%)
Educational aims
The module aims to enrich students understanding of the relationship between methodology and
method in undertaking social research. Develop skills in the appropriate use and application of
quantitative and qualitative methods. Lay the conceptual groundwork for the design of the students
research dissertation and appreciate the connections between epistemology and the students
particular MA/MSc programme of study.
Learning outcomes
At the completion of the module, students will have displayed an understanding of the relationship
between methodology and method and the related notions of epistemology and ontology. Have an
appreciation of a range of quantitative and qualitative methods which they will have worked through
in tutorial sessions. Gain a greater depth of understanding in two chosen methods one qualitative
and one quantitative. Have the ability to write a research design for their research dissertation and be
able to link issues of methodology to the various intellectual paradigms used in their Masters
programme.
Structure
Each lecture is followed by a one hour tutorial with a programme-specific staff tutor.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Introduction: methods, methodology and (social) science

Naturalist philosophies of social science: empiricism/positivism
Using official statistics
Planning and designing social surveys and questionnaires
Techniques for analyzing quantitative data
Hermeneutics and interpretative social science
Conducting interviews and focus groups
Analyzing qualitative data
Critical social science and participatory and action research
Mixing methods and conceptualization
There will be a lecture in the first five weeks of term two, which is to enable you to prepare for your
dissertation, including refining research questions, ethical approval and managing the supervisor
relationship. These will be supported by a couple of tutorial sessions with your tutor, which will be
arranged separately.
Cloke, P., Cook, I., Crang, P., Goodwin, M., Painter, J. & Philo, C. (2004) Practising Human
Geography. Sage, London.
Hoggart, K., Lees, L. and Davies, A.R. (2002) Researching Human Geography, Arnold, London.
Other key recommended texts
Frankfort-Nachmias, C. and Nachmias, D. 2000 Research Methods in the Social Sciences, 6PthP
edition, Edward Arnold, London.
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Bernard, HR 2001: Research Methods in Anthropology, 3rd edition, Sage, Thousand Oaks, CA [2nd
ed.].
Bryman, A 2001: Social Research Methods, Oxford UP, Oxford
Chambers, R 1997: Whose Reality Counts? Putting the First Last, ITDG Publishing, London.
Flowerdew, R & Martin, D, eds 1997 Methods in Human Geography, Longman, Harlow.
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Risk Assessment
Credit value: 20
Module coordinator: Professor Ragnar Lfstedt
Pre-requisites: A basic understanding of statistics from either an A level or equivalent in maths, or
coverage included in a first degree on statistical methods or analysis such as that included in most
social research methods courses.
Educational aims
This module aims to develop a critical understanding of risk assessment and it uses. It examines the
conceptual approaches to the assessment of risk, the models and methodologies used in the technical
assessment of risk, the uses of risk assessment in decision-making and policy and critiques current
risk assessment models. It examines human health risk assessment, environmental risk assessment and
site-specific risk assessment.
Module aims:
- To develop understanding and knowledge of risk assessment concepts and tools;
- To develop understanding and knowledge of the uses of risk assessment in government and industry;
- To develop understanding of the application of risk assessment concepts and tools to human health,
environmental and site-specific hazards;
- To evaluate the ability of risk assessment tools to achieve their objectives; and
- To develop understanding of the role and function of risk assessment tools in decision-making.
Learning outcomes
demonstrate knowledge and understanding of the conceptual approaches to risk assessment;
conceptualise and think critically about the nature of the risk assessment process;
critique risk assessment methods;
apply data in order to carry out assessments of human health risks, environmental risks and
site-specific risk assessments;
demonstrate an understanding of the limitations of risk assessment techniques

apply knowledge on risk assessment techniques to risk problems.
Structure
The purpose of this module is to understand the key components of risk assessment, how risk
assessment is used and some of the critiques to the tool. The class will be based on key core readings
and it is expected that students will actively participate in the seminars. Topics include:
An introduction to risk assessment - What is the history to risk assessment and how has it
developed over time?
Hazard identification - A key component to risk assessment.
The key text for the class will be D. Paustenbach. (2002). Human and Ecological Risk Assessment:
Theory and practice. New York: John Wiley and Sons.
Covello, V. and J. Mumpower. (1985) Risk analysis and risk management: An historical perspective.
Risk Analysis, Vol.5, p.103-120.
Fairman, R.(2007) What makes tolerability of risk work? Exploring the limitations of its applicability
to other risk fields. In F. Bouder et al eds. (2007) The Tolerability of Risk: A new framework for risk
70
management. London: Earthscan.

HSE. (1988) The tolerability of risk from nuclear power stations. Sudbury: HSE Books.
HSE. (2001) Reducing Risks, Protecting people. Sudbury: HSE Books.
Kerger, B.D., Finley, B.L. and D. Paustenbach. Hexavalent chromium in groundwater: The
importance of chemistry and pharmacokinetics in quantifying dose and risk. In Paustenbach 2002 ed.
Lofstedt, R.E. (2003) A European perspective on the NRC "Red book", Risk Assessment in the
Federal Government: managing the process. Human and Ecological Risk Assessment, vol.9, p.13271335.
Michaels, D. (2008) Doubt is their product: How industry's assault on science threatens your health.
New York: Oxford University Press.
Moolgavkar, S.H. and E.G. Leubeck. Dose response modelling for cancer risk assessment. In
Paustenbach, 2002 ed.
National Research Council. (1983) Risk Assessment in the Federal Government: managing the
process. Washington DC: national Academy Press.
O'Brien, M. (2000) Making Better Environmental Decisions: An alternative to risk assessment.
Cambridge: MIT Press.
Paustenbach, D. Hazard identification. In Paustenbach 2002 ed.
Paustenbach, D. Exposure assessment. In Paustenbach 2002 ed.
Paustenbach, D. Primer on human and environmental risk assessment. In Paustenbach 2002 ed.
Ruckelshaus, W. (1983) Science, risk and public policy. Science, vol.221, p.1026-1028.
Ruckelshaus, W. (1985) Science, risk and democracy. Issues in Science and Technology, vol.1, p.1938.
Williams, P. and D. Paustenbach. Risk characterisation. In Paustenbach 2002 ed.
71
Risk Communication
Credit value: 20
Educational aims
This module aims to develop a critical understanding of risk communication. The first section of the
module focuses on how the field of risk communication was developed with a number of classes
discussing the psychology of risk.
The second half of the module provides an overview of the conceptual theories and ideas prevalent in
the area of risk communication such as social amplification of risk and trust, and ends with a
discussion on the future of risk communication.
The module aims to:
provide students with a history of the risk perception literature with a focus on both natural
and technological hazards;
develop an understanding of the conceptual underpinnings of risk communication;
examine the successes and failures of risk communication programmes in both Europe and
North America
develop an understanding of how regulators, policy makers and industry use risk
communication techniques in every day policy making.
Learning outcomes
demonstrate knowledge and systematic understanding of the conceptual underpinnings of risk
communication;
synthesis knowledge and understanding of the history of risk communication with a specific
reference to research carried out in the area of risk perception;
critically evaluate both successful and unsuccessful risk communication programmes;
apply tools and techniques of risk communication to every day risk programmes, and
independently develop risk communication programmes to the task in question.
Structure
Topics discussed include:
an introduction to risk perception and cognitive psychology;
the development and alternatives of the psychometric paradigm and the exponential growth of
risk perception studies;
the influence of the optimistic bias heuristic on risk perception the pioneers of risk perception
to risk communication; popular models of risk communication - mental models, the narrative
approach and the social amplification of risk paradigm;
exploring the pros and cons of deliberation; risk communication and trust: What is the status
quo?
developing risk communication programmes and the future of risk communication.
Burton, I and R.W. Kates, (1964) The perception of natural hazards in resource management. Natural
Resources Journal, vol.3, p.412-441.
Burton, I., R.W. Kates and G.F. White, (1992) The Environment as Hazard. Oxford University Press,
New York.
72
Kahneman, D. and A. Tversky. (1974) Judgement under uncertainty: Heuristics and biases. Science,
Vol.185, p.1124-1131.
Kahneman, D., P. Slovic and A. Tversky. (1982) Judgement under Uncertainty: Heuristics and biases.
Cambridge University Press, Cambridge.
Lofstedt, R.E and L. Frewer. (1998 eds.) The Earthscan Reader in Risk and Modern Society.
Earthscan, London.
Tversky, A. and D. Kahneman. (1984) Choices, values and frames. American Psychologist, vol.39,
p.341-350.
White, G.F. (1961) The choice of use in resource management. Natural Resource Journal, Vol.1, p.2340.
White, G.F. (1974) Natural Hazards: Local, National, Global. Oxford University Press, New York.
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Risk Governance
Credit value: 20
Module coordinator: Dr Henry Rothstein
Educational aims
This module aims to examine risk governance regimes and the factors that shape how they work, fail
and change. Specific aims are to:
develop understanding of the concept of risk governance regimes;
develop understanding of variety in regime structures and functions across policy domains
and different levels of state and non-state institutions;
develop understanding of the factors shaping risk governance processes and outcomes;
explore and evaluate contemporary ideas of risk governance reform.
Learning outcomes
demonstrate knowledge and understanding of the concept of risk governance regimes and
how regimes vary across policy domains and state and non-state settings;
conceptualise and critically interpret and evaluate risk problems
demonstrate and apply knowledge on the factors that can shape the governance of risk
problems;
critically evaluate contemporary ideas of risk governance reform.
Structure
The module will examine the concept of risk governance and will explore variety in risk governance
regimes across policy domains and within different state and non-state settings. It will then
systematically examine a series of factors that can shape risk governance regimes, how they work and
why they fail. Those factors include neo-liberal ideas of risk governance, public opinion, organised
interests, and risk governance cultures. Attention will be paid to contemporary ideas of risk
governance reform, such as the precautionary principle and the emerging concept of risk-based
governance.
Baldwin, R. Scott, C. and Hood, C (1998) Regulation, OUP, Oxford
Beck, U (1992) Risk Society (tr. M. Ritter), Sage, London
Breyer, S. (1992) Breaking the Vicious Cycle: Toward Effective Risk Regulation. Harvard University
Press, Cambridge Mass.
Douglas, M. and Wildavsky, A. (1982). Risk and Culture. University of California Press, Berkeley.
Hood, C.; Rothstein, R.; and Baldwin, R. (2001) The Government of Risk: Understanding risk
regulation regimes. OUP, Oxford.
Irwin, A. and B. Wynne (1996, eds.). Misunderstanding Science? The public reconstruction of science
and technology. CUP, Cambridge.
Krimsky, S. and Golding, D. (1992, eds.) Social theories of risk. Praeger, Westport National Research
Council (1996) Understanding risk: Informing decisions in a democratic society. National Academy
Press: Washington DC.
74
T Sunstein, C. (2002) Risk T and Treason T: safety, law, and the environment, CUP, Cambridge.
75
Risk Internship
Credit value: 20
Teaching arrangement: 8 hours of lectures/tutorials; 3-week industrial/NGO or government
placement
Assessment: 4,000 word report (100%)
*Module is only available to students on the MA/MSc Risk Analysis programme.
Educational aims
This module aims to develop a critical understanding appropriate of how theoretical risk analysis is
operationalised by industry and government. This practical module will provide students with
experience working with selected industrial, government or regulatory actors (e.g. multinational
companies, national and European government policy-making departments and arms-length
regulators) involved in risk analysis, management and governance in the UK and Europe. The module
will enable students to validate and question risk theories and assumptions explored elsewhere in the
degree. It will also provide vital practical experience for future employment.
Learning outcomes
- To gain understanding of the development of risk policy;
- To evaluate techniques for rational decision-making on risk issues;
- To develop understanding of risk management decision-making based upon different deliberative
approaches such as epistemological, reflective and participatory discourses;
- To develop knowledge and understanding of risk governance structures; and
- To develop understanding of risk regulation regimes.
Structure
All internship students will be briefed before their placement in what to expect from the placement
and on appropriate communication channels in the event of a problem. All internship providers will
be contacted prior to the placement to ensure they know what they can expect from the student and
what they are expected to provide in support and resources. A defined work-plan will be agreed
between the provider and the student before the placement commences. Each internship provider will
have a named contact person/ mentor for the student. Each student will complete an assessment of
their educational experience on their return to college.
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Risk Management
Credit value: 20
Module coordinator: Dr Henry Rothstein
Educational aims
This module aims to explore key aspects of the theory and practice of risk management. Specific aims
are to:
develop social-theoretic understanding of the emergence of risk concepts;
develop understanding of key organisational perspectives and theories on risk, blame and risk
management;
develop knowledge and critical understanding of contemporary styles, practices and methods
of risk management;
allow the student to apply such knowledge in solving risk management problems.
Learning outcomes
demonstrate a social-theoretic understanding of the of risk concepts;
demonstrate an understanding of key organisational theories of risk and blame;
critically evaluate risk management doctrines and practices;
apply the knowledge gained in the module to critically evaluate the nature of risk
management problems.
Structure
The module will start by examining social theoretic approaches to understanding the contemporary
salience of risk. It will then critically examine a wide range of theories about the organisational
origins of risk, the relationship between risk and blame and the emergence of risk management
paradigm as a paradigm for organisational decision making. The module will then review a wide
range of tools, techniques and philosophies of risk management and risk management standards. A
number of case studies will be discussed in the module to illustrate variety in risk management
practices and critical factors shaping that variety.
Beck, U (1992) Risk Society (tr. M. Ritter), London, Sage
Bernstein, P. 1996. Against the Gods: The Remarkable Story of Risk. Wiley
Hood, C and Jones, D. (1996, eds.) Accident and Design - Contemporary Debates In Risk
Management. London: UCL
Hutter, B and Power, M. (2005) Organizational Encounters with Risk. Cambridge: CUP
Krimsky, S. and Golding, D. (1992, eds.) Social theories of risk. Westport: Praeger
Lfstedt, R. and Frewer, L. (1998) The Earthscan reader in risk and modern society. London:
Earthscan
Luhmann, N. (1993) Risk: A Sociological Theory, Berlin
Perrow, C. (1984) Normal accidents. Living with high-risk technologies. New York: Basic Books
77
Power, M. (2007) Organised Uncertainty. Oxford: Oxford University Press

Turner, B. and N. Pidgeon (1997) Man-made disasters 2nd ed. Oxford: Butterworth-Heinemann
78
River Processes and Management

Credit value: 20
Module coordinator: Professor Nick Clifford
Teaching arrangement: 8 (2hour) lectures/seminars + 1 field day to introduce the course project
Assessment: One 4,000 word report comprising a literature review as context to a project report
(100%)
Educational aims
This module aims to provide the key knowledge and understanding necessary to support the
development of management strategies for rivers. Students will examine catchment and river system
processes, focussing on the interaction between hydrology, geomorphology and ecology. Human
impacts on river systems will be explored at a range of spatial and temporal scales and options for the
environmentally-sensitive management of rivers, floodplains and catchments will be considered.
Learning outcomes
have an understanding of the interaction between hydrological, geomorphological and
ecological processes within river systems;
have an understanding of the nature and relative strengths and weaknesses of particular river
management approaches;
have a critical insight into the potential consequences of their application;
have the skills to construct reasoned suggestions and judgements concerning the causes and
possible solutions to particular river management options.
Structure
Following an overview of the dimensions of the fluvial system in the context of the Water Framework
Directive, the module considers:
river catchment processes, particularly sediment dynamics and budgets within catchments;
river channel and corridor processes, including channel and floodplain typologies, channel
bed and bankforms, and the role of vegetation in channel form and adjustment;
river management tools, including river assessment methods and approaches to river
restoration.
The recommended text that you should consider purchasing for this module is:
'Fluvial forms and Processes: A New Perspective' by David Knighton, Arnold, UK, 1998, ISBN 0340-66313-8 or 0-470-25556-0
and the key online resources for fluvial geomorphology and river restoration are:
Guidebook of Applied Fluvial Geomorphology, Sear, D A, Newson, M D, and Thorne, C R, 2003,
R&D Technical report FD1914, DEFRA and Environment Agency, ISBN: 0-85521-053-2, 233 pages:
http://randd.defra.gov.uk/Document.aspx?Document=FD1914_1147_TRP.pdf
FISRWG (10/1998). Stream Corridor Restoration: Principles, Processes, and Practices. By the
Federal Interagency Stream Restoration Working Group (FISRWG) GPO Item No. 0120-A; SuDocs
No. A 57.6/2:EN 3/PT.653. ISBN-0-934213-59-3:
http://www.nrcs.usda.gov/wps/portal/nrcs/detailfull/national/water/quality/?&cid=stelprdb1043244
There is an excellent annotated reference list available (with other resources from the River
Restoration Centre: http://www.therrc.co.uk/rrc_overview.php)
79
http://www.therrc.co.uk/rrc_references.php
The Practical River Restoration Appraisal Guidance for Monitoring Options (PRAGMO) from 2012
is a very useful compliment to the FISWG: http://www.therrc.co.uk/rrc_pragmo.php
Other key reading
Bridge, J.S. (2003) Rivers and Floodplains: Forms, Processes, and Sedimentary Record. Blackwell
Publishing, Oxford.
River Channel Management: Towards Sustainable Catchment Hydrosystems
by Peter W. Downs and Ken J. Gregory, 2004, Hodder Arnold, ISBN: 0340759690, 256 pages.
Geomorphology and river management by G. Brierley and K A Fryirs, 2005, Oxford: Blackwell.
An online resource is excellent for those relatively new to earth surface processes and landforms (see
especially Chapter 18 on fluvial systems):
http://www.uwsp.edu/geo/faculty/ritter/geog101/textbook/contents.html
80
Social Change in Global Cities (not offered 2014-15)

Credit value: 20
Module coordinator: Professor Chris Hamnett
Teaching arrangement: 10 (2hour) seminars
Assessment: One 4,000 word essay (100%)
Educational aims
This module explores the nature, forms and processes of social change in global cities. It examines the
socioeconomic changes which are reshaping global cities, linking these to a series of other changes
including migration, occupational structure, income, ethnicity, the structure of the housing market and
social segregation.
Learning outcomes
At the completion of the module students should be able to understand the various global city theses.
Explain economic and social change in major urban contexts by using this conceptual framework.
Understand Global Cities as transnational socio-economic spaces. Explore the differences and
similarities between global cities
Structure
Topics covered on the module include:
the global city hypothesis;
economic and social implications;
migration to global cities;
ethnic change and segregation in global cities;
social polarisation and the city;
gentrification and the city;
the emergence of a new urban underclass?
the rise of post-modern urban landscape;
the culture of cities;
planning and power in the global city;
global cities in comparative perspective.
Butler, T. (1997) Gentrification and the middle classes, Ashgate, London.
Fainstein, S., Gordon, I. and M. Harloe (eds) (1992) Divided cities: New York and London in the
contemporary world, Blackwell, Oxford.
Hamnett, C (2003) Unequal City: London in the global arena, London, Routledge
Keil, R and Brenner, N (2005) The global city reader, London, Routledge ***
Knox, P. and P. Taylor (1995) World cities in a world system, CUP, Cambridge.
Ley, D. (1996) The new middle class and the remaking of the central city, OUP, Oxford.
Mingione, E (1996) Urban poverty and the underclass, Blackwell, Oxford
Mollenkopf, J. and M. Castells (1992) Dual city: restructuring New York, Russell Sage.
Sassen, S. (1991) Global Cities: New York, London and Tokyo, Princeton University Press
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Smith, N. (1996) The new urban frontier: gentrification and the revanchist city, Routledge, London
Wilson, W.J. (1996) When work disappears, CUP, Chicago
Territorial and Boundary Dispute Resolution
Credit value: 20
Assessment: One 1,400 word essay (35%); one 2,600 word essay (65%).
Educational aims
To introduce students to contemporary and historical mechanisms for boundary/territorial
dispute resolution.
Provide a practical understanding of the manner in which the World Courts gain jurisdiction
to try territorial/boundary disputes and of the manner by which they have resolved them to
date.
Facilitate an appreciation of the range of underlying issues that characterise contemporary
individual territorial disputes from complex issues of decolonisation, through partition and
secession to attempted annexation.
Review in detail recent cases of international boundary settlement on land and sea, reached
through remodule to bilateral negotiations, arbitration or judicial settlement and appreciate the
arguments, principles and evidentiary issues that prevailed.
Provide a basic familiarity with the types of primary evidence used in boundary/territorial
settlement before the international courts, typically documentary and cartographic materials
held in the major London repositories.
Learning outcomes
At the completion of the module students ought to be able to understand the range of
circumstances and methods by which boundary and territorial cases are and can be brought
before the international courts.
Appreciate the wide-ranging involvement of the United Nations, with its various organs and
agencies, in the management and resolution of boundary and territorial disputes.
Comment authoritatively on the regional and international dynamics of territorial disputes and
the forces, which drive them.
Identify the issues at stake in the outbreak of any boundary dispute between states and thereby
assess more critically and accurately the likely prospects for its resolution.
Discriminate between primary and secondary evidence in boundary dispute settlement and be
able to provide provisional weightings to various types of documentary and cartographic
evidence.
Structure
The course is comprised of the following main sections:
The modes and means of dispute settlement:
1. Defining and recognising disputes;
2. Referring disputes for judicial and arbitral settlement;
3. The early development of international dispute resolution mechanisms;
4. The conduct of dispute settlement
Contemporary territorial disputes:
1. International land boundary and territorial disputes their variety and complexity;
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2. The geopolitics of territorial disputes (Kashmir, the Western Sahara, the Arab-Israeli dispute
and Cyprus);
3. The politics and pragmatics of island sovereignty disputes;
4. Partition and conflict;
5. Forging territorial accommodation: Peacekeeping and peacemaking
Practical aspects of boundary dispute resolution:
1. the practical experience of constructing a territorial claim;
2. Researching boundary disputes from primary sources;
3. The nature of evidence and its weighting;
4. Cartographic evidence in dispute settlement; Maps, charts and international boundaries
Contemporary boundary dispute resolution:
1. ICJ and recent boundary cases (Bahrain-Qatar and Cameroun-Nigeria); Arbitration (EritreaYemen and Ethiopia/Eritrea);
2. Regional organisations and dispute settlement (The South China Sea and the Arabian
Peninsula);
3. The UN Secretary-General and Iraq-Kuwait;
4. Traditional diplomacy;
5. The Irish boundary
Anderson, M. (1996) Frontiers: territory and state formation in the modern world, Polity press,
Cambridge
Grundy-Warr, C. (ed) (1990) International boundaries and boundary conflict resolution, International
Boundaries Research Unit, University of Durham
Kaiyan Kaikobad (2007) Interpretation and revision of international boundary decisions, Cambridge
University Press, Cambridge
McHugo, J. (1998) How to prove title to territory: a brief, practical introduction to the law and
evidence, Boundary and Territory Briefing, vol. 2, no.4, International Boundaries Research Unit,
University of Durham
Merrills, J.G. (1991) International dispute settlement, Grotius Publications, Cambridge
Roberts, A. and Kingsbury, B. (eds) (1993 [2nd edition]) United Nations: divided world - the UN's
role in international relations, Clarendon Press, Oxford
Prescott, J.R.V. (1987 [or earlier 1965 and 1978 editions]) Political frontiers and boundaries, Unwin
Hyman, London
Prescott, Victor and Gillian D. Triggs (2008) International frontiers and boundaries: law, politics and
geography, Martinus Nijhoff, Leiden
Rodley, N. (1992) To loose the bands of wickedness: international intervention in defence of human
rights, Brassey's, London
Shabtai Rosenne (1995 [latest edition]) The World Court, Martinus Nijhoff publishers, Dordrecht
United Nations (1992) Handbook on the peaceful resolution of disputes between states, United
Nations, New York
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United Nations (1996) United Nations peace-keeping, Department of Public Information, United
Nations, New York
84
The Right to the City

Credit value: 20
Module coordinator: Dr Nicholas De Genova
Teaching arrangement: 16 hours of lectures; 5 hours of seminars/tutorials, 179 hours of self-guided
learning
Assessment: One 1,000 word essay (33%); one 3,000 word research essay (67%)
Educational aims
Within the context of The Right to the City, this module will be centrally concerned with several
inter-related questions:
What is a right?;
Who has rights?; and How do people make claims for rights?;
What is a city? and What do we mean by the urban?
Is there such a thing as the right to the city?
What are the political potentials of a demand for the right to the city?
By way of these elementary questions, this module aims to
critically problematise the very notion of rights and to interrogate the often-unexamined
normative valorisation of the notion of citizenship as a presumed framework for rightsbearing and the staking of rights claims.
examine the relationship between cities and citizenship, and the configurations of rights
across disparate spatial scales.
attend to the profound transformations of conventional notions of the urban under
contemporary conditions of globalisation.
encourage students to continuously re-examine and re-evaluate various particular
formulations of the theoretical proposition of the right to the city in relation to historically or
ethnographically descriptive works about geographically diverse examples.
Learning outcomes
Develop a deep and systematic textually grounded understanding of the substance and
complexity of the idea of the right to the city based upon key theoretical readings, including
the interrelationship of several disciplines contributing to this idea, and how current
theoretical and methodological approaches affect the way the knowledge base has been
interpreted.
Compare and contrast disparate and divergent examples of urban social and political struggles
in relation to the concept of the right to the city, and in the process, develop critical
responses to the existing theoretical discourses and methodologies, while suggesting new
concepts or approaches.
Critically analyse, through substantial investigations, the utility and versatility of the concept
of the right to the city in relation to geographically and historically distinct instances where
it can be deployed as an interpretive/analytical or organisational framework.
Assess how effectively this unifying analytical tool may serve the purposes of critical
research in urban geography, while recognizing and arguing for diverse approaches, and
judging the appropriateness of the different methodologies used.
Use, in addition to abstraction of current theoretical ideas surrounding the right to the city,
personal reflection to make connections between known and unknown areas, allowing for
adaptation and change.
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Henri Lefebvre, Right to the City (1968); in Henri Lefebvre, Writings on Cities (transl. and ed.
Eleonore Kofman and Elizabeth Lebas; Blackwell, 1996); pp. 63-181.
Henri Lefebvre, The Urban Revolution (1970); transl. by Robert Bononno (University of Minnesota,
2003)
David Harvey, Rebel Cities: From the Right to the City to the Urban Revolution (Verso, 2012)
Elizabeth Wilson, The Sphinx in the City: Urban Life, the Control of Disorder, and Women
(University of California, 1991)
St. Clair Drake and Horace R. Cayton, Black Metropolis: A Study of Negro Life in a Northern City.
Revised and Enlarged Edition (University of Chicago Press, 1993 [1945])
86
Tourism and Development

Credit value: 20
Module coordinator: Dr Ruth Craggs
Teaching arrangement: 10 hours of lectures; 10 hours of seminars
Assessment: Two 2000 word essays (50% each)
Educational aims
Tourism is one of the fastest growing industries in the world, yet comparatively little is known about
its effects, either positive or negative, on socio-economic development in countries of the South. An
exploration of the nature and impact of tourism, particularly in developing countries, thus forms the
focus of this module.
It begins by examining the major characteristics of the tourist industry at a global level and the factors
that have influenced the nature and rate of the industrys development. With this as a context, the
module turns to the major actors in the tourist industry: the tourists, the various agents of tourism
development and the host communities, and examines the forces that motivate each of them and
define their objectives.
The literature on tourism is riven with ambiguity and a major part of this module focuses on
understanding the nomenclature and deconstructing the different types of tourism so frequently
cited. Terms such as Mass tourism, Eco-tourism, Responsible, Pro-poor and Community-based
tourism are discussed in depth, with particular attention being paid to the gap between theory and
practice.
Finally, the underlying theme of the module, the actual and potential contribution of tourism to socioeconomic development is re-visited and debated.
Learning outcomes
At the completion of the module students should be able to determine patterns of growth and
development of tourism at a global level and also within countries of the South. Demonstrate their
awareness of the different roles played by different interest groups in the tourist industry and the interrelationship between these groups at a variety of scales. Understand the major advantages and
disadvantages that tourism is having, and may continue to have for the development of countries of
the South.
Structure
The module is taught through lectures, seminars and discussions and as a consequence is highly
interactive. After considering the role of tourism in Development in the introduction we move on to
examine the major actors in tourism, the roles they play and the importance of key concepts such as
power and influence, image, the gaze/ glance in the analysis of Tourism and Development.
We then turn to types of tourism and discuss the pros and cons of Mass Tourism, alternative forms
of tourism including Ecotourism and Responsible Tourism and their roles in Development. The
module concludes with a student led discussion on the viability of tourism as a tool for sustainable
development in the worlds poor countries.
Butler, R., and Pearce, D. (eds.) (1995), Change in tourism, (London: Routledge)
Cater, E. and Lowman, G. (1994), Ecotourism: a sustainable option? (Wiley: Chichester)
87
de Kadt, E. (1979), Tourism: Passport to Development? (Oxford: Oxford University Press)

France, L.(ed) (1999) The Earthscan Reader in Sustainable Tourism, Earthscan, London
Harrison, D. (1992) Tourism and the Less Developed Countries, Belhaven Press, London
Holden, A. (2005) Tourism Studies and the Social Sciences, Routledge, London
Krippendorf, Jost (1979) The Holidaymakers, Heinemann, London
Mathieson, A. and Wall, G. (1992), Tourism: economic, physical and social impacts, (London:
Longman)
Mowforth, M. and Munt, I. (1998), Tourism and Sustainability, new tourism in the Third World,
(London: Routledge)
Pearce, D. (1995) Tourist Development, Longman, Harlow
Sharpley, R. (1994) Tourism, Tourists and Society, ELM Publications, Huntingdon
88
Tourism, Conservation and the Environment

Credit value: 20
Module coordinator: Dr Ruth Craggs
Teaching arrangement: 8 lectures/seminars and two field trips
Assessment: 40-60 minute group led presentation of a case study including leading of seminar
discussion and activities (40%); 2,400 word essay (60%)
Educational aims
To introduce the relationships between tourism, conservation and the environment covering
the history, current scale, scope and operation of these ideas in contemporary society,
To introduce students to a range of critical social theory for approaching tourism,
conservation and the environment,
To guide students through the application of these approaches to the analysis of a number of
substantive environmental and social issues in contemporary tourism, through seminars,
practitioner talks and field visits.
Learning outcomes
At the conclusion of this module students will be able to demonstrate:
An understanding of the history, scale, scope and discourse of tourism and conservation set in
their broad political and economic context.
An awareness of the potential of social theory for critically engaging with the discourse and
practice of tourism.
A recognition of the importance of geographical concepts such as space, place, scale and
connection for understanding contemporary politics of conservation.
An ability to apply and reflect upon a range of conceptual tools for critically exploring key
social and environmental issues in contemporary tourism.
The ability to develop, summarise and articulate detailed, critical and original ideas through
group work and class presentations.
Structure
The module aims to critically explore the politics and practices of heritage and environmental
conservation. It draws on diverse work in social theory, political ecology, history and heritage studies
to outline a range of critical lenses for approaching sustainable tourism, ecotourism and heritage
conservation. These issues are illustrated through case studies taken from around the world,
practitioner talks, and a field trip in the UK.
Brockington D, Duffy R and Igoe J 2008 Nature Unbound. Conservation, Capitalism and the Future
of Protected Areas, Earthscan, Abingdon
Butcher J 2007, Ecotourism, NGOs and Development: A Critical Analysis, Routledge, Abingdon
Duffy R 2002 A Trip Too Far. Ecotourism, Politics and Exploitation, Earthscan, London and Sterling
Fennell D A 2008, (3rd Ed.) Ecotourism, Routledge, Abingdon and New York [previous editions are
also good]
Harrison R 2013 Heritage: critical approaches, Routledge, London.
Honney M 2008, (2nd Ed.) Ecotourism and Sustainable Development. Who Owns Paradise? Island
Press, Washington
Jamal T & Robinson M 2009 The Sage Handbook of Tourism Studies, Sage, London.
Labadi S and Long C 2010 Heritage and Globalisation, Routledge, Abingdon.
Urry J & Larsen J 2011, (3rd Ed.) The Tourist Gaze 3.0, Sage, London.
89
Understanding and Managing Urban Aquatic and Terrestrial Systems

Credit value: 20
Module coordinator: Dr Rob Francis
Lecturers: Dr Rob Francis and Dr Michael Chadwick
Teaching arrangement: 18 hours of lectures and 1 field visit
Duration of module: Term 2
Assessment: One 4,000 word project (100%)
Educational aims
The aim is to provide key knowledge and understanding of the urban aquatic and terrestrial systems to
support the development of sustainable environmental management strategies for cities. Specifically
the module will:
1. Identify the major aquatic and terrestrial issues that are likely to compromise the
sustainability of cities.
2. Critically assess the relevance and utility of current environmental legislation in the context of
urban aquatic and terrestrial management and sustainability.
3. Critically examine current knowledge concerning the measurement and evaluation of the
terrestrial and aquatic components of the urban environmental system as a basis for
understanding and managing the environmental outcomes of urbanisation.
4. Identify the nature of urban aquatic and terrestrial science required to serve urban
sustainability policy needs.
Learning outcomes
Have a conceptual and critical understanding of the urban aquatic and terrestrial systems, the
main processes that link the components of these systems and the environmental issues that
confront cities.
Have the critical ability to assess methods for the measurement and evaluation of aquatic and
terrestrial processes within cities.
Have the skills to undertake critical reflection and construct reasoned suggestions and
judgements concerning the causes and possible solutions to environmental management
problems in cities related to urban aquatic and terrestrial issues.
Possess the requisite knowledge to critically assess the utility and applicability of
environmental policy for urban environmental management.
Have the ability to make judgements about the nature, relative limitations, merits and
appropriate contexts for application of particular aquatic and terrestrial environment
management approaches in cities.
Be able to offer critical insights into the potential consequences of their application and the
key knowledge to rigorously defend a programme of research designed to deliver information
to inform the development of environmental management strategies for sustainable cities with
particular focus on aquatic and terrestrial environments.
Structure
The module will be structured in two sections, with the first section focusing on urbanisation, urban
form and structure, urban biodiversity and conservation, and the second section focusing on urban
hydrology, urban rivers, urban river restoration, and both terrestrial and aquatic pollution. The lecture
series ends with a field trip to the River Wandle, London. Lectures are arranged as follows:
1. What is urban, urbanisation and urban ecology? (RF)
2. Urban form and structure (RF)
3. Urban landscape ecology (RF)
90
4.
5.
6.
7.
8.
9.
10.
Urban biodiversity (RF)

Urban conservation (RF)
Urban hydrology and urban rivers (MC)
Terrestrial and aquatic pollution (MC)
Urban river restoration + Wandle case study (MC)
River Thames case study and coursework discussion (MC)
Wandle Field Trip (MC)
(RF = Rob Francis, MC = Mike Chadwick)

The most suitable overall textbook for the module is:
Francis RA and Chadwick M 2013 Urban Ecosystems: Understanding the Human Environment
Earthscan from Routledge, Abingdon
Other important/useful references include:
Boon PJ, Davies BR and Petts GE (eds) (2000) Global Perspectives on River Conservation: Science,
Policy and Practice Wiley, Chichester
De Lannoy W, Devuyst D and Hens L (eds) 2001 How Green Is the City? Sustainability Assessment
and the Management of Urban Environments Columbia University Press, New York
Everard M and Moggridge HL 2012 Rediscovering the value of urban rivers Urban Ecosystems 15:
293-314
Forman RTT 2008 Urban Regions: Ecology and Planning Beyond the City Cambridge: Cambridge
University Press
Francis RA 2009 Perspectives on the potential for reconciliation ecology in urban riverscapes CAB
Reviews: Perspectives in Agriculture, Veterinary Science, Nutrition and Natural Resources 4: art
73
Francis RA and Lorimer J 2011 Urban reconciliation ecology: the potential of living roofs and walls
Journal of Environmental Management 92: 1429-1437
Francis RA, Lorimer J and Raco M 2012 Urban ecosystems as 'natural' homes for biogeographical
boundary crossings Transactions of the Institute of British Geographers 37: 183-190
Francis RA 2012 Positioning urban rivers within urban ecology Urban Ecosystems 15(2): 285-291
Gaston KJ (ed) 2010 Urban Ecology Cambridge University Press, Cambridge
Groffman PM, Bain DJ, Band LE, Belt KT, Brush GS, Grove JM, Pouyat RV, Yesilonis IC and
Zipperer WC 2003 Down by the riverside: urban riparian ecology Frontiers in Ecology and the
Environment 1: 315-321
Gurnell A, Lee M and Souch C 2007 Urban rivers: hydrology, geomorphology, ecology and
opportunities for change Geography Compass 1: 1118-1137
Kennedy C, Pincetl S and Bunje P 2011 The study of urban metabolism and its applications to urban
planning and design Environmental Pollution 159: 1965-1973
Pickett STA, Cadenasso ML, Grove JM, Nilon CH, Pouyat RV, Zipperer WC and Costanza R 2001
Urban ecological systems: linking terrestrial ecological, physical, and socioeconomic
components of metropolitan areas Annual Review of Ecology and Systematics 32: 12757
Pickett STA, Cadenasso ML, Grove JM, Boone CG, Groffman PM, Irwin E, Kaushal SS, Marshall V,
McGrath BP, Nilon CH, Pouyat RV, Szlavecz K, Troy A and Warren P 2011 Urban ecological
systems: Scientific foundations and a decade of progress Journal of Environmental Management
92: 331-362
Redclift M 2005 Sustainability London, Routledge
Walsh CJ, Roy AH, Feminella JW, Cottingham PD, Groffman PM and Morgan RP 2003 The urban
stream syndrome: current knowledge and the search for a cure Journal of the North American
Benthological Society 24: 706723
91
Understanding the Sustainable City

Credit value: 20
Lecturers: Dr Richard Wiltshire; Dr Federico Caprotti
Teaching arrangement: 1 lectures, 10 seminars (2 hours) and 1 field visits.
Educational aims
(a) Outline and evaluate the conceptual debates relating to the terms sustainability and sustainable
development.
(b) Discuss what is meant by the good city and evaluate different approaches to the production of
ideal or good city form.
(c) Analyse the different meanings of urban sustainability through the context of examples of the
planning and management of cities.
(d) Evaluate how far different conceptions of the sustainable city are realisable in practice in relation
to the purposive creation of urban places.
Learning outcomes
By the end of the module, it is intended that students will be able to:
(a) Demonstrate systematic understanding and knowledge of social, economic, and political/policy
issues/processes relating to the development of sustainable cities.
(b) Demonstrate knowledge of conceptual debates relating to the terms sustainability and
sustainable development.
(c) Demonstrate knowledge and understanding of the different meanings of urban sustainability
through the context of changing approaches to the planning and management of cities.
(d) Conduct independent and detailed research into theories and ideas about cities and sustainable
development, drawing on specialist data sources and field observation.
(e) Undertake analysis of complex, incomplete or contradictory areas of knowledge in relation to
theories and ideas relating to sustainable development and cities.
(f) Synthesize information about theories, ideas, and practices relating to sustainability and cities, in a
manner that may be innovative, utilizing knowledge or processes from the forefront of the discipline.
Structure
This is a lecture, reading and discussion-based module. Each meeting will involve a discussion and
debate of a particular piece of relevant literature set the previous week, followed by a short lecture
by the tutor outlining the key debates in the literature to be discussed in the following week. This
order may be changed from time to time, to facilitate discussions with guests and short field
excursions. The objective of each session will be to (a) explore broader ideas and concepts that
relate to the subject matter, and (b) relate these to practical and/or policy contexts and examples. It
will be the responsibility of each student to do the required reading in advance of discussion
sessions and be prepared to contribute to debate.
Brand, P., 2007, Green Subjection: The Politics of Neoliberal Urban Environmental Management,
International Journal of Urban and Regional Research, 31, 3, 616-632.
Brand, P. with Thomas, M., 2005, Urban environmentalism: global change and the mediation of local
conflict, Routledge, London.
Hall, P., 2002 (Third edition), Cities of Tomorrow: An Intellectual History of Urban Planning and
Design in the Twentieth Century, Blackwell, Oxford.
92
Krueger, R. and Gibbs, D., (eds.), 2007, The Sustainable Development Paradox: Urban Political
Economy in the United States and Europe, Guilford Press, New York.
Stevenson, D., 2003, Cities and Urban Cultures, OUP. Maidenhead
Swyngedouw, E. and Haynen, N., 2003, Urban Political Ecology, Justice and the Politics of Scale,
Antipode, 898-918.
Swyngedouw, E. and Kaka, M., 2003, The making of 'glocal' urban modernities: exploring the cracks
in the mirror, City, 7, 1, 5 21.
Whitehead, M, 2006, Spaces of Sustainability: Geographical Perspectives on the Sustainable Society,
Routledge, London.
93
Urban Studies Internship

Credit value: 20
Module coordinator: Professor David Green
Teaching arrangement: 1 (2hour) seminar; 30 hours on-site work experience
Assessment: One 4,000 word project (100%)
Educational aims
The internship module allows students to undertake a research project related to current urban policy
or the needs of an organisation involved in urban research. These projects will typically focus on a
discrete piece of research directly linked to the needs of the host organisation.
In most cases the aim of the research will be to generate knowledge that will result in or help to create
a public output such as a policy document or a publication either in printed or virtual format. In some
cases the research will contribute to knowledge for the internal needs of the organisation itself. The
nature and extent of the student involvement will be agreed between KCL and the host organisation
prior to the commencement of the internship itself.
Learning outcomes
The internship has several learning outcomes:
i. Content
Each project will focus on a specific topic related to urban research. Students will be encouraged to
read around the topic in question and to situate their research in a broader set of literature. In
conjunction with the provider and the academic lead, they will also be expected to develop their own
research questions as part of the involvement in reading and researching the topic.
ii. Production of knowledge
Students will not only learn about the broad research topic in question but will be expected to develop
an understanding of the requirements and priorities of institutions. Where relevant, students will also
be involved in producing data and/or writing documents based on their research for the organisation.
iii. Future employment
In addition to the generic subject skills developed in the process of undertaking research, the
internship provides an opportunity for students to deepen their understanding of the relationships
between theoretical knowledge and practice within a particular field, as well as providing vital
practical work experience in urban research to enhance future employability.
Structure
Each student will work at the institution for approximately 80-100 hours on primary research. In
addition, a further 80-100 hours has been set aside for reading relating to the research topic. Within
this envelope of time, students will be expected to work on the research project in conjunction and
collaboration with the designated lead at the host institution and as directed by that person.
There is no financial cost for the provider other than covering expenses that would otherwise not have
been incurred by the student. Normal travel costs to and from the institution will be met by the
student.
The practical nature of this module makes a separate bibliography unnecessary. In reflecting on their
practical experiences, students will be expected to relate the issues raised in practical research with
their readings for other masters modules, including those dealing with generic questions pertaining to
94
social research in general as well as with more specific questions relating to the concepts
underpinning urban research.
Water Resources and Water Policy
Credit value: 20
Module coordinator: Professor Tony Allan
Teaching arrangement: 30 hours of lectures and seminars
Educational aims
To provide an interdisciplinary introduction to the recent history of water resource allocation and
management, especially in Asia, Africa and the Middle East. Priority will be given to outlining a
conceptual framework identifying the relevant underlying ecological, economic and sociological
principles relevant in the evaluation and management of water resources.
The conceptual framework will also show the link between these underlying principles and
environmental and economic policies. The roles of the institutions and technologies through which
such policies can be implemented will also be analysed and exemplified.
Learning outcomes
At the completion of the module the students should be able to
evaluate water resources for environmentally and economically sound outcomes;
understand a sound conceptual framework concerned with the monitoring and evaluation of
water resources and develop/implement water policy;
implement methods of data capture;
analyse water resource planning and policy.
Structure
1. Water: the theoretical scope and focus of the programme.
2. The hydrological cycle and modifying the hydrological cycle.
3. The economics of water resources: an international perspective.
4. Some essential political economy perspectives on water and water and the environment.
5. Water use and water policy: social theory.
6. Water politics: theory.
7. Water politics and the decentralisation of water policy: a case study from Ethiopia.
8. International hydropolitics: some theory and some case studies.
9. Water law and international water law.
10. Integrating theory and applying it to the world of water: a review session.
Seminars by module participants + debates based on selected readings.
Agnew C and Anderson E (1992) Water Resources in the Arid Realm, Routledge, London
Ahmad, YJ, Serafy, S El and Lutz, E. (1989) Environmental Accounting for Sustainable
Development, World Bank, Washington DC
Allan, JA, (1996) Water, Peace and the Middle East, Tauris, London
Allan, J.A. and Howell, P.P. (1994) The Nile: sharing a scarce resource, CUP, Cambridge
Barrow, C. (1987) Water Resources and Agricultural Development in the Tropics, Longman, Harlow
95
Beaumont, P, (1989), Environmental management and development in drylands, Routledge, London

European Commission, (1998) Towards sustainable development: Guidelines for water resources
development co-operation, a strategic approach, Brussels: Commission of the European Communities
Howsam, P. and Carter, R. (1996) Water Policy, E & FN Spon., London
Kay, M, Franks, T and Smith, L, (1997) Water: economics, management and demand, E&FN Spon,
London
Kinnersley, D, (1994) Coming clean: the politics of water and the environment, Penguin,
Harmondsworth
McDonald, A and Kay, D, (1988) Water resources, Longman, Harlow
Merrett, S, (1999) An introduction to the economics of water, UCL Press, London
Newsom, M, (1992) Land, water and development, Routledge, London
Ohlsson, L, (1999) Environment, scarcity and conflict: a study of Malthusian concerns, Gteborg
University Press, Gteborg
Rogers, P. (ed) (1994) Water in the Arab Middle East, Harvard University Press, Cambridge
Ward, R.C. and Robinson, M., (1989) Principles of hydrology, McGraw Hill, London
Winpenny, J, (1994) Managing water as an economic resource, Routledge, London
96
Water, Security and the Environment

Credit value: 20
Module coordinator: Dr Naho Mirumachi
Teaching arrangement: 14 hrs lectures; 6 hrs seminar/tutorials
Assessment: One 1,000 word book review (25%); one 3,000 word essay (75%)
Educational aims
Develop critical thinking on the historical and contemporary issues involved in the conduct
and management of international river disputes (both successive and divided international
rivers).
Develop awareness on the complexities of water resources allocation and river
management through perspectives of geopolitics, political geography and
international relations.
Appreciate the multifaceted nature of international disputes over rivers, including issues of
territoriality and borders, in various regional contexts, including the Middle East and North
Africa, South Asia and Southeast Asia.
Explore potential solutions and means of dispute resolution of shared waters.
Learning outcomes
Develop analytical tools to help account for the hydropolitics of river basins.
Understand the ways in which technical and legal issues of territory and resources are
politicised.
Critically assess contemporary dispute mechanisms and related negotiation strategies and
legal instruments.
Demonstrate critical thinking through both structured essay responses and class
presentations.
Identify and critically assess data and information through academic literature,
newspapers, policy papers and websites.
This indicative reading list below provides some grounding to the module. The websites are
also useful sources of information, particularly relating to policy.
Allan, J.A. 2003. Middle East Water Question: Hydropolitics and the Global Economy ,
London: I.B. Tauris
Blake, G.H., Hildesley, W.J., Pratt, M.A., Ridley, R.J. and Schofield, C.H. (eds) (1995) The
Peaceful Management of Transboundary Resources, London: Graham and Trotman
Earle, A., Jgerskog, A., and J. jendal, eds, 2010. Transboundary Water Management:
Principles and Practice. London, Washington, DC: Earthscan
Howell, P.P. and Allan, J.A. 1994. The Nile: Sharing a Scarce Resource. Cambridge:
Cambridge University Press
nd
McCaffrey, S.C. 2007. The Law of International Watercourses. 2 Ed. Oxford: Oxford
University Press
Molle, F., Foran, T. and M. Kknen, eds, 2009. Contested Waterscapes in the Mekong
Region: Hydropower, Livelihoods and Governance. London; Sterling V.A.: Earthscan
Nakayama, M. 2003. International Waters in Southern Africa. Tokyo, New York: United
Nations University Press
Prescott, P. and Triggs, D. G 2008. International Frontiers and Boundaries: Law, Politics and
Geography, Leiden: Martinus Nijhoff
Salman, S.M.A. and Uprety, K., 2002. Conflict and Cooperation on South Asias
International Rivers: A Legal Perspective. Washington, D.C.: World Bank.
97
Wegerich, K. and Warner, J. eds. 2010. The Politics of Water: A Survey. London: Routledge
98

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DEPARTMENT OF

Risk Governance ................................................................................................................................................. 74

Advanced Quantitative and Spatial Methods in Human Geography

Analysing African Cities: Globalization and Urban Livelihoods

Key recommended texts

Analysing Poverty: Concepts, Measurement and Modelling

Key recommended texts

Boundaries, Sovereignty and the Territorial State

Boundaries and territory in political geography

Territory, sovereignty and the state

Modern challenges to sovereignty self determination and territorial integrity

Boundaries and state territory in international law

Territory and boundaries in political and international studies

Key recommended texts

Climate Change and Culture

Worldviews, knowledge and climate expertise

Updated:05 September 2014

Science controversies and climate contrarians

Key recommended texts

Climate: Science and History

Community, Vulnerability and Disaster Risk

Nevertheless, the definition and specification of the city is found to be elusive.

Consumption, Globalisation and Sustainability (not offered 2014-15)

Key recommended texts

Critical Geographies of Terrorism

New York, 99-122

Development and Environmentalism in the South

Disasters and Development

Environment, Livelihoods and Development in the South

Environmental Actors and Politics

Environmental Geographical Information Systems (GIS)

Cassettari, S. (1993) Introduction to integrated geo-information management, Chapman and Hall,

Environmental Remote Sensing

Nasa Earth Observatory (http://earthobservatory.nasa.gov/)

Environmental Research Design and Application

Environmental Science and Policymaking

Freshwater and Estuarine Resources: Science, Management and Policy*

Functioning, Assessment and Management of Aquatic Ecosystems*

river ecology and physical processes: understanding the river continuum

Physico-chemical profiling of lake systems

Statistical Analysis of collected Data:

Gentrification and Urban Regeneration (not offered 2014-15)

Geopolitics of Natural Resource Disputes

International fishing disputes 1: a global review

Key recommended texts

Global Environmental Change 1: Climate Science

Global Environmental Change 2: Earth System Dynamics

Globalisation and the Environment

Castree, N. and B. Braun (eds) (2001) Social Nature Oxford: Blackwell

Governing the Sustainable City

Cochrane, A. (2007) Understanding Urban Policy A Critical Introduction, Oxford, Blackwell.

Health, Lifestyles and Cities (not offered 2014-15)

Marine and Freshwater Fishery Management and Aquaculture

Marine Resource Management

Methods for Environmental Research

Modelling Environmental Change at the Land Surface

Jakeman, A.J.,Beck, M.B.,and McAleer, M.J. (1993) Modelling change in environmental

Monitoring Environmental Change

Nineteenth-Century Studies Internship

Practising Social Research

Introduction: methods, methodology and (social) science

demonstrate an understanding of the limitations of risk assessment techniques

management. London: Earthscan.

Power, M. (2007) Organised Uncertainty. Oxford: Oxford University Press