Syllabus for:
"Climate Change and Violent Conflict"
SIS 620.004, Fall, 2010
Class Times: Wednesday 2:10-4:50.
Meet in the SSRL computer lab (Hurst 203).
Professor James Lee, School of International Service
Office: Hurst Hall 203 (the SSRL)
Phone: 885-2285
email: jlee at american.edu
Office Hours: Drop In or By Appointment
Course Syllabus
http://www1.american.edu/ted/class/syllabus.html
Inventory of Conflict and Environment
http://www1.american.edu/ted/ICE/index.html
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Why Study Climate Change and Violent Conflict?
After a debate of decades, there is a scientific consensus on the existence of significant climate change and that humans have played a
major role in that rise. The next major debate, and perhaps the one that really matters, is the discussion on the social implications of
climate change.
The social implications will not be uniform but will be a mixed set of results. In terms of human and national security and well-being,
climate change may also provide opportunities. For most people however climate change will impose costs. As these costs become
more expensive, the more likely the violence will be a response in the attempt of make up for lost resources.
Any climate change causes social and economic dislocation, whether caused by humans or nature. It is logical to assume that the faster
the rate of climate change, the greater the level of social dislocation. Climate change is one of many factors at play in the incitement of
conflict. History, geography, demography, and many other factors are also important. Climate change forecasts give a clue to where
conflict is more likely to occur. Given this "head start", can policy makers create policies that can reduce the role of climate change in
causing conflict?
Here are some of the key questions we will cover in the course.
1.
Climate change includes a wide variety of impacts that are environmental in nature. Yet, some environmental conflict is not
related to climate change. Where does climate change stand within the larger field of environmental conflict?
2.
Climate change alters resource availability. How does changing resources, through their degradation or their abundance, lead
to conflict?
3.
Climate Change will do more than raise the temperature because there will clearly be social implications, including conflict.
What are the Pathways from Climate Change to Conflict?
4.
Are there examples of policy approaches, and their limits, to ameliorating environmental conflict?
5.
What are some historical examples of how has climate change increased resource availability that led to conflict?
6.
What are Trends in Climate Change and Conflict and forecasts of their future behavior?
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7.
What are some plausible Scenarios of Climate Change and Conflict?
8.
What are the policy and perspectives that can mitigate or prevent climate-induced conflict?
9.
What are the new and emerging topics in climate change and conflict research?
Goals, Outcomes, and Skills Development
Course Objectives
The course objectives intend to develop you skills in both concepts related to climate change and conflict but also skills that may be
applicable to any number areas of research.
1. There has been a relationship between climate change and violent conflict for millennia. Understanding this relationship will use
historic trends and cases to illustrate the manifold ways that such phenomena unfold.
2. The many factors that lead to conflict need to be part of the knowledge of these cases. How, why, and where cases of climate
change and conflict have occurred have unique characteristics that need to be understood.
3. The general trajectory of climate over the next century is agreed upon. From this, it is possible to forecast trends and future cases of
related conflict. This future is not however a single projection or immune from our efforts to change it.
4. Some policy tools and mechanisms are emerging but many new ideas are also need. It is necessary to comprehend the span of the
forecasts and the policy tools that may be of use.
5. Building web pages is becoming a widely used technology for delivery of academic content. There will be training and skill
development in building web pages.
6. Organizing the manifold types of information related to a conflict and the role of climate change covers a variety of disciplines. The
categorical case study format is one means for organizing such disparate information.
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7. A major threat for violent conflict is the loss of human security with climate change. Place these concepts in a personal context with
family tree genealogy.
Course Outcomes
1. Understand the historical trends, cases, and linkages between climate change and violent conflict.
2. Demonstrate knowledge of future trends, conflict implications, and policy choices
3. Possess knowledge of the process and technique for building a web page.
4. Has the ability to use the categorical case study approach in broaching issues of international relations.
5. Gain some familiarity for researching family genealogy
Skills Development
This class also will focus on skills development in exploring the issues of climate change and armed conflict. Two key areas will be in
developing (1) case study methods, (2) web skills, and (3) data visualization. These skills include the following.
1.
Creating Categorical Case Studies
2.
Causal Loop Diagrams: Illustrator/Photoshop, Dia
3.
Building a web site using Dreamweaver
4.
Use of a blog for disseminating intellectual content
5.
Data Visualization Maps: Google Earth, World Mapper, Gap Minder, GIS
4
There will be a programming quiz on using HTML and Dreamweaver. Using the blog (#3) and being part of BlackBoard discussions
will be included as part of “Being There” in the class. The 3 assignments require you to include an example of Data Visualization
Maps ( #5) and Causal Loop Diagrams(#6).
Readings and Viewings Schedules
Click here to see the class dates and Readings and Viewing's Schedule. Each class date is shown with the lecture and computer topics.
YouTube
Nicholas Stern 4:48
http://www.youtube.com/watch?v=VRG0yC7cA3I
Alec Crawford
http://www.youtube.com/watch?v=GiEw4DNRyU0
Climate Change and Civil War in Africa
http://www.youtube.com/watch?v=Q6mVbAu5LcM
Blackboard 9
https://blackboard-test.american.edu/
Blog
http://enmodproject.blogspot.com/
ICE Project on Climate Change and Armed Conflict
http://www1.american.edu/ted/ICE/climatechange/hotcoldwar.html
Genealogy Resources Page
http://www.mandalaprojects.com/family//gen-resources.html
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Lynda.com
https://my.american.edu
Go to Technology
Use for Photoshop, Illustrator, Dreamweaver
A Little History
The Mandala Projects is a series on online efforts that combine Online journals of categorical case studies (TED and ICE), a distance
learning center called the Global Classroom, and a series of developmental projects that support the journals and distance learning.
Google the names of the two databases and you will find a world of links to the Mandala Projects.
From its start in 1992, the Trade Environment Database (TED) has produced more than 800 case studies that examine the intersection
of trade and environment and other critical issues. Students, researchers, and ordinary people use TED widely. The site receives over
ten million "hits" per year and has become a widely used Web resource. If you type "Trade Environment Database" into a search
engine you will find that more than 300 sites link to TED. If you type "Trade and Environment Database", you will find even more.
Some case studies have received Web awards, some have been linked to online newspapers such as the Christian Science Monitor, or
have served as supporting materials for PBS programs. Some TED cases have been reprinted in foreign media (such as the Nation, a
Thai newspaper) and many have been used as materials for other programs and projects. Some cases have received awards for content:
Elephant, Togo, and Seahorse cases. The Kidney case was reprinted in The Nation, the largest English language daily in Thailand, and
the Viagra Case excerpted in an online magazine.
The Inventory of Conflict and Environment (ICE) began in 1995 and as TED is a categorical framework for understanding cases
where environment and conflict come into contact. ICE has about 150 cases now and is a widely used resource. The CHACO case
study in ICE has received several awards and an article in 2004 reports on the ICE web site as a resource for decision makers (Journal
of the National Institute for the Environment). The Maldives case study on rising seas is one of the highest rated for the entire site.
These case studies form a critical part of the Global Classroom. The class has become the forerunner in distance learning efforts in
general and especially at American University. It has expanded from merely posting occasional papers on the Web to a virtual
conference with panels and discussants and a common Web space to communicate or discuss ideas.
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Assignments
Assignment
Value
Description
5 points
Create a graphic of a causal loop diagram that represents the dynamics in your case
study.
2. Visual Map
5 points
Create a map for your case study that has some data visualization elements.
3. Programming Quiz
5 points
A Dreamweaver Programming Quiz.
4. Future Case Study
25
points
Give a future assessment for a country or region.
5. What is Your Policy? (Final)
25
points
Policy recommendations for International Agreement or Cooperation on climate
change and conflict
6. Historic and Occurring Case
Study
25
points
Complete your case study
7. Being There
10
points
Being part of class and participating in it.
1. Causal Diagram
There will also be some readings and discussions on the AU Blackboard web site.
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Be Legal and Moral
You own the ideas and their representations in the Web pages you create. Make sure that you have the right to use the graphic files
you send me to post on the Web (and of course, any words you copy). I have to act as a legal Internet Service Provider in this regard
and follow the law on copyright protection. You are liable for any infringement claims.
You cannot take any materials that are copyrighted or otherwise protected without permission. There are many places to obtain free
graphics and you can make your own (or your friends in faraway places can take pictures and send them to you). Usually you can ask
permission to use graphics and often all that is required is to express thanks to the author and acknowledge ownership. Be sure that
you have complete ownership of the product, because you are liable in cases of copyright infringement. I want you to provide me a
bibliography of all the graphics files used attesting to the rights of usage, just as you do for publish works you cite.
ACADEMIC INTEGRITY CODE: Standards of Academic Conduct
----------------------------------------All students are governed by American University's Academic Integrity Code. The Academic Integrity Code details specific violations
of ethical conduct that relate to academic integrity. By registering, you have acknowledged your awareness of the Academic Integrity
Code, and you are obliged to become familiar with your rights and responsibilities as defined by the code. All of your work (whether
oral or written) in this class is governed by the provisions of the Academic Integrity Code. Academic violations include but are not
limited to: plagiarism, inappropriate collaboration, dishonesty in examinations whether in class or take-home, dishonesty in papers,
work done for one course and submitted to another, deliberate falsification of data, interference with other students' work, and
copyright violations. The adjudication process and possible penalties are listed in American University's Academic Integrity Code
booklet, which is also available on the American University web site. Being a member of this academic community entitles each of us
to a wide degree of freedom and the pursuit of scholarly interests; with that freedom, however, comes a responsibility to uphold the
high ethical standards of scholarly conduct.
Emergency Preparedness
In the event of a declared pandemic (influenza or other communicable disease), American University will implement a plan for
meeting the needs of all members of the university community. Should the university be required to close for a period of time, we are
committed to ensuring that all aspects of our educational programs will be delivered to our students. These may include altering and
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extending the duration of the traditional term schedule to complete essential instruction in the traditional format and/or use of distance
instructional methods. Specific strategies will vary from class to class, depending on the format of the course and the timing of the
emergency. Faculty will communicate class-specific information to students via AU e-mail and Blackboard, while students must
inform their faculty immediately of any absence due to illness. Students are responsible for checking their AU e-mail regularly and
keeping themselves informed of emergencies. In the event of a declared pandemic or other emergency, students should refer to the
AU Web site (www. prepared. american.edu) and the AU information line at (202) 885-1100 for general university-wide information,
as well as contact their faculty and/or respective dean’s office for course and school/ college-specific information.
Required Texts and Readings
There are four required books in the course. They are available in the AU bookstore or on-line through various vendors such as
Amazon and many others. Just acquire the books.
Required
(1) Brian Fagan, Great Warming: Climate Change and the Rise and Fall of Civilizations, Bloomsbury, $26.95)
(2) James R. Lee, Climate Change and Armed Conflict: Hot and Cold Wars, Routledge, 2009
http://www.routledgestrategicstudies.com/books/Climate-Change-and-Armed-Conflict-isbn9780415778695
(3) Paul F. Diehl and Nils Petter Gleditsch (eds.), Environmental Conflict, Boulder, Co.: Westview Press, 2001. ($47.00)
(4) Daniel Short and Garo Green, MacroMedia Dreamweaver 8: Hands On Training, Berkeley, Ca: Peachpit Press, 2006. ISBN:
0321293894 ($37.09)
Recommended
(1) Michael T. Klare, Resource Wars: The New Landscape of Global Conflict, New York: Owl Books; Reprint edition (March 13,
2002). ISBN: 0805055762 (est. cost: $10.88)
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(2) Homer Dixon, Environment, Security and Violence, Princeton: Princeton University Press, 1999. (est. 20)
Recommended Software
Dreamweaver software for creating web pages is available on campus in the Hurst, Ward, and Anderson Computing Complexes. I
recommend purchasing a copy for home use. The software retails at $399. You could buy a copy through the AU Bookstore where
you get a student discount of about a third of the price. Macromedia creates the product. Shop online for deals. Garo Green (author of
the Dreamweaver class text) was vice-president with Lynda.com.
New Case Study Topics, Fall 2010: Environment and Conflict
While this is a course with a focus on technology, I also focus on a certain content so that the cumulative impact of the class is
amplified in terms of web use and research. In developing these cases, many sources provide inputs each year to updating new
possible cases. These cases are culled from many sources and many users and students who participate in these efforts. The case list is
revised each semester.
This semester I want to focus on conflict and environment and specifically on its relation to climate change.
Past and Occurring Cases
Here are some ideas of possible future topics related to countries or regions. Be sure to check that your choice is original and not
already completed.
1. Dust Bowl
2. Rainfall and Conflict in Nepal
3. China’s Dust Bowl (Gobi intrusion and migration within China)
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4. Year Without Summer (1816) and Migration from New York west. Impacts in Europe.
5. Droughts and Africa and Asia in History. Millions died during droughts in the 1800s.
6. Desertification in the Middle East over time in specific areas.
7. Conflict along the Sahel line in Africa. Farmers versus ranchers, Muslims and Christians, black and white. There are many
conflicts like Darfur.
8. Water and Yemen in history and today.
9. The Northwest Passage and Northeast Passages
10. Native peoples and Arctic warming, where impact is already felt.
11. Use of cloud seeding to make rain. Saudi Arabia, China, US, etc.
12. Movement of borders due to melting glaciers.
13. Migration plans for island countries.
14. Arctic and Antarctic resources related to resources and sovereignty.
Future Cases
Here are some ideas of possible future topics related to countries or regions. Be sure to check that your choice is original and not
already completed.
1. Future impact of higher temperatures in northern parts of the parts of the planet, especially far north. Countries include: US
(Alaska), Canada, Denmark (Greenland), Iceland, Norway, Sweden, and Russia. (See Northwest Territory ICE case.) Impacts could
include receding ice shelves, rising ocean waters, and new access to mineral and energy resources. Some limited changes are possible
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in Antarctica and southern parts of South America. There is some boundary dispute in this area between Argentina and Chile.
2. Future impact of less precipitation in already near water-stress areas in the Middle East, Central Asia, and parts of Iran, Pakistan,
India, and China. Also, possible drier conditions in Southern Africa, the extension south of the Sahara, and Central America.
3. Future impact of deforestation in the Amazon region, the forests of Central Africa and in Southeast Asia.
4. Water trading and dependence: Pipelines like oil can be political
5. Weather Wars: Climate change, drought, will lead countries to massively divert water and use weather modification. A widely used
form of environmental modification is cloud seeding. More than 30 countries use this technique to produce rain of suprress hailstorms.
6. Glacier Wars: Control of glacial areas of the world will be more sought after if climate change makes them more habitable. Kashmir
as an existing theater and the poles as a new theater would be two types.
7. Impacts of rising oceans on island or seashores (i.e., Pacific Islands).
8. Consequences of warming conditions on resource access (i.e., Siberia and oil and gas).
9. EEZ disputes. Especially in Arctic and territorial offshore claims.
10. Drying conditions and affects on food availability.
11. Moving borders due the changes in natural phenomena. (Italy-Swiss border.)
12. Northeast Passage, sea transport through Russia
Choose a topic that has NOT been done already in the ICE data set. Also check the TED cases so be sure.
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Grading
Grade/Numerical Score Table:
A 93-100 A- 90-92 B+ 87-89 B 83-86 B- 80-82 C+ 77-79
C 73-76 C- 70-72 D+ 67-69 D 64-66 D- 60-63 F 0-59
Two brief notes on grading. A "draft" is not intended to be a hastily thrown together product, but rather a somewhat complete product
that needs refinement and direction. My grading of it therefore intends to provide input to achieve a higher grade and a better paper for
the final version. Also, since your work may be available for many others to read at some point there is a matter of personal pride at
stake.
Grade: A-F (0-100)
The assignments will be graded on four dimensions, save for the "HTML quiz" and "Being There".
___25___ Analysis: Quality of case coding and discussion, use of causal diagram.
___25___ Concepts and Writing: Structure, clarity of expression, coverage of issues.
___25___ Sufficiency: Completeness of assignment (formats, gaps, research, presentation).
___25___ Brilliance: Creativity in methods and theories, and data visualization.
___100___ Total
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Climate Change and Violent Conflict: Week by Week Planning
Week & Topics and
Date
Tools
1>>Topic
8/25/2010
Assignments
Introduction To
Climate Change
and Violent Conflict
Readings and Viewings (for that class)
Look over Syllabus, ICE case studies, my project page, and Search Tools :
http://www1.american.edu/ted/ICE/index.html
Overview of Basic Tools
1>> Tool
Class BlackBoard site: https://blackboard-test.american.edu/webapps/login/
2>>Topic
9/1/2010
Survey of the
Literature On
Environment and
Conflict
Given: Assignment 1.
Case Study Proposal
Diehl and Gleditsch, “Controversies and Questions”, pp. 1-9.
“Gaps in Research”, Matthew and Brklacich: http://www.afespress.de/pdf/Matthew_Mont_5.pdf
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Tool
tba
Environmental
Degradation as a
Source of Conflict
Diehl and Gleditsch, Part 1, Environmental Degradation as a Source of Conflict, pp. 10154.
2.
South Africa (Percival and Homer-Dixon)
3.
Causal Pathways to Conflict (Hauge and Ellingsen)
4.
Demographic Pressure (Tir and Diehl)
Case Studies
Coding ICE Case: http://www1.american.edu/ted/class/codingice.html
3>>Topic
9/8/2010
Tool
Due: Assignment 1
ICE Template: http://www1.american.edu/ted/ice/tempice.htm
About Case Studies: http://www1.american.edu/ted/class/cstudy.htm
4>>Topic
9/15/2010
Breaking the
Environment and
Conflict Link
1. Case Study Proposal
Diehl and Gleditsch, Part 2, The Reduction of Environmental Conflict, pp. 155-250.
8.
Democracy and Environment (Midlarsky)
9.
Limits of Environmental Conflict, Prevention (Payne)
10.
Spratly Islands (Denoon and Brams)
11.
Environmental Cooperation (Ken Conca)
Gleditsch, Climate Change and Migration,
http://www.ipacademy.org/publication/policy-papers/detail/110-climate-change-andconflict-the-migration-link.html
Tool
Building a Web
Page -Dreamweaver #1:
Go To Lynda.com, See Modules xxx
15
Basics
5>>Topic
Medieval Warming
1
Fagan, pp. 1-137
9/22/2010
Tool
6>>Topic
9/29/2010
1.
A Time of Warming
2.
The Mantle of the Poor
3.
The Flail of God
4.
The Golden of the Moors
5.
6.
Inuit and Quadlunaat
The Megadrought Epoch
7.
Acorns and Pueblos
Building a Web
Page -Dreamweaver #2:
Text and Links
Go To Lynda.com, See Modules xxx
The Bad Warming
Fagan, pp. 138-242
2. Case Study Coding
and Data
8.
Lords of the Water Mountains
9.
10.
Lords of the Chimor
Bucking the Tides
11.
The Flying Fish Ocean
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Tool
7>>Topic
8>>Topic
10/13/2010
China’s Sorrow
13.
The Silent Elephant
Building a Web
Page –
Dreamweaver #3: - Graphics
Go To Lynda.com, See Modules xxx
The Climate
Change War
Lee, Chapter 1, The Climate Change War
10/6/2010
Tool
12.
Dreamweaver
A Brief History of
Climate Change
and Conflict
A.
Climate Change Will Do More than Raise the Temperature
B.
The Expanding Equatorial Tension Belt and the Emerging Polar Tension Belt
C.
D.
Hot Wars and Cold Wars
Optimists and Pessimists, Realist and Idealists
5. Programming Quiz
Lee, Chapter II, A Brief History of Climate Change and Conflict
A.
Holocene Warming Period
B.
Medieval Climate Optimum
C.
Little Ice Age
D.
Anthropogene Warming Period
E.
The Evolving Role of Climate Change and Conflict in History
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Tool
9>>Topic
Causal Diagrams,
#1
About Causal Loop Diagrams
http://thesystemsthinker.com/tstgdlines.html
Climate Change
and Conflict Trends
Lee, Chapter III, Climate Change and Conflict Trends
10/19/2010
Tool
Causal Diagrams,
#2
10>>Topic
10/26/2010
Scenarios of
Climate Change
and Conflict
3. Causal Diagram
Given
A.
The Evidence for and Forecasts of Climate Change
B.
C.
Extrapolating Conflict Trends
Regions for Future Climate Change and Conflict
D.
Climate Change, Conflict Regions, and Lessons
DIA: http://dia-installer.de/index_en.html
Lee, Chapter IV, Scenarios of Climate Change and Conflict
A.
The End of the Ice Age
B.
Where Have the Tropical Forests Gone?
C.
The Great World Desert and Water Wars
D.
The Protein and Livelihood Deficits in Africa
E.
Central Asia is Heating Up
F.
Rising Tides Don’t Lift All Ships
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G.
Comparing Future Cases
CNA, Nat. Security: CNA, http://www.cna.org/nationalsecurity/climate/
Tool
Data Visualization
3. Causal Diagram Due
Picasa: http://picasa.google.com/
Google Earth: http://earth.google.com/
World Mapper: http://www.worldmapper.org/
Gap Minder: http://graphs.gapminder.org/world/
11>>Topic
11/3/2010
The Politics of
Climate Change
and Conflict
Lee, Chapter V, Climate change, Conflict, and Political Choices
A.
The Politics and Geopolitics of Climate Change and Conflict
B.
Learning to Live with Climate Change and Conflict
C.
Five Conclusions
Diehl and Gleditsch, Part 3, Environmental Conflict: A Future Research Agenda, pp. 250294.
12.
Armed Conflict (Gleditisch)
13.
The Environment and Violent Conflict (Schwartz, Deligiannis, and Homer-Dixon)
Tool
Speaker
4. Map Project Given
Video Conference/Guest Speaker
19
12>>Topic
11/10/2010
Future Topics:
Borders, Passages
and ENMOD
“Climate Changes Europe's Borders”, New Scientist
http://www.newscientist.com/article/dn16854-climate-changes-europes-borders--andthe-worlds.html
United Kingdom, House of Commons, 2008-09 Session, Science and Technology
Committee Publications, “GeoEngineering”
Direct Link to Paper “Cloud Seeding, Conflict, and Climate Change”
http://www.publications.parliament.uk/pa/cm200910/cmselect/cmsctech/memo/geoen
gineer/ucm0102.htm
Tool
4. Map Project Due
Project Work Time
13>>Topic
Guest Speaker
11/17/2010
Tool
14>>Topic
Project Work Time
Review
Assignments due:
6. Family Story
12/1/2010
Tool
Work on projects
Project Work Time
20
Final
Presentations
Assignments due:
7. Case Study
8. Policy Paper
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Resources
Department of Peace and Conflict Research. The Uppsala Conflict Data Project. Uppsala, Sweden: Uppsala University. Online.
Available HTTP: <http://www.pcr.uu.se/research/UCDP/> (accessed 19 November 2008).
Fund for Peace. (2007) “Failed States Index 2007”, Foreign Policy. July/August. Online.
Available at: www.fundforpeace.org/web/index.php?option=com_content&task=view&
id=229&Itemid=366 (accessed 19 November 2008).
Correlates of War, http://www.correlatesofwar.org/
Human Security Centre. (2005) Human Security Report: War and Peace in the 21st Century. Vancouver: The Liu Institute for Global
Issues, University of British Columbia. Online. Available HTTP: <http://www.humansecurityreport.info/> (accessed October 27,
2005).
United Nations Population Division. (2007) World Population Prospects: the 2006 Revision. Online. Available HTTP:
<http://esa.un.org/unpp/index.asp?panel=1> (accessed November 23, 2008).
Intergovernmental Panel on Climate Change. (2001a) “Paleoclimate of Africa”, Climate
Change 2001: Impacts, Adaptation and Vulnerability, Cambridge, UK: Cambridge University
Press. Online. Available at: www.ipcc.ch/ipccreports/tar/wg2/381.htm (accessed
30 November 2008).
Intergovernmental Panel on Climate Change (IPCC). (2001b) “Selection of Figures from
06 442 climate.biblio.indd 173 6/5/09 14:37:29
Various IPCC Reports”. Synthesis Report. Online. Available at: www.grida.no/publications/
other/ipcc_tar/ (accessed 10 December 2008).
Intergovernmental Panel on Climate Change (IPCC). (2007a) “Summary for Policy
Makers”, in Solomon, S., Qin, D., Manning, M., Chen, Z., Marquis, M., Averyt, K.B.,
Tignor, M. and Miller, H.L. (eds) Climate Change 2007: The Physical Science Basis.
Contribution of Working Group I to the Fourth Assessment Report of the Intergovernmental
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Panel on Climate Change, Cambridge, UK and New York, NY: Cambridge University
Press. Online. Available at: www.ipcc.ch/ (accessed 5 February 2007).
Intergovernmental Panel on Climate Change (IPCC). (2007b) “Summary for Policy
Makers”, in Parry, M.L., Canziani, O.F., Palutikof, J.P, van der Linden, P.J., and Hanson,
C.E. (eds) Climate Change 2007: Impacts, Adaptation and Vulnerability. Contribution
of Working Group II to the Fourth Assessment Report of the Intergovernmental Panel on
Climate Change, Cambridge, UK: Cambridge University Press, pp. 7–22. Online.
Available at: www.ipcc.ch/ (accessed 6 April 2007).
Intergovernmental Panel on Climate Change (2007c) “Summary for Policy Makers: Contribution
of Working Group II to the Fourth Assessment Report of the Intergovernmental
Panel on Climate Change IPCC 2007”, Online. Available at: www.ipcc-wg2.
org/, (accessed 19 November 2008).
International Water Management Institute. (2008) “Projected Water Scarcity in 2025”,
Online. Available at: www.lk.iwmi.org/resarchive/wsmap.
References
Baechler, G. (1999a) Violence Through Environmental Discrimination: Causes, Rwanda
Arena, and Conflict Model, Dordrecht, The Netherlands: Kluwer.
Baechler, G. (1999b) “Environmental degradation in the south as a cause of armed conflict”,
in Carius, A., and Lietzmann, K. (eds) Environmental Change and Security: A
European Perspective, Berlin, Germany: Springer-Verlag,
pp. 107–29.
Baechler, G. (1999c) “Environmental degradation and violent conflict: hypotheses,
research agendas and theory building”, in Suliman, M. (ed.) Ecology, Politics and
Violent Conflict, London, UK, and New York, NY: Zed Books, pp. 76–112.
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Barnet, J. (2001) Security and Climate Change, Norwich, UK: Tyndall Centre for Climate
Change Research, Working Paper 7.
Brauch, H.G. (2002) “Climate change, environmental stress and conflict”, in Climate
Change and Conflict, Federal Ministry for the Environment (ed.) Federal Ministry for
the Environment, Berlin: Nature Conservation and Nuclear Safety, pp. 9–112.
CAN (2007) National Security and the Threat of Climate Change: Report from a Panel of
Retired Senior US Military, Alexandria, VA: CAN Corporation.
Fagan, B. (2008) The Great Warming: Climate Change and the Rise and Fall of Civilizations,
New York, NY: Bloomsbury Press.
Ferrill, A. (1985) The Origins of War: From the Stone Age to Alexander the Great, New
York, NY: Thames and Hudson.
Homer-Dixon. T. (1999) Environmental Scarcity and Violence, Princeton, NJ: Princeton
University Press.
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