Syllabus for:
"Computer Applications in International Relations Research"
SIS 513, Spring, 2007

A Multi-Media Focus on Environment and Conflict Issues

 

Course Key Contacts

Class Times: Thursday 5:30-8:00. Meet in the Hurst 202 (SSRL)

Dr. James Lee, School of International Service Associate Director, Center for Teaching Excellence, American University, Washington, DC 20016 Office: Hurst Hall 203 (the SSRL) Phone: 885-2285 email: jlee at american.edu

Teaching Assistant: Usman Qadir (email: usman.qadir at american.edu) Environment and Conflict Home: ICE Web Site http://www.american.edu/TED/ice/ice.htm Office Hours: Drop In or By Appointment

Class Overview

This course combines new technologies and new ideas. By function, it provides a basis for students in many places and many times to participate in a distance learning class. By goal, it provides an understanding of Web technologies in the context of presenting intelligent ideas. This class is linked to a number of classes at AU and other classes and students around the world. The class inherently is involved in a form of distance learning. The idea of the class is to look at key ideas of today, centered around trade, conflict and environment, and combine them with acquiring some practical skills in information technology (IT).

The course focuses on critical issues related to trade or globalization and aspects of the human condition such as environment, culture, rights and work. This class has been systematically built up over time and has revealed a wealth of information available in a variety of media but principally through the Web. You will add to this wealth in three ways.

First, you will prepare a case study on globalization for presentation on the Web as part of a Virtual Conference. This report will become part of many reports submitted in the newest editions of an online journal called ICE Case Studies. The topic for the semester is environment and conflict. Besides the case study you will also analyze a hypothetical case of conflict and environment using an online expert system.

Second, you will work in a team to conceive, shoot, edit and present a video related to environment and conflict. I want this video to have some elements of conflict and environment in them. At the end, I suggest we post them on YouTube.

Third, you will participate in a virtual conference where your web pages will be the papers for discussion are the topics of discussion. I usually try to create a link with another online effort that is producing case studies or other multi-media products.

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Readings and Viewing's 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.

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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. As an on-line resource TED is used widely by students, researchers, and ordinary people. 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 like 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 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).

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.

Several development projects are related to four areas. First, there are simulations using the case studies. Second, there are special cases that have been expanded upon to focus on economic costs and benefits. These cases have a base in statistical orientations to environmental policy. Third, there are a variety of student web projects related to international relations. Finally, there is a special focus on international trade related to criminal activities. Through TED case studies a new project has emerged that focuses on the role of geographic indications.

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There are three skills required to undertake these two projects. First, you will need to learn a case study methodology and apply it to investigating a subject. Second, you will need to learn a computer language called HTML (HyperText Markup Language), the programming medium of Web, and related software based on it (Dreamweaver). You will also be introduced to PhotoShop, a graphics package, and tools for teleconferencing. With these technical tools in hand, you can write a brilliant and well-researched paper that is web-enabled. Third, you will need to learn how to use a DV camera, shoot footage, and edit the footage using a digital editing program called Imovie.

The case study will be part of a virtual conference that will take place in later in the semester. We have had prior virtual conferences that can be found at the following addresses.

The TED Virtual Conferences (the last few)

The case studies have a focus of several years to develop a core of knowledge in a certain area where information is needed.

Tenth Virtual Conference: The Road to Qatar (Fall, 2001)
Eleventh Virtual Conference: Beyond Trade and War (Spring, 2002)
Twelfth Virtual Conference: Implementing Doha I (Fall, 2002)
Thirteenth Virtual Conference: Implementing Doha II (Spring, 2003)
Fourteenth Virtual Conference: Cultural Geographic Indicators (Fall, 2003)
Fifteenth Virtual Conference: Cultural Geographic Indicators and a Focus on North America (Spring, 2004)
Sixteenth Virtual Conference: Cultural Geographic Indicators (Summer, 2004)
Seventeenth Virtual Conference: Cultural Geographic Indicators in Developing Countries (Fall, 2004)
Eighteenth Virtual Conference: Cultural Geographic Indicators in Developing Countries (Spring, 2005)
Nineteenth Virtual Conference: Environment and Conflict: The Role of Natural Events (Summer, 2005)
Twentieth Virtual Conference: Environment and Conflict: The Role of Natural Events (Fall, 2005)
Twenty First Virtual Conference: Environment and Conflict: The Role of Natural Events (Spring, 2006)
Twenty Second Virtual Conference: Environment and Conflict: The Role of Natural Events (Fall, 2006)

Twenty Third Virtual Conference: Environment and Conflict: The Future of Climate Change -- Part 1, (Spring, 2007)

In completing the basic class objective here are the assignments, assignment grade percent, and a brief description.

>Assignments

1. Case Study Proposal	5 points	Provide a proposal for your case study.
2. Related Cases	5 points	Find and organize cases related to yours.
3. Conflict Data	5 points	Find conflict data related to your case.
4. Environment Data	5 points	Find environmental data related to your case.
5. Environment Conflict Overlap	5 points	Find environmental data related to your case.
6. Case study	25 points	Give me a draft and subsequent revisions of the case study.
7. Programming Quiz	10 points	A Programming Quiz.
8. Video Proposal	5 points	Develop a Proposal for a Video
9. Analyzing Future Events	10 points	Use an on-line expert system to examine a current case.
10. Video Product	15 points	A video that shows both technical and conceptual skill.
>11. Being There	10 points	Being part of class and participating in it.

There may also be some readings and discussions on the AU Blackboard web site.

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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. Here is a link to free online resources on the web. 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
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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.

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Required Texts and Readings

There are three 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. They will be supplemented by lots of recommended readings that will mostly be found on the Web or provided as hard copies. These other materials will be available through the Weekly Broadcast.

(1) Michael T. Klare, Resource Wars: The New Landscape of Global Conflict, New York: Owl Books; Reprint edition (March 13, 2002). ISBN: 0805055762

(2) Daniel Short and Garo Green, MacroMedia Dreamweaver 8: Hands On Training, Berkeley, Ca: Peachpit Press, 2006. ISBN: 0321293894

(3) David Pogue, iMovie HD: The Missing Manual, Sebastopol, Ca.: O'Reilly Media, 2005. ISBN: 0596100337.

Other Online Readings

Geneva Humanitarian Forum

By Richard A. Matthew, Michael Brklacich and Bryan McDonald, Global Environmental Change and Human Security: Gaps in Research on Social Vulnerability and Conflict, paper presented at the UNEP/ECSPR Workshop held at the Woodrow Wilson Center in December 2003.

Aaron Maltais, Kirstin Dow and Asa Persson, Stockholm Environment Institute, Integrating Perspectives on Environmental Security.

Stephan Libiszewski, What is Environmental Conflict?

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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.

The primary software tool for editing video is iMovie, which is only available on campus computers. It is available in the New Media Center (Hurst 210) and on some work stations in the Hurst Computer Lab (Hurst 202). It comes with new Mac purchases. A higher level editing program is Final Cut Pro.

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New Case Study Topics, Spring 2006: 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 and natural events. The relation has two dimensions, of both a short- and a long-term. For examples of similar past cases, click here. <http://www.american.edu/ted/ice/ice-natural.htm>

First there are long-term changes. These are conflicts that are emerging due to long-term trends in climate change and how they are beginning to generate conflict. These case might include the impacts of rising oceans on land areas (i.e., Pacific Islands), warming conditions on resource access (i.e., Siberia), and drying conditions on food availability (i.e., Turkmenistan).

Second, there are intense intrusions of nature onto human society that has conflict implications. Prominent in recent history is the Asian Tsunami, but there are also cases where locust infestations also created the context for conflict. We understand how it might be a factor after the December 2004 tsunami in Asia. This has altered the balance in civil conflicts already underway in Sri Lanka (Tamil's and Singhalese) and Aceh, Indonesia for example. Weather might be another source of conflict, especially when it relates to long-term droughts. Weather, in addition can alter the course of conflict. Napoleon, and Hitler, discovered this during the winter after his invasion of Russia.

Here are some ideas of possible topics. 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 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.

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.

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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The videos have always had a mulidi-disciplinary character. This time I want environment to have a strong role in the story and a way to integrate conflict and environment into the videos as well. This might produce some synergy between the two assignments. I am looking for teams of about 4. Here are some prior topics for videos in this class. They end result is about 5-10 minutes. Here are some old topics as examples or ideas.

Fear of the Queer: Attitudes and Policies on Gay Rights at AU
Anacostia River Restoration Efforts and Challenges
Immigration Rallies and Who are the Minuteman
Wandering the Aisles: Ethnic and Chain Supermarkets, People and Products
Pandemania: The Zoo, the Public and the Ethics
Bringing Back the Wooly Mammoth: The Ethics of Cloning Ancient Species
International Beers and International Relations (the Brickskeller)
St. Patrick Day: What Does it Mean?
Halloween: The Internationalization of the Holiday
The Migration of Somali Bantus to Baltimore, Home on Halloween
Rally in DC Among Haitians Supporting Aristide after his Ousting
Comparing Two Indian Restaurants Nearly Next Door

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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.

___25___ Writing: Structure, grammar and clarity of expression.

___25___ Sufficiency: Completeness of assignment.

___25___ Brilliance: Creativity in methods, subjects, and theories.

___100___ Total

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