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The 1979 Revolution in Iran is associated with the Shiite clerics. It was not, however, the first time that the clerics were involved in a popular movement in Iran. They took an active part in the movement for the establishment of a Constitution, even though the secular elites introduced the idea of Constitution and played a key role in its success in 1907. The 1979 Revolution was mainly aimed at removing the Shah from power, not least because he had ignored the application of the Constitution for the benefit of his autocracy. Significantly, however, while the clerics took power thanks to the 1979 Revolution of democratic aspirations, they endeavoured to destroy the legacy of Constitutional Revolution that they had supported a century earlier. This module will study this shift of attitude from 1907 to 1979 as a mirror of socio-political and intellectual developments during a period of “modernisation” in the twentieth century.

Part 2 will examine the 1979 Revolution and explore the socio-political factors behind the Revolution and the triggering incidences that led to its occurrence. Relating to this period, we will scrutinise the different ideologies (socialism, liberalism and Islamism) and socio-political forces behind the 1979 Revolution and will discuss its religious and/or secular nature(s). Even though the first incidences that led to the Revolution began on university campuses with students seeking more freedom and democracy, the fact that the clerics were able to take over the helm of the Revolution and change its course towards an “Islamic” Revolution, warrants exploring the question: Was the Revolution of 1979 inspired by socialism and Marxist-Leninist ideology or did it originate in the idea of the sovereignty of the jurist (velâyat-e faqih) that Khomeini tried to theorise since the 1940s? We will also examine the impact of the end of the Cold War on the timing of the 1979 Revolution. We will also look into the so-called “Islamic Revolution”, its aims and projects, based on the messianic ideology according to which clerics should rule until the return of the Mahdi. This study will provide insights into the current crisis in the Middle East, considering the involvement of the clerical regime in Syria, Lebanon, Yemen, Iraq, and elsewhere in the Islamic world.

The 1979 Revolution in Iran is associated with the Shiite clerics. It was not, however, the first time that the clerics were involved in a popular movement in Iran. They took an active part in the movement for the establishment of a Constitution, even though the secular elites introduced the idea of Constitution and played a key role in its success in 1907. The 1979 Revolution was mainly aimed at removing the Shah from power, not least because he had ignored the application of the Constitution for the benefit of his autocracy. Significantly, however, while the clerics took power thanks to the 1979 Revolution of democratic aspirations, they endeavoured to destroy the legacy of Constitutional Revolution that they had supported a century earlier. This module will study this shift of attitude from 1907 to 1979 as a mirror of socio-political and intellectual developments during a period of “modernisation” in the twentieth century.

Part 2 will examine the 1979 Revolution and explore the socio-political factors behind the Revolution and the triggering incidences that led to its occurrence. Relating to this period, we will scrutinise the different ideologies (socialism, liberalism and Islamism) and socio-political forces behind the 1979 Revolution and will discuss its religious and/or secular nature(s). Even though the first incidences that led to the Revolution began on university campuses with students seeking more freedom and democracy, the fact that the clerics were able to take over the helm of the Revolution and change its course towards an “Islamic” Revolution, warrants exploring the question: Was the Revolution of 1979 inspired by socialism and Marxist-Leninist ideology or did it originate in the idea of the sovereignty of the jurist (velâyat-e faqih) that Khomeini tried to theorise since the 1940s? We will also examine the impact of the end of the Cold War on the timing of the 1979 Revolution. We will also look into the so-called “Islamic Revolution”, its aims and projects, based on the messianic ideology according to which clerics should rule until the return of the Mahdi. This study will provide insights into the current crisis in the Middle East, considering the involvement of the clerical regime in Syria, Lebanon, Yemen, Iraq, and elsewhere in the Islamic world.

This is a holistic module because it emphasises that its constituent topics dealing with diverse aspects of risk management are highly interconnected. Mastery of the subject is conceived as requiring a strong understanding of these interconnections. For example, someone lacking awareness of risk psychology and rick culture topics is likely to have poor insight into what risk management can offer as a decision support function in strategic and other organisational contexts. The lecture sequence and broader student experience are carefully structured with this in mind – and exam questions are designed to offer scope for demonstrating holistic knowledge. It is hoped this will equip students with a highly versatile risk management skillset which provides employers the flexibility they expect from the contemporary risk management function.

This is a holistic module because it emphasises that its constituent topics dealing with diverse aspects of risk management are highly interconnected. Mastery of the subject is conceived as requiring a strong understanding of these interconnections. For example, someone lacking awareness of risk psychology and rick culture topics is likely to have poor insight into what risk management can offer as a decision support function in strategic and other organisational contexts. The lecture sequence and broader student experience are carefully structured with this in mind – and exam questions are designed to offer scope for demonstrating holistic knowledge. It is hoped this will equip students with a highly versatile risk management skillset which provides employers the flexibility they expect from the contemporary risk management function.

This is a holistic module because it emphasises that its constituent topics dealing with diverse aspects of risk management are highly interconnected. Mastery of the subject is conceived as requiring a strong understanding of these interconnections. For example, someone lacking awareness of risk psychology and rick culture topics is likely to have poor insight into what risk management can offer as a decision support function in strategic and other organisational contexts. The lecture sequence and broader student experience are carefully structured with this in mind – and exam questions are designed to offer scope for demonstrating holistic knowledge. It is hoped this will equip students with a highly versatile risk management skillset which provides employers the flexibility they expect from the contemporary risk management function.

The ability to make effective decisions in the face of risk and uncertainty is essential to success in today’s fast changing world. This module seeks to equip you with the knowledge of decision-making processes and models that will help you achieve this objective. The module will take an inter-disciplinary approach and will emphasise that a mix of both qualitative and quantitative thinking, within a structured decision analysis framework, is needed to significantly improve risk taking behaviour. Throughout the module behavioural aspects of risk will be emphasised.

The ability to make effective decisions in the face of risk and uncertainty is essential to success in today’s fast changing world. This module seeks to equip you with the knowledge of decision-making processes and models that will help you achieve this objective. The module will take an inter-disciplinary approach and will emphasise that a mix of both qualitative and quantitative thinking, within a structured decision analysis framework, is needed to significantly improve risk taking behaviour. Throughout the module behavioural aspects of risk will be emphasised.

To critically examine current knowledge of the application of River Restoration techniques and their transferability to the UK and worldwide. As many river restoration projects are done to improve the status of fisheries, the costs and benefits of techniques from the perspective of fish populations will be considered.

To critically review and evaluate the philosophies, policies and methods available for river restoration.

To enable the student to find, review, interpret, critically evaluate and present arguments for alternative river restoration approaches and methodologies.

To critically examine current knowledge of the application of River Restoration techniques and their transferability to the UK and worldwide. As many river restoration projects are done to improve the status of fisheries, the costs and benefits of techniques from the perspective of fish populations will be considered.

To critically review and evaluate the philosophies, policies and methods available for river restoration.

To enable the student to find, review, interpret, critically evaluate and present arguments for alternative river restoration approaches and methodologies.

To critically examine current knowledge of the application of River Restoration techniques and their transferability to the UK and worldwide. As many river restoration projects are done to improve the status of fisheries, the costs and benefits of techniques from the perspective of fish populations will be considered.

To critically review and evaluate the philosophies, policies and methods available for river restoration.

To enable the student to find, review, interpret, critically evaluate and present arguments for alternative river restoration approaches and methodologies.