School of Marine Science & Technology
MSc/Diploma in Tropical Coastal Management
COURSE PROSPECTUS 2005-2006
The one-year MSc in Tropical Coastal Management (TCM) addresses current and future environmental and socioeconomic challenges facing developed and developing countries of the tropics. The complexities in managing
development and use of marine and coastal resources have led to the need for experts with advanced knowledge
and skills in both the natural and social science disciplines. The newly-revised degree adopts an interdisciplinary
approach to the study of integrated coastal management in recognition of the need for individuals who can
understand both landward (e.g. indigenous communities) and seaward (e.g. sustainable coral reefs) concerns.
Graduates of the MSc in TCM have an advanced understanding of the key factors that underpin effective coastal
management including knowledge of the cultural, legal, political, scientific and technological dimensions
fundamental to long-term sustainable development.
The University of Newcastle is an ideal base for the study of tropical coastal management because it is home to
many internationally renowned experts who work in this field of investigation. Students can take advantage of the
benefits offered by a leading School of Marine Science and Technology in addition to the diverse range of
expertise available throughout the University. Staff from the following Schools also regularly teach on the MSc:
Geography Politics & Sociology, Mathematics & Statistics, Biology and Business. To further increase students
exposure to the breadth of tropical subjects, the course lecturers are taken from other universities and partners in
industry (Royal Yachting Association, Plymouth Marine Laboratory, Environmental Management & Training
Purton, University of Essex, Manchester Metropolitan University, Free University of Amsterdam, Sustainable Fish
Farming Ltd, SeaBait Ltd, Plymouth University, Service Aqua LLC, Envision Partners, Cesar Environmental
Economics Consulting, Peter Burbridge Associates).
The MSc in Tropical Coastal Management began in 1987 and boasts a long list of successful graduates working
in relevant jobs around the world. The course is specifically designed for those students intending to work or who
are employed in tropical countries. Some tropical experience is preferred for admission on to the MSc although
individuals seeking to embark on a rewarding career in tropical coastal management should discuss his or her
ambitions with the degree Programme Director.
This prospectus is an introduction to the course as it is at present and the content and outline are subject to
change. If you have any questions or require further details then please contact Ann Bridges
(a.e.bridges@ncl.ac.uk) in the first instance.
CONTENTS
MSC PROGRAMME OBJECTIVES
ENTRY REQUIREMENTS AND COURSE STRUCTURE
ACADEMIC YEAR
STUDENT FEEDBACK
FACILITIES
DEGREE SUPPORT
CURRENT MODULES
PROJECT PAPERS SINCE 1998-99
WHAT MSC TCM GRADUATES DO
2
2
3
3
3
4
6
18
20
MSc PROGRAMME OBJECTIVES
Graduates in Tropical Coastal Management
will be equipped to act either as team leaders or
as members of multidisciplinary teams working
in coastal management. They will have gained
a broad overview of the problems and issues of
coastal management, a wide range of
transferable skills, and the ability to integrate
diverse inputs into coherent management plans.
The objectives of the course are that by its end
graduates will have:
 acquired knowledge of the biodiversity,
economic goods and services, processes
and functions of the coastal ecosystems
which are the resource base for coastal
communities.
 developed numerical modelling and
analytical skills, written and verbal
communication skills, and workplace skills
which facilitate effective management.
 gained an awareness of sources of
information about coastal management
issues and the underlying science,
economics, law, social and other data, and
the ability to use information technology to
access these sources.
 developed independent study, cooperative
learning and team work skills.
 undertaken with training and guidance a
major piece of independent original
practical or library-based research leading
to concise written reports, of a quality and
style expected in mainstream journals thus
demonstrating the ability to prepare major
syntheses of original information for
international or national agencies.
ENTRY REQUIREMENTS AND
COURSE STRUCTURE
Students registering for the programme are
required to have a good relevant first degree
and at least 3 months’ appropriate tropical
work experience. Tuition fees and living
expenses are given at the Web site
http://www.ncl.ac.uk/postgraduate/internationa
l/intfinance.phtml and there are some
opportunities for part funding by the university
(http://www.ncl.ac.uk/postgraduate/funding/).
For the past 8 years, studentships for UK
resident UK citizens have been made available
on a competitive basis by the Natural
Environment Research Council (NERC).
The MSc and postgraduate Diploma courses
consist of modules totalling 180 and 150
credits worth of study respectively. Common to
both are taught modules totalling 100 credits
which provide structured learning over 22
weeks from September to March. Examinations
of these modules take place in the first week
2
following the Easter vacation. The taught
modules comprise compulsory (150 credits)
and optional (30/80 credits) modules. At
registration, your tutor will discuss your choice
of optional modules with you. At the discretion
of the Degree Programme Director and within
timetabling constraints, you can also substitute
other modules from throughout the University
for the optional modules The MSc research
project carries a value of 80 credits and the
Diploma project a value of 50 credits.
You will find that the format of the modules
can vary widely. Ten credits involves 100 study
hours by you, only some of which are formal
“contact” hours. Every module therefore
involves independent private study and how
you spend this apparently ‘free’ time will be a
major factor determining your overall success.
Details of the modules expected to be
available, with methods of assessment and
other relevant information follow.
Details of the proportions of the total marks
assigned to various components within the
modules and the methods of assessment are
given below. The MSc/Diploma includes about
400 hours of formal teaching, namely lectures,
practical classes, workshops, field visits,
seminars, syndicate exercises and oral
presentations by students. Most of the teaching
is carried out at Newcastle.
Formal examinations constitute only a
relatively small part of the overall assessment.
More weight is attached to essays, library
projects, fieldwork, practical reports and
similar which are subject to continuous
assessment. Modules designed to develop
student skills in information technology, data
handling, use of computers as management and
analytical tools, report writing and oral
presentation are as important as the knowledgebased training.
Research Project
Each student has to undertake a research
project and write a Study Plan, Literature
Review and Research Paper. MSc students are
allowed 16 weeks to complete their projects
whilst Diploma students are allowed 8 weeks,
but the planning for these begins at the start of
the teaching year.
Overseas fieldwork for a period of four to six
weeks (~mid-May to end June) is feasible for
those MSc students with adequate funding.
Marking scheme
The proportions of marks assigned to the
research project work and to assessed course
work are as follows:
Course work
Research
project
MSc
56%
44%
Diploma
73%
27%
To assist students in monitoring their own
performance, in-course assessed work is graded
according to the common postgraduate marking
scheme, where:
Mark (%)
<50
50-59
60-69
70+
Summary description
Fail
Pass
Pass with Merit
Pass with Distinction
Before proceeding to an MSc or Diploma
dissertation, a student must satisfy the
examiners in the assessment specified for each
taught module. Final results of assessment of
taught modules will be notified by mid-May.
In early September students are required to
attend an oral examination by the External
Examiner. Should you fail the MSc
examinations you cannot be re-examined until
the following April. Should you fail to submit
your dissertation in time for it to be examined
by the External Examiner, it cannot be
examined until the following September.
ACADEMIC YEAR
The first week of the academic year (19-23
September 2005) is allocated to induction
which includes: (i) Interview with personal
tutor, module choices, (ii) Registration in MST,
(iii) Report to Language Centre if English is
not your first language, (iv) Report to Graduate
School to collect smart card etc, (v) Informal
meeting with staff and students, and (vi) Course
and other briefings.
Semesters
1: 26 Sept 2005 to 27 January 2006
2: 30 Jan 2006 to Fri 16 June 2006
3: 19 June 2006 to Fri 1 September 2006
You are required to regularly attend the
programme of study prescribed for the TCM
Degree.
STUDENT FEEDBACK
The Staff-Student Liaison Committee provides
a forum for discussion of all matters relating to
the academic content, assessment and teaching.
We continually seek feedback from the class
through informal discussion and meetings of
3
the TCM class. These meetings have been
particularly useful in helping us develop the
degree programme.
Students believing they have good reason for
dissatisfaction are encouraged to voice their
complaints. Complaints should usually be
taken initially to the member of staff involved.
If the matter is not resolved satisfactorily, you
should raise the matter with your personal
tutor, your representative on the Staff-Student
Liaison Committee, the Degree Programme
Director, the Head of School, the Deputy
Registrar (see the Student Charter "Newcastle
University and You").
Constructive feedback on teaching will be
sought via questionnaires distributed by
teaching staff. These are made available as
appropriate to Degree Programme Directors,
Boards of Studies and Heads of Schools to
assess the coherence of the programme, and
identify its strengths and weaknesses.
FACILITIES
The Robinson Library houses the major book
and journal collections in the University and
has sections dedicated to the biological
sciences, economics and engineering. Browse
and access the available on-line journals at:
http://www.ncl.ac.uk/library/ejs/ejshome.html.
The
Tropical
Coastal
Management
Information Centre in the Ridley Building is
a quiet dedicated reading room and provides a
unique collection of specialised materials on
various aspects of tropical coastal management.
The Marine Science & Technology
Information Centre in the Armstrong
Building houses important documentation and
books on marine technology and industry.
There are major computing facilities in the
Ridley (Nereid cluster), Armstrong and King
George VI (Lawn and Naiad) Buildings which
are used for organised classes, but available for
individual use at other times during normal
working hours. As postgraduates you will
normally be able to gain access to the Ridley
Building cluster at all times.
The ISS (computing service) provides a large
number of "Common User" computers located
in clusters in various buildings around the
University. The clusters you may wish to
investigate are the Old Library User Area
(OLUA) Turf cluster, the Robinson Library
Tyne cluster, and the Bedson Building Side
cluster. In the Robinson Library and OLUA
there is also a member of computing staff
available at advertised times to provide help if
required. Some Common User clusters are
available for use during evenings and at
weekends. Access to a machine is via a
booking sheet located in the cluster room.
Approximately 20% of the last are international
students.
The University has moved to Microsoft
Windows 2000, with MS Office 2000 as the
standard package for word processing,
spreadsheet, presentation and database
applications, but a range of other software is
also available for use, e.g. graphics packages,
reference managers and statistical packages.
The Computing Service provides help sheets in
the use of this software and these can be
obtained from all cluster rooms or from the
Computing Service Office in the Claremont
Tower. See: http://www.ncl.ac.uk/iss/ for more
information.
As a postgraduate student you will be part of
the large and dynamic Faculty of Science,
Agriculture and Engineering Graduate School
(http://www.ncl.ac.uk/sfac/postgrad/).
The University web pages provide a wealth of
information on all aspects of university life:
http://www.ncl.ac.uk/external
MSc TCM DEGREE SUPPORT
The Head of School is ultimately responsible
for the MSc Degree Programme, assisted by the
Degree Programme Director for the
MSc/Diploma in TCM who has overall day-today responsibility for the programme. Module
leaders manage each module.
Overall responsibility for the academic 'policy'
and management of the degree programme
rests with the Board of Studies made up of all
relevant module leaders, plus the student
representatives. The Degree Director for TCM
is Chairman of the Standing Committee which
reports to the Board.
Matters relating specifically to assessment are
the responsibility of the Board of Examiners
in TCM whose membership includes all those
who contribute to the relevant teaching
programmes. Past External Examiners of the
MSc TCM programme have included Prof.
Rolf PM Bak (Netherlands Institute for Sea
Research), Prof. John C Ogden (Florida
Institute of Oceanography) and Prof. Harald
Rosenthal (University of Kiel).
The MSc in Tropical Coastal Management
conforms to the UK National Qualifications
Framework for Masters degrees. Its Programme
Specification and Programme Standards are
contained in the programme handbook.
The School of Marine Science and Technology
(MST) is the largest and broadest-based marine
school in the UK, covering marine engineering,
marine science, naval architecture, offshore
engineering, coastal management and small
craft technology. It enjoys a substantial
international reputation and has nearly 400
undergraduate and 130 postgraduate students.
4
Teaching staff include:
Dr Derek Bell
Lecturer in Political Thought
School of Geography, Politics and Sociology
Research is primarily directed at political and
philosophical analysis of environmental issues.
Current projects include examinations of the
environmental capacity of political liberalism,
the potential of deliberative forums to promote
science-public communication, and the theory
and practice of 'environmental citizenship'. He
is Convenor of the Political Studies
Association Environmental Politics Specialist
Group.
Professor Barbara Brown
Chair in Tropical Marine Biology, School of
Biology
Research interests focus on the impacts of manmade and natural influences on coral reefs,
particularly environmental factors in coral
bleaching; on the use of corals as indicators of
environmental change and development of
bioassays to assess the condition of tropical
marine ecosystems. Extensive field work has
been focussed on the Caribbean and Thailand.
Professor Peter Burbridge
Chair in Coastal Zone Management,
World-wide experience as a consultant in
integrated coastal management, especially in
Southeast Asia.
Dr John Bythell
Lecturer
School of Biology
Research interests include coral reef
community dynamics, molecular indicators of
stress and diseases of corals. His field work has
been mostly in the Caribbean.
Dr Herman Cesar
Professor in environmental economics, Free
University of Amsterdam, and Newcastle
Visiting Lecturer
His research interests and consultant work
focus on valuation of coral reefs and other
tropical systems with respect to destructive
fishing and other impacts.
Seabait Ltd, a polychaete aquaculture company
with markets in the tropics and elsewhere.
Dr Susan Clark
Newcastle Visiting Lecturer
Environment Agency
Research and consultancy interests include reef
damage assessment, design and implementation
of long-term monitoring programs for coral
reefs and reef restoration. Her field work has
focused most recently on the Red Sea.
Dr David Ong
Newcastle Visiting Lecturer and Reader
University of Essex
David Ong specialises in international and
environmental law. He has published on these
American Journal of International Law, the
European Journal of International Law and the
Netherlands Yearbook of International Law, as
well as being a co-author of the Sourcebook on
Environmental Law (2nd ed., 2002, Cavendish).
Dr Alasdair Edwards
Senior Lecturer
School of Biology
Major research interests include reef
rehabilitation, management of fisheries, and
remote sensing in the tropics. Primary
fieldwork sites have been the Maldives, Turks
& Caicos Islands, Red Sea, various tropical
Atlantic islands and West Africa.
Dr Bob Foster-Smith
Newcastle Visiting Lecturer and Partner,
Envision Partners
His research and contract work concerns
remote survey and mapping of biotopes of
shore and sub-tidal environments and uses
Geographical Information Systems extensively.
Dr Jeremy Hills
Newcastle Visiting Lecturer and Partner,
Envision Partners
Research and consultancy has included
ecological dynamics, hydrodynamics and
fisheries. His projects have addressed prawn
stock enhancement in Sri Lanka, status of rock
lizards on Bermuda islands, development of
prototype Coastal Habitat Management Plans
and quality assurance and management of
environmental training.
Dr Martin Le Tissier
Newcastle Visiting Lecturer and Partner
Envision Partners
His research and consultancy work is on coral
reef ecology and coastal management. He has
worked in SE Asia, Caribbean and Middle
East. Current projects include coral diseases
and ecology of coral reef recovery. He has
designed and implemented training courses and
helped build institutional capacity in India.
Professor Peter Olive
School of Marine Science & Technology
Research centres on reproductive biology and
life history of marine invertebrates, population
dynamics and aquaculture. He is a founder of
5
Dr Chris Perry
Newcastle Visiting Lecturer and Reader,
Manchester Metropolitan University
He is a carbonate geologist who has extensive
research and consultancy experience related
especially to the origin, formation and
depositional history of coral reefs. His
extensive field work has included the
Caribbean and Mozambique.
Dr Nicholas Polunin
Reader in Tropical Marine Ecology
School of Marine Science & Technology
His research and teaching are on community
ecology, the focus being on fishes, fisheries
and food webs. Recent work includes
application of stable isotopes, marine protected
areas in the Caribbean, and impacts of reef
fishing and coral bleaching in the Indo-Pacific.
He is President of the International for Reef
Studies and edits the international journal
Environmental Conservation.
Dr Selina Stead
Lecturer
School of Marine Science & Technology
From a background of work on environmental
factors in feeding, growth and reproductive
development of freshwater and marine finfish,
current research interests are focussed on
aquaculture planning and policy, fisheries
management, and integrated coastal zone
management (ICZM), using inter- and multidisciplinary approaches. Her work addresses
issues in sustainable development of marine
coastal resources, and their human dependents.
Professor Rob Upstill-Goddard
School of Marine Science & Technology
Research interests include marine biogases and
transfer of gases across the air-sea interface,
biogeochemistry measurement techniques and
instrumentation.
Dr Susie Thomson
Newcastle Visiting Lecturer
Royal Yachting Association
She has been involved in the development of
Integrated Coastal Management (ICM)
Decision Support Systems (DSS), notably the
CORAL DSS for Resource Analysis applied in
Curaçao and the Maldives.
Other relevant support staff include:
Mr R O Carter
Information Assistant & Librarian
MT Seminar Library, 1st Floor, Armstrong
Building, ext.6743,
email: r.o.carter@ncl.ac.uk
School Administrator
School Office, ext.6815
email: Kathleen.Heads@ncl.ac.uk
Helen Clough (Postgraduates etc)
School Office, ext.6718/5304
email: Helen.Clough@ncl.ac.uk
Liz Baker (Exams etc)
School Office, ext.5304/6718
email: Elizabeth.Baker@ncl.ac.uk
Ann Bridges (Admissions etc)
Ridley Building, ext. 6661
email: a.e.bridges@ncl.ac.uk
Mr Andrew Pile
Computer Manager
Lower Mezzanine Floor, ext.5068,
email: andrew.pile@ncl.ac.uk
Kathleen Heads
MODULES
The following modules are expected to make up the MSc/Diploma programme in the academic year
2005-06:
Status
Module working title
Short title
Credits
compulsory
Critical appraisal of coastal production systems
Marine resource mapping and evaluation
Remote sensing and assessment of coastal resources
Research skills
Environmental impact assessment
Fisheries resources assessment and management
Sustainable world aquaculture
International environmental politics
Coastal governance
Principles and practice of integrated coastal management
management
Research
in coastal management
Research in coastal management (Diploma)
Systems
Mapping
Remote sensing
Skills
EIA
Fisheries
Aquaculture
Politics
Governance
ICM
Research
Desk study
30
10
10
10
10
10
10
20
10
20
80
50
compulsory
compulsory
compulsory
compulsory
The following module outlines may change for 2005-06:
6
Module Title
Module Code
Semester/s
Module Leader
Other Staff
Pre-requisites
Co-requisites
Post-requisites
Availability
Aims
CRITICAL APPRAISAL OF COASTAL PRODUCTION SYSTEMS
MST885
1
M
Credit 30
ECTS
Stage/s
Level
Value
Value
Dr N V C Polunin (NVCP)[MST]
Prof. BE Brown (BEB), Dr JC Bythell (JCB), Dr AJ Edwards (AJE) [School of Biology],
Dr HSJ Cesar (HSJC) [Free University of Amsterdam], Dr RW Payton (RWP)[School of
AFRD], Dr S Clark (SC), Dr RC Upstill-Goddard (RCUG), Dr G Uher (GU), [MST], Dr
CT Perry (CTP)[Manchester Metropolitan University]
None
All relevant MSc programmes, subject to degree regulations
An advanced understanding of the major biological, ecological and physical processes
affecting critical evaluation of development projects impacting productive tropical coastal
systems.
Intended Learning Outcomes
Intended Knowledge  An appreciation of what the tropical coastal zone is, what systems constitute it, what the
Outcomes
principal environmental issues affecting it are, and what ‘coastal management’ is.
 Understanding of the principal natural and anthropogenic processes maintaining and
altering structure and function of tropical coastal systems, and the scope for
management.
 Introduction to the interactions between ecology and environmental economics
Intended
Skills In relation to assessment and management of coastal areas in the tropics:
Outcomes
 Sourcing and synthesising multi-sourced information
 Reporting information in both oral and written forms, to address issues
 Peer assessment of oral and written reports
 Examination of issues across disciplines
Development of Key Skills*
I/P/A
I/P/A
Written Communication
I/P/A
Problem Solving
Interpersonal Communication
P/A
Initiative
I
Oral Presentation
P/A
Adaptability
I/P
Teamwork
I
Numeracy
Planning and Organising
Computer Literacy
P/A
Other (please state)
Teaching and Learning Methods
Number/Student Hours
Seminars including EEM Workshop
56/56 hours
Tutorials
18/18 hours
Private Study
Scientific literature review 50 hours; reading 167 hours; revision
Other
Peer assessment: 10 hours
Rationale and Relationship to Learning Outcomes
Seminars will provide a range of information and access to further information sources on physical, biological and
socially-relevant processes in the tropical coastal zone. Seminars and interactive case-histories will best allow students
to reflect on environmental issues facing coastal populations, their problems, causes and potential solutions. Skills of
literature research and communication will be built by a scientific literature review, for which students will each select
a topic from a number of relevant titles.
7
Module Title
Module Code
Semester/s
Module Leader
Other Staff
Pre-requisites
Co-requisites
Post-requisites
Availability
Aims
Intended Knowledge
Outcomes
MARINE RESOURCE MAPPING AND EVALUATION
MST889
2
M
Credit 10
ECTS
Stage/s
Level
Value
Value
Dr NVC Polunin [MST]
Dr RL Foster-Smith (BFS), IS Sotheran (IS) [Envision Partners], Dr ME Kendall
(MEK)[Plymouth Marine Laboratory], Dr S Stead SS) [MST]
All relevant MSc programmes, subject to degree regulations
Understanding of the objectives, concepts, principles of resource mapping and evaluation,
and practical understanding of how GIS can be used to facilitate management of coastal
resources
Intended Learning Outcomes
 Concepts of the use of GIS in resource mapping and evaluation
 Collection of natural-resources information and manipulation in electronic decision
support systems
 Resource evaluation as part of integrated coastal zone management.
Intended
Skills  Cartographic data representation, datums and projections and GPS positioning
Outcomes
 Survey design, sampling and rapid techniques for resource evaluation
 Basic GIS and electronic relational databases
 Spatial query within GIS and multicriteria decision support techniques
 Acoustic techniques for sea floor mapping
Development of Key Skills*
I/P/A
I/P/A
Written Communication
P/A
Problem Solving
I/P/A
Interpersonal Communication
I/P
Initiative
P
Oral Presentation
P
Adaptability
P
Teamwork
I/P
Numeracy
I/P/A
Planning and Organising
I/P
Computer Literacy
I/P/A
Other (please state)
Teaching and Learning Methods
Number/Student Hours
Lectures
8/8 hr
Seminars
4/8 hr
Practicals
3/9 hr
Fieldwork
3/12 hr
Private Study
67 hr: report writing, reading, use of GIS worksheets
Rationale and Relationship to Learning Outcomes
A mixture of lectures, seminars, practical session using computers and field work will be used to promote student
involvement, problem solving and discussion in evaluating techniques. Students will work in small groups for practical
and field work and class presentation of results, and will be expected to participate in group discussion involving peer
assessment and learning from the approaches adopted by others. Use of worksheets on GIS in students’ own time will
supplement teaching in practicals and lectures.
8
Module Title
Module Code
Semester/s
Module Leader
Other Staff
Pre-requisites
Co-requisites
Post-requisites
Availability
Aims
REMOTE SENSING AND ASSESSMENT OF COASTAL RESOURCES
BIO800
1
Credit 10
ECTS
Stage/s 1
Level
Value
Value
Dr Alasdair Edwards SoB (AJE)
M
To provide a working knowledge of how remote sensing technologies can be used for
coastal resources assessment, mapping and monitoring
Intended Learning Outcomes
Intended Knowledge By the end of the module, you will have developed an understanding of the principles and
Outcomes
applications of digital remote sensing, aerial photography and field survey techniques to the
assessment, mapping and monitoring of coastal resources and habitats.
Intended
Skills You will also have gained the practical and computer-based skills required to plan and
Outcomes
conduct field surveys and carry out processing of remotely sensed imagery (using the
UNESCO Bilko remote sensing package).
Development of Key Skills*
I/P/A
I/P/A
Written Communication
P/A
Interpersonal Communication
Problem Solving
I/P/A
Initiative
Oral Presentation
P
Adaptability
Teamwork
P
Numeracy
P/A
Computer Literacy
I/P/A
Planning and Organising
Other (please state)
Teaching and Learning Methods
Lectures
Seminars
Tutorials
Practicals
Fieldwork
Private Study
Other
9
Number/Student Hours
10/9.5
1/2
1/1
4/12
Practical work and reports: 25 hours; Internet searches: 5 hours;
Presentation preparation: 3 hours; Reading and revision: 42.5 hours;
Module Title
Module Code
Module Leader
Other Staff
Pre-requisites
Co-requisites
Post-requisites
Availability
Aims
Objectives
RESEARCH SKILLS
Semester
1
Credit Value 10
MAR801
Mr RO Carter
Prof. RW Birmingham, Dr A Metcalfe and others.
None
ECTS Credits
Annual
To introduce the underlying ideas and concepts associated with research methodologies,
the ethics and philosophy of science and why research as well as other projects need to be
managed. In parallel to provide basic skills related to finding and assessing information,
processing data or information using word processing, spread sheets and data base
facilities, and making judgements about data using basic statistical concepts and tools.
Teaching & Learning Methods
Number/Student Hours
Lectures
24 hrs
Seminars
Tutorials
Practicals
24 hrs
Fieldwork
Private Study
52 hrs
Other
Method(s) and Timing of Assessment
By coursework, including essays, presentations based
on an information retrieval exercise and on a statistical
topic not included in the syllabus, and a class
examination.
Teaching and Learning Methods
Number/Student Hours
Lectures
Practicals
Private Study
1 hr/wk for 12 weeks (ROC, RWB) .
1 hr/wk for 6 weeks (BL).
6 hrs in mid-semester for Labview (EM).
30 hrs
2 hrs/wk for 10 weeks (ROC, et al).
1 hr/wk for 6 weeks for statistical software (BL).
6 hrs in mid-semester for oral presentations (ROC).
32 hrs
4 hrs/wk for 12 weeks
48
hrs
Rationale and Relationship to Learning Outcomes
The lectures are designed to assist students in the acquisition of a knowledge base that will facilitate
understanding of concepts and methods. The practicals are supervised activities in which the students apply the
knowledge that they gain during formal lectures and private study. Private study involves: directed study
following lectures and practicals; directed study in preparation for the assessed coursework, which provides an
opportunity to bring together relevant knowledge and understanding and cognitive, research-related, and
assessed key skills.
10
Module Title
Module Code
Module Leader
Availability
ENVIRONMENTAL IMPACT ASSESSMENT
BIO804
2
Semester
Credit 10
Value
Dr JC Bythell
ECTS
Value
Level
4
MSc programmes in SAGE
Intended Learning Outcomes
Knowledge On completion of the module students should:
 understand the structure, principles and practice the EIA process in tropical areas
 have experience in undertaking EIA projects
 have experience in communicating the outcomes of an EIA process in an appropriate
formal written report
Intended
Skills By the end of the module, students will have developed a broad range of generic skills
Outcomes
including:
 problem-solving,
 aspects of data collection, data management and analysis,
 the ability to synthesise information in a concise and user-friendly way, and to produce
professional EIA reports.
Development of Key Skills*
I/P/A
I/P/A
Intended
Outcomes
Written Communication
I/P/A
Problem Solving
I/P/A
Interpersonal Communication
Initiative
I/P
Oral Presentation
Adaptability
I/P
Teamwork
P
Numeracy
I/P/A
Planning and Organising
P
Computer Literacy
P
Teaching and Learning Methods
Number/Student Hours
Web based study sessions
5/20
Seminars
Tutorials
3/3
Practicals : EIA project work
1/40
Fieldwork
Private Study
27
Other : case study exercises
2/10
Rationale and Relationship to Learning Outcomes
Web based sessions provide fundamental information on EIA and indicate further and most appropriate information
sources for further study. Case study exercises are used to enhance problem solving skills and reinforce relevant EIA
material, data collection and control of budgets. EIA project work uses fundamental information delivered via the web
and applies this knowledge in a simulated ‘real world’ EIA project. Private study is used for further reading and
preparation for study exercises and project work. Three tutorial sessions introduce the web based material and introduce
the case studies and project.
11
Module Title
Module Code
Semester/s
Module Leader
Other Staff
Pre-requisites
Co-requisites
Post-requisites
Availability
Aims
FISHERIES RESOURCES ASSESSMENT AND MANAGEMENT
BIO801
2
1
Credit 10
ECTS
Stage/s
Level
Value
Value
Dr AJ Edwards, SoB (AJE)
Dr NVC Polunin, MST (NVCP)
M
MSc Tropical Coastal Management
To develop an understanding of the threats to fisheries worldwide, the objectives and
techniques of fisheries resources management and the environmental impacts of capture
fisheries on coastal systems.
Intended Learning Outcomes
Knowledge By the end of the module, you will have gained a broad understanding of human exploitation
of fisheries resources, fisheries biology and the objectives and techniques for sustainable
management of fisheries. You will have learnt from the resource management failures of the
past.
Intended
Skills You will develop a range of skills in quantitative analysis and modelling of fisheries resource
Outcomes
use, interpretation of fisheries data and communication of findings to non-specialists.
Development of Key Skills*
I/P/A
I/P/A
Intended
Outcomes
Written Communication
P/A
Interpersonal Communication
Problem Solving
P/A
Initiative
Oral Presentation
P
Adaptability
P/A
Teamwork
P
Numeracy
I/P/A
Computer Literacy
I/P/A
Planning and Organising
Other (please state)
Teaching and Learning Methods
Lectures
Seminars
Tutorials
Practicals
Private Study
Number/Student Hours
13/12.5
1/3
2/2
6/15
Practical work: 18 hours; Case-history exercise: 15 hours;
Reading: 34.5 hours;
Rationale and Relationship to Learning Outcomes
Many of the techniques and skills associated with fisheries resources management are practical, numerical and
computer based and there is thus a major emphasis on these skills. The student’s understanding of the techniques is
assessed in a series of practicals involving fisheries resource assessment using real data and formative feedback is
given on interpretation of such data and the numerical skills required for analysis. The practical use of computers
to model management situations (ABASIM) is also developed and assessed (summatively). The examination tests
the students understanding of the basic knowledge base needed to manage fisheries resources and their ability to
develop
concise,
coherent
and
well-reasoned
arguments
regarding
key
issues.
12
Module Title
Module Code
Semester/s
Module Leader
Other Staff
Pre-requisites
Co-requisites
Post-requisites
Availability
Aims
SUSTAINABLE WORLD AQUACULTURE
MST887
2
M
Credit 10
ECTS
Stage/s
Level
Value
Value
Professor PJW Olive (PJWO)
Dr S Davies [Plymouth University], Mr Eric Piñon [Service Aqua LLC, qualified ACC
Certifier], Dr J Lee [Sustainable Fish Farming Ltd], Dr S Craig [Seabait Ltd] , Prof. PR
Burbridge [Peter Burbridge Associates]
All relevant MSc programmes, subject to degree regulations
Understanding of the current value of world aquaculture with special reference to tropical
coastal systems, the biological constraints on aquaculture, the emerging technologies for
sustainable aquatic production and the opportunities and threats facing coastal areas reliant
on non-sustainable aquaculture systems.
Intended Learning Outcomes
Knowledge  Understanding of the nutritional requirements of marine fish and crustaceans, the
importance of hatchery systems for larval production and the reasons for the current
dependency of aquaculture on capture fisheries
 Appreciation of the impact of current and past tropical coastal aquaculture on
environment and biodiversity, the principles of water management and bio-engineering
of zero-discharge systems
 Ability to make informed judgements about the likely future development of aquaculture
and the management procedures that could lead to the adoption of more sustainable
systems.
Intended
Skills  Ability to access public data bases (e.g. FAO), evaluate the statistics on current world
Outcomes
aquaculture and interpret these in relation to peer reviewed literature
 Ability to form judgements about the value of aquaculture in the economies of developed
and developing countries in a regional context
 Ability to evaluate an aquaculture system design through the development and/or critique
of a simulated business plan.
Development of Key Skills*
I/P/A
I/P/A
Intended
Outcomes
Written Communication
P/A
Problem Solving
Interpersonal Communication
P/A
Initiative
Oral Presentation
P/A
Adaptability
Teamwork
P
Numeracy
P/A
Computer Literacy
P
Planning and Organising
P/A
Other (please state)
Rationale and Relationship to Learning Outcomes
Lectures are required to convey to students the extent of the world-wide aquaculture industry, its recent rapid
growth, economic importance in tropical regions especially SE Asia and Central and Tropical South America and
impacts on the environment. The seminars will interface students with industry professionals especially to consider
realistically how the industry might become more sustainable.
13
Module title
Module No:
Module Leader:
Module Value:
Semester:
Module Status:
Availability:
Prerequisites:
Postrequisites:
INTERNATIONAL ENVIRONMENTAL POLITICS
POL804
Dr D Bell
Email: derek.bell@ncl.ac.uk
20 credits
One
Non-core and optional
All Masters Degrees
None
None
Module summary
This module focuses on the way the international community has sought to deal with environmental problems.
There are 12 weekly two-hour seminars, all held in Room G6, in the Politics building, six of which will be led by
Tim Gray, and the other six will be led by students. Students are required to present in paired teams at least TWO
seminar papers during the module.
For assessment purposes, the two team oral presentations count for a total of 20%, and the individual
research paper of approximately 4,000 words, counts for 80%, of the module’s mark.
Module aims
 to develop students’ awareness of global environmental problems and the attempts by the international
community to deal with them
 to enhance students’ capacity in key skills, including analysis; oral presentation; written communication,
research techniques, team work
To meet these aims, students will be required






14
to study the development of international concern for the global environment
to grasp the seminal concepts of sustainable development and environmental security
to appraise the role of international environmental regimes and of environmental NGOs
to assess the impact of trade on global environmental politics
to make at least two team oral presentations
to write a 4000 word Research Paper
Module Title
Module Code
Semester/s
Module Leader
Other Staff
Pre-requisites
Co-requisites
Post-requisites
Availability
Aims
COASTAL GOVERNANCE
MST888
2
M
Credit 10
ECTS
Stage/s
Level
Value
Value
Dr S Stead (SS)[MST]
Dr JM Hills (JMH)[Envision Partners]; Mr D Ong (DO)[School of Law, University of
Essex]; Dr I Weir (IW)[Newcastle School of Business];
None
All relevant MSc programmes, subject to degree regulations
Introduction and experience of the key components of coastal governance relevant to
Integrated Coastal Management, which is closely allied to the sustainable development
agenda, and involves policy, legal, sociological and economic aspects of the coastal zone
and is frequently termed coastal governance.
Intended Learning Outcomes
Knowledge  Understanding of the principles and concepts of governance of coastal areas
 Introduction to economic and legal approaches and instruments relevant to the
management of coastal areas
 Appreciation of policy and sociological frameworks within which broad coastal
governance issues are addressed
Intended
Skills  Experience in applying economics to coastal zone problem-solving, including the use of
Outcomes
techniques of economic valuation for project appraisal, social cost-benefit analysis, and
environmental valuation
 Grasp of international laws, conventions and agreements relating to tropical coastal
governance together with legal instruments addressing significant problems at a national
level
 Grasp of social methodological issues, including stakeholders, livelihoods, and equity
Development of Key Skills*
I/P/A
I/P/A
Intended
Outcomes
Written Communication
P/A
Problem Solving
I/P/A
Interpersonal Communication
I/P
Initiative
P
Oral Presentation
Adaptability
Teamwork
P
Numeracy
Planning and Organising
P
Computer Literacy
Teaching and Learning Methods
Lectures
Seminars
Tutorials
Practicals
Private Study
Rationale and Relationship to Learning Outcomes
I/P/A
Number/Student Hours
8/17 hr
6/14 hr
2/2 hr
2/6h
61 hr
The module is primarily delivered by lectures and seminars that promote student involvement, problem solving and
discussion. Active participation in some of these exercises is required, involving teamwork and communication skills, to
solve problems and facilitate learning by experience. Lectures and seminars provide a basis for understanding the
economic, legal, policy and sociological framework, these aspects will be brought together in a project based around
coastal governance. Private study for this project will be structured and directed through a supporting lecture and a
tutorial.
15
Module Title
Module Code
Semester/s
Module Leader
Other Staff
Pre-requisites
Co-requisites
Post-requisites
Availability
PRINCIPLES AND PRACTICE OF INTEGRATED COASTAL MANAGEMENT
MST886
2
M
Credit 20
ECTS
Stage/s
Level
Value
Value
Dr Selina Stead [MST]
Dr MDA Le Tissier (MLT), Dr JM Hills (JMH)[Envision Partners], Prof. PR Burbridge
(PRB)[Peter Burbridge Associates], Dr RS Thomson (RST)[Royal Yachting Association]
None
All relevant MSc programmes, subject to degree regulations
Intended Learning Outcomes
Knowledge ●Understanding of the principles and concepts of integrated management of tropical
coastal areas ● Insight into the potential areas of conflict between stakeholders and the role
that integrated management may play in resolving it and promoting sustainable use of
coastal resources ● Synthesise of a wide variety of information into a coherent, balanced
and integrated summary of a coastal system.
Intended
Skills ● Experience of conceptualisation of different sectors and disciplines in a coastal
Outcomes
management scenario and framework within a work environment ● Ability to acquire
environmental information from coastal stakeholders ● Ability to link a practical coastal
management framework to a real coastal area ● Ability to work under time pressure in a
small multidisciplinary team ● Ability to identify possible coastal management solutions and
possible institutional barriers and communicate them coherently, both orally and in written
form.
Development of Key Skills*
I/P/A
I/P/A
Intended
Outcomes
Written Communication
P/A
Problem Solving
I/P/A
Interpersonal Communication
I/P
Initiative
P
Oral Presentation
P
Adaptability
P
Teamwork
I/P
Numeracy
I/P/A
Planning and Organising
I/P
Computer Literacy
I/P/A
Teaching and Learning Methods
Number/Student Hours
Lectures
5/9 hr
Seminars
8/14hr
Practicals
7/44 hr
Fieldwork
2/16 hr
Private Study
117 hr
Rationale and Relationship to Learning Outcomes
This module builds on the specialist knowledge base on coastal process developed during the previous modules, and
links it to a practical framework for coastal management. The module does not intend to develop the knowledge base
but to guide the students through the process of coastal management. The lectures provide a basis for understanding the
ICM process. The key development is in the skills of synthesis, integration and balanced and coherent communication
of coastal management policies. Following role playing scenarios with staff, meetings with real coastal stakeholders
will be set up, but managed by the students themselves to attempt to gain maximum insight into coastal issues. The
module is primarily delivered by seminars that promote student involvement, problem solving and discussion in
evaluating and synthesising case-histories of coastal management projects and site visits interspersed with workshops
designed to facilitate progress through the coastal management framework. The students will work in teams, similar to
those involved in most actual coastal management projects. Active participation in some of these exercises is required,
involving teamwork and communication skills, to solve problems and facilitate learning by experience.
16
Module Title
Module Code
Semester/s
Module Leader
Other Staff
Pre-requisites
Co-requisites
Post-requisites
Availability
Aims
RESEARCH IN COASTAL MANAGEMENT
MST890
1-3
M
Credit 80
ECTS
Stage/s
Level
Value
Value
Dr NVC Polunin [MST]
Potential supervisors: Dr RL Foster-Smith, Dr JM Hills, Dr MDA Le Tissier [Envision
Partners], Dr JC Bythell [School of Biology], Dr RW Payton [School of AFRD], Dr I Weir
[Newcastle Business School], Dr D Bell [School of GPS], Dr MG Bentley, Dr AS Clare,
Dr S Stead, Dr RC Upstill-Goddard, Dr CLJ Frid, Prof. PJW Olive [MST] and others from
across the university by prior arrangement only through the module leader
All relevant MSc programmes, subject to degree regulations
To develop whichever of the skills and areas of knowledge gained during taught course
work are considered appropriate for the agreed study plan, and prepare for more effective
participation in professional programmes involving original investigations.
Intended Learning Outcomes
Knowledge  In-depth understanding of a selected topic in coastal management as an original
investigator
 Greater awareness of professional issues surrounding conduct of original investigations
in coastal management
Intended
Skills  Enhanced experience of extracting, collating and synthesising background information
Outcomes
for a focused study
 Strengthened ability to devise and plan an original investigation relevant to coastal
management based on current understanding
 Increased professional capacity to conduct original investigations, prepare substantive
reports to international publication standard and store information electronically.
Development of Key Skills*
I/P/A
I/P/A
Intended
Outcomes
Written Communication
I/P/A
Problem Solving
I/P/A
Interpersonal Communication
I/P
Initiative
I/P
Adaptability
P
Oral Presentation
Teamwork
I
Numeracy
P/A
Planning and Organising
I/P/A
Computer Literacy
P/A
Teaching and Learning Methods
Number/Student Hours
Seminars
8/8 hours
Tutorials
Approx 30/30 hours
Practicals
May be involved, depending on project selection
Fieldwork
May be involved, depending on project selection, and such work may be
conducted overseas, depending on the plan agreed with the project supervisor
and module leader
Approx 762 hours
Private Study
Rationale and Relationship to Learning Outcomes
The MSc TCM taught modules offer an extended introduction to the discourses, methodologies and approaches
involved in coastal management work. In the first few weeks a series of seminars is used to acquaint students with the
module, deliver generic skills in paper writing and project planning, and initiate project planning. Each student is
allocated an appropriate supervisor early in the year and a number of tutorials are needed from the inception and
planning through to carrying out the work, analysing data and writing up the results.
17
PROJECT PAPERS SINCE 1998-99
1998-99
ASFAHA, B. Establishment of the base line characteristics of the shark fishery in Eritrean waters, towards
providing information for their sustainable harvest and conservation. †
BALCIAUSKAS, K.A. Tropical level and anthropogenic causes of spatial variation in 15N and 13C stable isotope
composition of fish, plankton and benthic algae: Nouméa, New Caledonia. †
CORCORAN, E.E. The effect of incidental and management induced variation in fishing effort on the size of reef
fish in Fiji and Vanuatu. †
GLASS, A.E. The effect of pollution on coral reef communities from the Almendares River, Havana, Cuba. †
GLENDINNING, C.H. Relationships between sea urchins and coral reef substrata, The Great Astrolabe Reef
Lagoon, Fiji. †
HELLIN, D.C. An assessment of Recreational Pelagic Fishing in Bermuda. †
KENWARD, N. Relationships between sea urchins and their predators in the Great Astrolabe Reef Lagoon, Fiji. †
LEVICKI, R. The Rio Declaration on Environment and Development; its implementation in the coastal and
terrestrial zones in Brazil. †
LILJEVIK, A.C. Ecological and socioeconomic impacts in Seychelles of the 1998 coral bleaching event. †
LUKE, K.E. The geomorphological impacts of mooring canal development on Grand Cayman, BWI. †
RIYAZ, M. Seasonal volummetric changes of beach sediment on Maddohulhudhoo Island and Nelivaru sand cay
(Maldives) and implications with sea level rise. †
SEDDON-BROWN, S. Spatial differences in the structure of reef fish communities near the Almendares River,
Cuba. †
WHITE, W.H. Using an acoustic ground discrimination system (AGDS) to map the marine benthic habitats
surrounding Danjugan Island, Philippines. †
WHITTINGHAM, E.W. The coastal zone of Alcudia Bay, Mallorca : an assessment of change and potential
anthropogenic impacts on the Posidonia oceanica seagrass habitat. †
WRIGHT, W.H. An investigation into the effect of a marine protected area on the juvenile coral densities and
communities around St Croix and Buck Island Reef National Monument, US Virgin Islands. †
1999 – 2000
AVILA, V.S. Community-based management towards sustainability in Ventanilla Oaxaca, Mexico. †
CHU, C. Live reef fish trade in Hong Kong: trends and challenges. †
CROSSLAND, R. Recovery of a coral community from a physically damaged roof in relation to their life history
traits. †
DE SYLVA, D. Designing a monitoring program for the artificial reef structures, Reefballs, at Fahal Island,
Sultanate of Oman to be used by the Ministry of Regional Environment and Municipalities.
HENDRY, H. Methods for the prioritisation of threats to Marine Protected Areas. †
ISHERWOOD, I. An economic valuation of the Santiago-Cayapas-Mataje Mangroves, north-west Ecuador. †
LOPEZ, R. Evaluating 'ecotourism' in natural protected areas of La Paz Bay, Baja California Sur, México: a
conservation strategy? †
McWILLIAMS, J. Spectral discrimination and prediction of coral and algal tartgets. †
TYSON-TAYLOR, D. The value of ecotourism to local communities in Wakatobi National Marine Park, SE
Sulawesi, Indonesia. †
18
VAUGHAN, D. Developing a sustainable coral harvesting model for the aquarium trade. †
WABNITZ, C. Feeding patterns and social behaviour of 5 spp of parrotfish in Belize. †
WALMSLEY, S. Ecological and social aspects of marine protected areas in the Philippines. †
2000-2001
AISH, A. Tourism and stakeholder involvement in the management of the marine parks and special reserves of the
Seycelles. †
BARKER, M. Comparing the population dynamics of juvenile lemon sharks in two different nurseries, Bimini
(Bahamas) and Marquesas Keys (Florida).
BYHAM, S. Visitor perceptions of turtle conservation in Bonaire and their impact on conservation efforts. †
DAVIES, S. The feasibility of certification for artisanal fisheries. †
FINLAY, A. The role of environmental awareness through education in the success of marine protected areas. †
GALLOP, K. Impacts of the Bunaken National Park management plan on women's utilisation of marine resources,
BNP, North Sulawesi, Indonesia. †
GUMBS, J. Mangrove salt ponds of Anguilla: a strategy for their conservation and management. †
HAWKINS, C. Evaluating an integrated coastal management initiative: a case study of the Florida Keys National
Marine Sanctuary. †
HEMERY, G. Impacts of recreational fish feeding activity on fish community composition and fish behaviour. †
HERRON-PEREZ, P. Restoration of coral communities in coastal Kenya: the influence of fish predation and
tourism. †
MACRAE, D. Recreational SCUBA diving and coral reef communities of Bonaire, Netherlands Antillies. Is there
any case for the Intermediate Disturbance Hypothesis? †
MANRAKHAN, Y. Effects of sewage discharges on the coral reef communities in the backreef of Pointe aux
Sables, Mauritius. †
MELUNSKY, T. The current status of co-management of Mankote mangrove: St Lucia, West Indies. †
SCOTT, M. An assessment of fish community structures, in the reef shallows of Bunaken National Park, Sulawesi,
in relation to management zonation plans. †
SEBAYANG, S. Comparative analysis of attempts to conserve mangroves and coral reefs. †
WALKER, R. A comparative assessment of the bycatch produced by the small-scale tuna fisheries of Bunaken and
Manado Tua Islands, Bunaken National Park, North Sulawesi, Indonesia. †
2001-2002
BAI, X. Exploitation of coastal fisheries and ecosystems.
CROS, A. Effects of seine net, tourism and predators on coral transplants in and outside marine reserves in
Kenya. †
DAVIES, J. Attitude of coastal communities to MPAs in Kenya. †
FUNG, S. The impacts of debris/litter on visitor experience at Manukan Island, Tunku Abdul Rahman Park,
Malaysia. †
GALL, A. The importance of seagrass density for nursery habitat quality for juvenile reef fishes in the Belize
barrier reef system. †
GALLAGHER, L. The potential for tourism as a means of financing Tobagonian MPAs. †
GORCZYNSKA, M. The relationship between coral, algal cover (food) and the biomass of herbivores (parrotfish
and surgeonfish). †
JACKSON, S. Relating a calculated wave exposure index and current speed to coral benthic assemblages. †
KIMBER. J. Assessment of the economic value of large fish in Tobagonian waters. †
19
MANCEY, M. Social implications of MPA establishment. †
McCORMICK, J. The issue of scale on the application of a decision support matrix in West Bengal, India. †
PESCOD, C. A large-scale comparison of commercially-available fish stocks (grouper, snapper, barracuda) of six
attols of the Mesoamerican Barrier Reef of Belize and Yucatan. †
RENKEN, H. Functional redundancy of mangrove forests and sea grass beds: the case of nursery habitats and reef
fish. †
ROCHE, R. Influence of Orinoco on Tobago's reef. †
WOOD, L. Fisher perceptions of and behaviour towards Marine Protected Areas: a case study of motives for
poaching at Saint Anne and Cousin Island Marine Parks, Seychelles. †
2002-2003
BADJECK, M-C. The use of water quality data and public perception study as an integrated approach to coastal
pollution management†
BENNETT, G. Stakeholders’ perceptions on the effect of coral mining in Gizo, Solomon Islands. †
BRODERICK, J. Eutrophication and environmental cholera.
CAMPION, D. Economic development and its effect on the behaviour of lagoonal fishermen in southern Sri
Lanka.†
CHUNG, P. The qoliqoli of Fiji: changes and current trends in management of traditional fishing grounds. †
DAW, T. A spatial and economic analysis of the artisanal fisheries of the Corn Islands, Nicaragua. †
EVANS, H. The intractability of achieving consensus on sustainable development: a case study of Little Cayman. †
GAWMAN, K. The impediments to a sustainable dive tourism industry on Koh Tao. †
GUNNARTZ, U. Social structures and perceptions of artisanal fishers of Corn Islands, Nicaragua : implications
for co-management.†
HUME, D. Using a combination of landsat TM and an acoustic ground descrimination system to map the coastal
habitats of the Corn Islands, Nicaragua. †
HUNT, A. A rapid assessment of the coral reef community structure and health of two small Caribbean islands
using a standardised regional protocol. †
KNITTWEIS, L. Coastal tourism development: impacts on local residents and barriers to public participation. A
case study from Tamil Nadu, Southern India. †
KNOWLES, K. A bottom-up approach to evaluating MPA success: case study of community-based marine
protected areas in the Central Visayas, Phillippines. †
MILLIGAN, J. A typology of coastal researchers’ modes of interactions with stakeholders. †
PARKER, M. Women, fishing and decision-making: a case study of Fijian coastal communities. †
PATERSON, S. Reef fisheries management in South Caicos: the needs of the industry and potential for community
involvement. †
SMITH, H. Correlations between herbivorous fish, algae and coral on patch reefs in the Turks and Caicos
Islands.†
VELTEROP, R. Sedimentation, water quality change and the presence of indicator species: A study across a
seaward sedimentation gradient in the Pearl Cays and Corn Islands off the Atlantic coast of Nicaragua. †
WESSON, H. Impacts and management of the marine ornamental trade of ‘live rock’ in Fiji. †
WICKERSON, S. The effects of seagrass density on their associated communities in South Caicos, Turks and
Caicos Islands. †
WIGNARAJAH, P. Faecal pollution and the contamination of marine animals with vibrio cholene and salmonella
typhi.. †
20
WRIGHT, J. Comparison of typhoid rates with demographic and pollution indicators in the Southern Province of
Sri Lanka. †
2003-2004
BENTLEY, C C. Effects of reef isolation on the rapid colonization of artificial reefs by fishes on Buccoo Reef,
Tobago, W.I. †
CARR, R E. The status of Elkhorn Coral, Acropora palmata in southwest Tobago†
CRABBE, M. A biosocioeconomic evaluation of shipwrecks used for fishery and dive tourism enhancement in
Kenya†
DOHERTY, E M. An initial assessment of the physical, ecological and social aspects of Petit Trou Mangroves,
Tobago, and possible management options for its current development†
FRY, J. Role of herbivory in controlling coral-algal phase shift on nutrient impacted reefs†
GRIFFITHS, D J. Anthropogenic physical damage to coral reefs in Tobago†
LINKLATER-McLENNAN, R J. Stakeholder perceptions of the benefits and disadvantages of marine protected
areas in Kenya†
ROBINSON, L E-L. The influence of adjacent habitats on artificial reef fish assemblages on Buccoo Reef,
Tobago, West Indies†
WRIGHT, S E. “Your industry needs you!” Will aquaculturists voluntarily adhere to a code of conduct in order to
establish a responsible Thai cultured shrimp industry? †
YOUNG, S E. Artisanal fishers’ perspectives of a “rich mans’” fishery: The potential for ring net development in
Kenya†
†involved field work overseas
21
WHAT DO TCM GRADUATES DO?
First destination data*
International (102 graduates, 68%)
consultancy
6%
industry
4%
NGO
14%
further education
13%
academic
29%
government agency
34%
UK (48 graduates, 32% )
unknown/seeking
8%
industry
19%
consultancy
6%
further education
4%
NGO
17%
government agency
19%
academic
27%
* Next update in 2005
22