邢唷��>� ��欹�壜 ��鲗bjbjupup :蕜,��v v FFFFF��ZZZ8��Z/��b.��◥◥◥◥◥◥,鐢�櫁n詯F��詯Q#FF��閻Q#Q#Q#��F�F�Q#�Q#Q#�謟�鴥��0E閝遴��7!�\拹��0/��Q#��鴥Q#鴥 F�� 詯詯Q#��/��v �: Sustainable Development for the 21st Century International Relations IR 205 91自拍论坛 Fall 2015 Tuesdays 2:00-4:40 pm LeChase 181 Professor: Milena Novy-Marx Email: mnovymarx@gmail.com Office Hours: Immediately following class in LeChase or by appointment Office Location: Harkness 308 Course Description With world population of 7 billion and global GDP of $70 trillion, human impacts on the environment have already reached dangerous levels. By 2050, world population could reach 9 billion and global GDP $250 trillion. Despite unprecedented growth in countries such as China and India, over 1 billion people still live in extreme poverty梞ostly in South and Central Asia and Africa. The central challenge for humanity in the 21st century is the triple endeavor of ending extreme poverty, improving social inclusion, and achieving sustainability for the planet. Any effort to address these three complex, interlinked challenges must be interdisciplinary. Policies at the national and global level will need to draw on the best of our knowledge and innovation across sectors such as energy, biodiversity and conservation, health, sustainable business practices, food and nutritional security, social service delivery, and good governance. Interventions and policies in these sectors must be gender sensitive and in keeping with international standards of human rights. They must involve governments, the private sector, and civil society. In September 2015, the world will adopt a set of Sustainable Development Goals (SDGs) for 2015-2030 to replace the Millennium Development Goals when they expire late this year. Leaders of the world抯 nations will meet at the UN General Assembly in September 2015 to adopt these new goals. Leadership in the area of sustainable development is crucial, so this course will also consider qualities of leadership that are necessary to help bring about the change that the world needs. This course will take advantage of this historic moment to examine all of these issues, providing foundational knowledge within key sectors on the challenges of sustainable development. The 13 weeks of the course (not including exams) are divided into the three dimensions of the interrelated challenges of sustainable development: economic, social, and environmental. We will examine specific cases and viewpoints on each, looking from a government, private sector and citizen perspective. Learning Objectives The course learning objectives focus on substantive knowledge and critical thinking, and (for W students) research and writing skills. By the end of the semester, students should: Be familiar with thematic and conceptual debates on sustainable development and leadership Understand basic issues, trends, and concepts in the field of international economic and sustainable development Be familiar with current and emerging global issues related to the Millennium Development Goals and the post-2015 Sustainable Development Goals Have a greater understanding of some of the strategies and examples of ways in which government, the private sector and citizens can contribute to a sustainable society and economy Have a greater awareness of how and why sustainable development is important and how we as a society and global community can work to attain it W Students should also be able to: Demonstrate their critical thinking, research and writing skills in a 12 to 15 page research paper on a topic of their choice related to sustainable development (topic must be approved by professor); Articulate a research question, and describe the principal findings that answer this question in a logical, coherent, fact-based, and well-cited argument, and closing your paper with recommendations for addressing the issue. Sept 1 Introductory Session: from the Millennium Development Goals (MDGs) to the (Week 1) Sustainable Development Goals (SDGs) (Note: Posting comments on the readings on Blackboard is not required for the first week, but come prepared to discuss the readings in class. In particular, focus on 2 SDGs and be prepared to discuss them in a small break out group.) The Millennium Development Goals Report 2014, United Nations. Glossy document. Read Overview pp. 3-5. Skim entire report, reviewing each of the 7 goals, graphics and charts. Sachs, J.D., 揊rom Millennium Development Goals to Sustainable Development Goals,� The Lancet, Volume 379, Issue 9832, Pages 2206 - 2211, 9 June 2012. 6 pages. http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(12)60685-0/fulltext Transforming Our World: The 2030 Agenda for Sustainable Development, Finalized text for adoption by the UN General Assembly in September 2015梛ust released by the UN on August 11, 2015. 29 pages. HYPERLINK "https://sustainabledevelopment.un.org/content/documents/7891Transforming%20Our%20World.pdf" https://sustainabledevelopment.un.org/content/documents/7891Transforming%20Our%20World.pdf Jeffrey Sachs, 揟he UN at 70,� August 21, 2015. Search for article at HYPERLINK "http://www.jeffsachs.org" www.jeffsachs.org Discussion Questions (come to class prepared to discuss the following): What are the MDGs? What were there strengths and weaknesses? To whom do they apply? What are the proposed SDGs? What are the proposed targets? How much of what Sachs proposed in 2012 has come through in the final UN document? How will the world endeavor to reach these, given the different starting points of each country? What mechanisms are in place to enforce and track the SDGs? PART I: The ECONOMICS OF SUSTAINABLE DEVELOPMENT Sept 8 Economic Development: Determinants and Measures (Week 2) Robert J. Barro, 揇eterminants of Economic Growth: A Cross-Country Empirical Perspective,� NBER Working Paper 5698, 1996. HYPERLINK "http://core.ac.uk/download/pdf/6822675.pdf" http://core.ac.uk/download/pdf/6822675.pdf Lorenzo G. Bellu, 揇evelopment and Development Paradigms: A (Reasoned) Review of Prevailing Visions,� EasyPOL Issue Papers, Food and Agricultural Organization, May 2011. HYPERLINK "http://www.fao.org/docs/up/easypol/882/defining_development_paradigms_102en.pdf" http://www.fao.org/docs/up/easypol/882/defining_development_paradigms_102en.pdf Global Profile of Extreme Poverty, 揃ackground Paper for the High Level Panel of Eminent Persons on the Post-2015 Development Agenda,� UN Sustainable Development Solutions Network, 2012. HYPERLINK "http://unsdsn.org/wp-content/uploads/2014/02/121015-Profile-of-Extreme-Poverty.pdf" \o "Link: http://unsdsn.org/wp-content/uploads/2014/02/121015-Profile-of-Extreme-Poverty.pdf"http://unsdsn.org/wp-content/uploads/2014/02/121015-Profile-of-Extreme-Poverty.pdf Discussion Questions (come to class prepared to discuss the following): What are the determinants of economic growth and development? How is extreme poverty measured, and where is it most acute? Sept 15 A Short History of Economic Development (Week 3) Maddison, Angus, The World Economy: A Millennial Perspective, Introduction and Summary pp. 17-25 and Chapter 1, pp. 27-48. 27 pages HYPERLINK "http://theunbrokenwindow.com/Development/MADDISON%20The%20World%20Economy--A%20Millennial.pdf" http://theunbrokenwindow.com/Development/MADDISON%20The%20World%20Economy--A%20Millennial.pdf 揜eport by the Commission on the Measurement of Economic Performance and Social Progress,� Joseph E. Stiglitz, Amartya Sen, Jean-Paul Fitoussi, Executive Summary, pages 7-18, 2009. http://www.stiglitz-senfitoussi.fr/documents/rapport_anglais.pdf 揃etter measures, better policies, better lives,� Speech by Angel Gurria, Secretary General of the OECD, 2011. http://www.oecd.org/about/secretarygeneral/bettermeasuresbetterpoliciesbetterlives.htm World Happiness Report 2015, Eds. John Helliwell, Richard Layard, and Jeffrey Sachs, Chapters 1-2, pp. 2-41 39 pages. HYPERLINK "http://www.theglobeandmail.com/news/national/article24073928.ece/BINARY/World+Happiness+Report.pdf" http://www.theglobeandmail.com/news/national/article24073928.ece/BINARY/World+Happiness+Report.pdf Discussion Questions What are the major trends that define the history of economic development over the past 2000 years? What have you found most surprising, looking at global development from a historical perspective? Consider specific statistics. Is there convergence occurring in economic prosperity across and within nations (i.e., is the world becoming more or less equal? How specifically can we measure this?) What are some of the different ways that development is defined and measured? Which definition do you find most tenable? What is the definition of sustainable development? PART II: SOCIAL INCLUSION Sept 22 Gender, LGBT+ and Development (Week 4) Reeves, H. and Baden, S. (February 2000), 揋ender and Development: concepts and definitions� (BRIDGE Report No. 55), (40 pages) Institute of Development Studies. Pdf available on Blackboard. Hausmann, R., Tyson, L.D., Bekhouche, Y. and Zahidi S. (2014), 揚art I: The Global Gender Gap and Its Implications� in Global Gender Gap Report 2014, pp. 3-350 (47 pages), World Economic Forum at HYPERLINK "http://www3.weforum.org/docs/GGGR14/GGGR_CompleteReport_2014.pdf" http://www3.weforum.org/docs/GGGR14/GGGR_CompleteReport_2014.pdf 揕GBT in development: a handbook on LGBT perspectives in development cooperation,� RFSL (Swedish Federation for Lesbian, Gay, Bisexual and Transgender Rights ), 2009. (Pages 1-46; glossy report, light reading). HYPERLINK "http://www.rfsl.se/public/LGBT_in_development.pdf" http://www.rfsl.se/public/LGBT_in_development.pdf 揃ecause I am a Girl: So, what about boys?� The State of the World抯 Girls Report, Plan International (2011). HYPERLINK "http://plancanada.ca/Downloads/BIAAG/GirlReport/BIAAG-Report-2011-prerelease.pdf" http://plancanada.ca/Downloads/BIAAG/GirlReport/BIAAG-Report-2011-prerelease.pdf Candida Marsh, Ines Smyth, and Maitrayee Mukhopadhay, 揂 Guide to Gender Analysis Frameworks,� Oxfam (1999). Pages 1 � 29, then choose and read about one of the gender analysis frameworks presented on pp. 30-119 and be prepared to discuss in class. Discussion Questions How is gender defined? Contrast with sexuality. How is the Global Gender Gap measured? What countries have the greatest gender gaps? What countries have the smallest gaps? In which areas? What is a gender analysis framework? Why is gender a boys� and men抯 issue too? Why should men and boys engage and be engaged with gender equality? What do they have to gain? What obstacles and conditions do LGBT individuals face in developing countries? How is the field of international development addressing this? Sept 29 Global Health (Week 5) Investing in Health for Economic Development, Report of the Commission on Macroeconomics and Health. Executive Summary (20 pages) � HYPERLINK "http://whqlibdoc.who.int/publications/2001/924154550x.pdf" \o "Link: http://whqlibdoc.who.int/publications/2001/924154550x.pdf" http://whqlibdoc.who.int/publications/2001/924154550x.pdf One Million Community Health Worker Fact Sheet HYPERLINK "http://1millionhealthworkers.org/files/2013/01/CHW_FactSheet_Final.pdf" \o "Link: http://1millionhealthworkers.org/files/2013/01/CHW_FactSheet_Final.pdf" http://1millionhealthworkers.org/files/2013/01/CHW_FactSheet_Final.pdf Bill Gates 2013 Annual Letter (19 pages) HYPERLINK "http://www.gatesfoundation.org/~/media/GFO/Documents/Annual%20Letters/2013annualletter/2013_AL_English.pdf" \o "Link: http://www.gatesfoundation.org/~/media/GFO/Documents/Annual%20Letters/2013annualletter/2013_AL_English.pdf" http://www.gatesfoundation.org/~/media/GFO/Documents/Annual%20Letters/2013annualletter/2013_AL_English.pdf Health in the Post-2015 Development Agenda, UN Task Team on the Post-2015 Development Agenda (15 pages)� HYPERLINK "http://www.un.org/en/development/desa/policy/untaskteam_undf/thinkpieces/8_health.pdf" \o "Link: http://www.un.org/en/development/desa/policy/untaskteam_undf/thinkpieces/8_health.pdf" http://www.un.org/en/development/desa/policy/untaskteam_undf/thinkpieces/8_health.pdf Health in the Framework of Sustainable Development � HYPERLINK "http://unsdsn.org/resources/publications/health-in-the-framework-of-sustainable-development/" \o "Link: http://unsdsn.org/resources/publications/health-in-the-framework-of-sustainable-development/" http://unsdsn.org/resources/publications/health-in-the-framework-of-sustainable-development/ 揂 Milestone in Africa: No Polio Cases in a Year,� New York Times, August 11, 2015. HYPERLINK "http://www.nytimes.com/2015/08/12/health/a-milestone-in-africa-one-year-without-a-case-of-polio.html?_r=0" http://www.nytimes.com/2015/08/12/health/a-milestone-in-africa-one-year-without-a-case-of-polio.html?_r=0 Case Study: The Global Fund for AIDS, Tuberculosis and Malaria Discussion Questions: Why is improving health around the world important to sustainable development? What are the economic implications of poor health and survival, and the higher disease burden in developing countries? W Students: Abstract Due Oct 6 NO CLASS (Fall Break) Oct 13 Primary, Secondary, and Tertiary Education (Week 6) Global Compact on Learning: Taking Action on Education in Developing Countries, Center for Universal Education, Brookings Institution, (2011) 揙verview� (pp 1-54) 54 pages http://www.brookings.edu/~/media/research/files/reports/2011/6/09%20global%20compact/0609_global_compact.pdf Abhijit Banerjee and Esther Duflo, Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty, 揟op of the Class,� Chapter 4 (2011). Sharath Jeevan, 揊orging a New Deal between Teachers and Education Systems,� Stanford Social Innovation Review, August 2015. Case study: Sistema de Aprendizaje Tutorial (SAT) � An innovative, alternative secondary level educational system completed to date by over 300,000 students throughout the Americas梞ostly in areas where traditional secondary schools are not available. Pioneered in Columbia, this model has been implemented in over a dozen countries and has been shown to boost learning and life outcomes for students not able to access traditional schools. Readings for this case will be shared the week prior to class. Optional: 揇esigning Effective Cash Transfer Programs to Boost Schooling Among Young Women in Africa.� World Bank working paper 5090, October 2009. Video: HYPERLINK "http://youtu.be/gjGL6YY6oMs" Malala Yousafzai address to the United Nations Youth Assembly HYPERLINK "http://www.youtube.com/watch?v=3rNhZu3ttIU" http://www.youtube.com/watch?v=3rNhZu3ttIU (17 minutes) Music Video: HYPERLINK "http://www.youtube.com/watch?v=iAi2pY7b0MQ" I am Malala (5 minutes) Discussion Questions: What progress has been made in enrolling girls and boys in primary, secondary, and for women and men, tertiary education worldwide? Where are there the greatest gaps? What are the social and economic 搑eturns� to increasing education, especially girls� education? Why the concern with 搎uality� education (Global Compact on Learning) What do Banerjee and Duflo advocate for improving education? What were the key factors that led to the success of the SAT program in Latin America? How is this success measured (success in terms of what?). What are some of the weaknesses of the program? Oct 20 MIDTERM EXAM (in class) Oct 27 Impact Investing and Social Entrepreneurship (Week 7) Impact Investing: Transforming How We Make Money While Making a Difference, Antony Bugg-Levine and Jed Emerson, 2011, Chapters 1, 2, 6 and 8. HYPERLINK "http://site.ebrary.com/lib/stanford/docDetail.action?docID=10494625" http://site.ebrary.com/lib/stanford/docDetail.action?docID=10494625 揃reaking the Binary: Policy Guide to Scaling Social Innovation,� The Schwab Foundation for Social Entrepreneurship and the World Economic Forum, April, 2013, pages 1-11. http://www.weforum.org/reports/breaking-binary Case study: Relationship Coffee in Central America 揜elationship Coffee: Creating Shared Value with Transparency and Trust,� David Griswold, Management Innovation Exchange, May 2012. HYPERLINK "http://www.mixprize.org/story/relationship-coffee" http://www.mixprize.org/story/relationship-coffee 揝ustainable Harvest: A Certified B Corporation,� B Corp, 2013. HYPERLINK "http://www.bcorporation.net/community/sustainable-harvest" http://www.bcorporation.net/community/sustainable-harvest 揇esigning Coffee Innovation: Stanford d.School at Let抯 Talk Coffee,� Sprudge, November 5, 2013. HYPERLINK "http://sprudge.com/d-school.html" http://sprudge.com/d-school.html 揑nnovative Technology Application Gives Tanzanian Coffee Farmers Tools to Improve Livelihoods and Food Security,� USAID. HYPERLINK "http://www.competeafrica.org/what-were-doing/rits-ed/index.php" http://www.competeafrica.org/what-were-doing/rits-ed/index.php Sustainable Harvest 2011 Impact Report, pp. 1-21. http://www.managementexchange.com/sites/default/files/media/posts/documents/sh2011impactreport.pdf Videos: Fair Trade Relationship Coffee Case Study, Part I (8 min 17 sec) http://business.jkr30.com/relationship-coffee-fair-trade-case-study-part-1-of-2/ Fair Trade Relationship Coffee Case Study, Part II (6 min 52 sec) http://www.youtube.com/watch?v=IzGs_Z7yF0g&feature=c4-overviewvl& list=PL0DBAED3823278DD2 Global Let's Talk Coffee Relationship Coffee gathering event described 2012 (Medellin, Colombia) http://vimeo.com/57230717 Discussion Questions: What is impact investing? What is the argument for it? Can it be scaled economy wide? What is the case for fair trade coffee? What are the social and economic returns to this model? Is it truly 搒ustainable�? W Students: Outline and Bibliography Due Nov 3 Agriculture, Nutrition, and Food Security (Week 8) Halving Hunger: It Can Be Done, UN Millennium Project Hunger Task Force. Summary Report (30 pages) � HYPERLINK "http://www.unmillenniumproject.org/documents/HTF-SumVers_FINAL.pdf" \o "Link: http://www.unmillenniumproject.org/documents/HTF-SumVers_FINAL.pdf" http://www.unmillenniumproject.org/documents/HTF-SumVers_FINAL.pdf Opportunities and Solutions for Sustainable Food Production, UN Sustainable Development Solutions Network Thematic Group on Sustainable Agriculture and Food Systems (24 pages)� HYPERLINK "http://unsdsn.org/wp-content/uploads/2014/02/130112-HLP-TG7-Solutions-for-sustainable-food-production.pdf" \o "Link: http://unsdsn.org/wp-content/uploads/2014/02/130112-HLP-TG7-Solutions-for-sustainable-food-production.pdf" http://unsdsn.org/wp-content/uploads/2014/02/130112-HLP-TG7-Solutions-for-sustainable-food-productio... Other readings TBD Discussion Questions: How serious an issue is malnutrition? What are the long-term effects of child malnutrition? What does the UN Millennium Project Hunger Task Force recommend for addressing hunger and malnutrition? What are key elements for creating sustainable agriculture and food systems? Nov 10 Reflections on Self and Leadership (Week 9) The creation of a sustainable society will not emerge from methodical action based on past patterns. Rather, it is a reflection of values in action, an integration of mindsets and orientations with skillsets and tools to create meaningful action. The individual is the heart of action, and the motivated community emerges through narratives that bind individuals together. We will take a pause in our consideration of issues of sustainable development to examine models of leadership that will be crucial if we are to achieve sustainable development. We will also consider our own experiences, trajectories, values and role models in our own paths as leaders. Milena Novy-Marx, 揥omen抯 Transformative Leadership in Africa,� The MasterCard Foundation, 2014. HYPERLINK "http://www.mastercardfdn.org/wp-content/uploads/2015/08/Womens-Transformative-Leadership-2014.pdf" http://www.mastercardfdn.org/wp-content/uploads/2015/08/Womens-Transformative-Leadership-2014.pdf 揥hat抯 Your Story?� A life-stories approach to authentic leadership development�, Boas Shamir and Galit Eilam, in The Leadership Quarterly 16 (2005), p. 395�417. HYPERLINK "https://sites.fas.harvard.edu/~soc186/AssignedReadings/Shamir-Stories.pdf" https://sites.fas.harvard.edu/~soc186/AssignedReadings/Shamir-Stories.pdf 揥hy Stories Matter: The Art and Craft of Social Change�, Marshall Ganz, reprinted with permission from Sojourners, (March 2009), pp. 18-19. HYPERLINK "http://sojo.net/magazine/2009/03/why-stories-matter" \t "_blank" http://sojo.net/magazine/2009/03/why-stories-matter An example of a Story of Self: 揋raduation Speech: The Fringe Benefits of Failure, and the Importance of Imagination,� J.K. Rowling, Harvard Graduation, June 4, 2008. HYPERLINK "http://harvardmagazine.com/2008/06/the-fringe-benefits-failure-the-importanceimagination" http://harvardmagazine.com/2008/06/the-fringe-benefits-failure-the-importanceimagination 揟he Value of Positive Emotions,� Barbara L. Fredrickson, in American Scientist, Volume 91, 2003, p. 330�335. http://www.unc.edu/peplab/publications/Fredrickson_AmSci_English_2003.pdf Our Own Stories: Questions for this week Taking guidance from the personal stories you are familiar with from leaders you admire, as well as the readings from this week,爌lease reflect on your own life story.� Ask yourself: What have been the sources and instigators of my greatest passions and curiosities? What difficult or remarkable events or other influences have shaped my commitments and broader life goals? How have these events and influences helped me understand who I am? How have they clarified what really matters to me and what I am committed to? Then write: Your life story in brief through the lens of your past experiences. Express how past influences have shaped your present vision of yourself, your identity. Describe how your future goals and vision are connected both to your past influences and your present self-conception. Your life story should have a thread that integrates past-present-future. We will share these personal stories and know that they will be respected by all. Please share what you are comfortable sharing, and do not feel pressure. On the other hand, step outside your comfort zone enough to feel vulnerable and express your life story authentically. PART III: ENVIRONMENT Nov 17 Energy and Climate Change (Week 9) Summary for Policymakers, Intergovernmental Panel on Climate Change (17 pages)� HYPERLINK "http://www.ipcc.ch/pdf/assessment-report/ar4/wg1/ar4-wg1-spm.pdf" \o "Link: http://www.ipcc.ch/pdf/assessment-report/ar4/wg1/ar4-wg1-spm.pdf" http://www.ipcc.ch/pdf/assessment-report/ar4/wg1/ar4-wg1-spm.pdf� Stern Review: The Economics of Climate Change, Executive Summary (27 pages)牋 HYPERLINK "http://webarchive.nationalarchives.gov.uk/+/http:/www.hm-treasury.gov.uk/media/4/3/Executive_Summary.pdf" \o "Link: http://webarchive.nationalarchives.gov.uk/+/http:/www.hm-treasury.gov.uk/media/4/3/Executive_Summary.pdf" http://webarchive.nationalarchives.gov.uk/+/http:/www.hm-treasury.gov.uk/media/4/3/Executive_Summary... Sachs, Jeffrey D. and Guido Schmidt-Traub. Financing for development and climate change post-2015 (16 pages)� HYPERLINK "http://unsdsn.org/wp-content/uploads/2014/02/130316-Development-and-Climate-Finance.pdf" \o "Link: http://unsdsn.org/wp-content/uploads/2014/02/130316-Development-and-Climate-Finance.pdf" http://unsdsn.org/wp-content/uploads/2014/02/130316-Development-and-Climate-Finance.pdf Brian Blankespoor, Susmita Dasgupta, Benoit Laplante, and David Wheeler, 揟he Economics of Adaptation to Extreme Weather Events in Developing Countries,� Center for Global Development Working Paper 199 (January 2010) at HYPERLINK "http://www.cgdev.org/sites/default/files/1423545_file_Economics_of_Adaptation_FINAL.pdf" http://www.cgdev.org/sites/default/files/1423545_file_Economics_of_Adaptation_FINAL.pdf� Do not focus on understanding the economic modeling in this paper, rather focus on the text--the description of how climate change impacts the poor and women, and the impact of women抯 education on helping communities adapt and respond to extreme weather events. Readings on UN Framework Convention on Climate Change negotiations in advance of the December 2015 global negotiations in Paris. Case Study: IDEAAS � Solar electricity to the Brazilian Amazon 揑DEAAS and PSA: Replication in the Amazon,� Stanford Business School Case Study, 2007, pages 1-25. HYPERLINK "http://www.ideaas.org/admin/editor/imagensUpload/File/IDEAAS%20and%20PSA" http://www.ideaas.org/admin/editor/imagensUpload/File/IDEAAS%20and%20PSA %20-%20Replication%20in%20the%20Amazon%20E-264%20July%20262007.doc Discussion Questions: Is climate change gender neutral? Why or why not? How does climate change affect the poor, and in particular women, in developing countries? How can losses/impacts from extreme weather events/climate change be reduced through women抯 education (Center for Global Development Working Paper)? Understand the case of solar electricity in the Amazon. To what extent is this approach applicable to other regions? Nov 24 Saving Biodiversity (Week 11) Summary for Decision Makers: Ecosystems and Human Well Being, Synthesis, Millennium Ecosystem Assessment (24 pages)� HYPERLINK "http://www.unep.org/maweb/documents/document.356.aspx.pdf" \o "Link: http://www.unep.org/maweb/documents/document.356.aspx.pdf" http://www.unep.org/maweb/documents/document.356.aspx.pdf Global Biodiversity Outlook 3, Convention on Biological Diversity.� Executive Summary and Introduction (8 pages)� HYPERLINK "http://www.cbd.int/doc/publications/gbo/gbo3-final-en.pdf" \o "Link: http://www.cbd.int/doc/publications/gbo/gbo3-final-en.pdf" http://www.cbd.int/doc/publications/gbo/gbo3-final-en.pdf Rockstr鰉, R. et al. 揂 Safe Operating Space for Humanity,� Nature, Volume 461, Pages 472-475, 24 September 2009. 4 pages. HYPERLINK "http://www.nature.com/nature/journal/v461/n7263/full/461472a.html" http://www.nature.com/nature/journal/v461/n7263/full/461472a.html The Economics of Desertification, Land Degradation and Drought: Methodologies and Analysis for Decision-Making, 2nd Scientific Conference on the UNCCD; Executive Summary; Chapter 1: Introduction; Chapter 2: Economic and social impacts of desertification, land degradation and drought; Chapter 5: Implementation of the Rio conventions � a call for synergies to advance the economics of desertification, land degradation and drought; Chapter 6: Using the Economics of desertification, land degradation and drought to inform policies at local, national and international level; Conclusion (26 pages)� HYPERLINK "http://2sc.unccd.int/fileadmin/unccd/upload/documents/Background_documents/Background_Document_web3.pdf" \o "Link: http://2sc.unccd.int/fileadmin/unccd/upload/documents/Background_documents/Background_Document_web3.pdf" http://2sc.unccd.int/fileadmin/unccd/upload/documents/Background_documents/Background_Document_web3.... Case Study: Posada Amazonas Eco-lodge and the Ese Eja indigenous community in Peru 揅ommons Management and Ecotourism: Ethnographic Evidence from the Amazon,� Amanda Stronza, International Journal of the Commons, Vol. 4, no. 1, 2010, pp. 56-77. HYPERLINK "http://www.thecommonsjournal.org/index.php/ijc/article/view/137/128" http://www.thecommonsjournal.org/index.php/ijc/article/view/137/128 揅ommunities and Conservation,� Case study of Posada Amazonas Ecolodge, Peru, Texas A & M University, 2011, pages 1-5. HYPERLINK "http://people.tamu.edu/~jpackard/cases/ANA01_PosadaAmazonas_Vargas&Vigo.pdf" http://people.tamu.edu/~jpackard/cases/ANA01_PosadaAmazonas_Vargas&Vigo.pdf Discussion Questions What is the Convention on Biological Diversity? Has it been effective? How can one measure the impacts? Why is biological diversity important for sustainable development? What are planetary boundaries (Rockstrom)? Which one pertains to biodiversity? How are planetary boundaries interrelated? W Students: Draft Paper Due Dec 1 Water and the Oceans (Week 12) 揋overning a Commons from a Citizen Perspective,� Elinor Ostrom, Heinrich Bull Stiftung, United States, pages 1-9. HYPERLINK "http://www.boell.org/downloads/Ostrom_Governing_a_Commons.pdf" http://www.boell.org/downloads/Ostrom_Governing_a_Commons.pdf 揅ommons: The Network of Life and Creativity,� Silke Helfrich, Heinrich Boell Foundation, March 2009, approx. 12 pages. http://www.stwr.org/economic-sharing-alternatives/genes-bytes-and-emissions-towhom-does-the-world-belong.html Case study 1: Unilever � Saving Water in Latin America 揝aving Water in Latin America,� Unilever, Sustainable Living, 2005, pp. 1-4.http://www.unilever.com/images/es_medusa_tcm13-141084.pdf Case Study 2: The Marine Stewardship Council and Whole Foods� sustainably harvested fish and eco-labeling Julia Novy-Hildesley and Katherine Short, Eco-labeling in Fisheries: What is it All About? Chapter 12: 揅ommunity-Based Certification: A Route to Sustainable Fisheries,� with case study of Seri people抯 Jaiba fishery in Mexico, Blackwell Science Limited, 2003. http://searchworks.stanford.edu/view/5461363 Discussion Questions What are the major threats to the world抯 fresh water? What are the major stresses faced by oceans? How is Unilever working to conserve water in Latin America? Is this model replicable by other companies? How does eco-labeling work? Is it effective? Do companies have an incentive to do it? Dec 8 Financing Sustainable Development (Week 13) This week抯 topic may change according to student demand and development of the course. Readings TBD Discussion Questions: TBD W Students: Final Paper Due Course Requirements Exams/Papers Mid-term Exam (in class) Final Exam � In December (scheduled by the Registrar, subject to change, confirm final time and date with Registrar). Please be sure to make your travel plans so that you can take the exam at the scheduled time. For W Students: A substantial research paper (12-15 pages) on a topic related to sustainable development (must be approved) is required for this course. See the syllabus for dates that the abstract, outline and rough and final drafts are due. I am happy to work with you on successive drafts if you would like to discuss them and improve your paper. At least one rough draft is required. Readings All students are expected to complete all of the readings every week and to be familiar with the arguments made and information explained. Discussion questions are provided on the syllabus to help guide your reading. Be prepared to discuss these questions in class. In addition: Each week, students are required to post on Blackboard talking points reflecting on the readings for that week, by midnight prior to the day of class. Talking points are not due for the first class. The talking points should offer critical reflections on all of the readings. Instead of summarizing or synthesizing the readings, they should highlight puzzles, make comparisons, present your reflections, relate to your experiences, and/or identify contradictions, thereby stimulating class discussion. They can be in the form of a narrative, bullet points, and/or a table and will be graded on a pass/fail basis and contribute to part of your class participation grade. Each week, a group of two to three students will work together make and deliver in class a short presentation highlighting a specific case (from the private sector, non-profit sector, or a government 杔ocal, national, or regional) regarding the topic of the week. For example, you might examine a new policy that addresses sustainable development, or an innovative practice or project by a company or organization. Presentations will thus require some outside research. Presentations are not meant to reproduce or synthesize the main points of the readings. Student presentations will serve as a jumping off point for class discussion. Class discussion is an important part of the course. I expect all students to read each week抯 assigned readings, be prepared to discuss them, and to participate actively. Discussion questions are offered below the readings for each week to help guide your reading. Even if you are uncomfortable speaking in class, I urge you to step out of your comfort zone as much as possible, and I will help to create a supportive classroom environment. Developing confidence in public speaking is a crucial skills, and is important for the overall quality of our joint learning. All readings are available online and/or via electronic reserves on Blackboard. W Paper Due Dates Abstract September 29 Discussion of Topic Continuing with Professor Outline/Bibliography October 27 Draft Paper (required) November 24 Final Paper December 8 W Paper Library Research Help: If you need assistance finding information for this course/assignments, River Campus Librarians may be able to help. You can speak with the reference librarian on duty between 9am and 5pm (just ask for help at the Q&i Desk in any of our campus libraries) or chat with a librarian online via the 揙nline Chat� link on the library website ( HYPERLINK "http://www.library.rochester.edu" http://www.library.rochester.edu). You can also contact the Outreach Librarian for the Social Sciences, Justina Elmore, by emailing HYPERLINK "mailto:jelmore@library.rochester.edu" jelmore@library.rochester.edu or requesting an in-person consultation at HYPERLINK "http://libcal.lib.rochester.edu/appointments/" http://libcal.lib.rochester.edu/appointments/. Justina is very eager to help students with their research efforts. 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