Time Schedule:
Craig Zumbrunnen
GEOG 370
Seattle Campus
Principles and practices of effective conservation and utilization of natural resources. Role of technology in resource use. Physical, political, and economic aspects of resource management for food, population, land, water, air, energy, and timber resources.
Class description
GEOGRAPHY 370 Autumn 2008 Problems of Resource Management: Energy and Climate Change Time: TuTh 9:30 - 11:20 AM Place: CMU 230 Instructor: Craig ZumBrunnen Office: 416C Smith Hall Office Hours: TuTH 11:30-12:20 or by appointment Phone Office: 206-543-4915 E-mail: craigzb@u.washington.edu
Course Goals
The goal of this course is to help students become more effective participants in environmental decision making as citizens and professionals, especially with regard to energy and climate. To develop deeper knowledge and skills students will pursue some team-based research on an active environmental decision-making process with regard to either energy use/policies or climate change/policies, resulting in 1) an orally presented team position paper, and 2) a letter to an influential decision maker of their choice. The course content includes some history of natural resource and energy use, core ecosystem and natural processes focusing on energy use/policies and climate change/policies leading to discussion, analyses, and critiques of alternative decision-making methods and strategies mainly but not exclusively regarding the US. You should take this course if you are interested in an environmental career, or simply want to be a more informed citizen. The intent of this newly revised course is to become integrated and linked with GEOG 270: Geographies of International Development and Environmental Change. GEOG 270 is not a formal pre-requisite at this time, but you will be encourage to enroll in it in Spring 2009. Beginning in Autumn 2009, GEOG 270 should be taken before GEOG 370.
What students can expect to learn from this course
Students can expect to learn about: 1) a survey history of American resource use practices & environmentalism; 2) basic economic concepts as applied to natural resource management and their critique; 3) major ecosystem concepts and processes; 4) natural (e.g., thermodynamic) and historical-geographic human-economic processes, and problems bearing on local, national and global energy use & climate change; 5) the strengths and shortcomings of various strategies and policies for environmental and resource protection; and 6) some appreciation for the complexities involved in the controversies surrounding the energy use, concept(s) of “sustainable development.” I wish to strongly emphasize that the purpose and perspective of this course is as much to develop critical thinking and questioning skills, as it is to convey a specific body of information. Accordingly, expect this class to generate more questions than answers.
General methods of instruction
The primary methods of instruction which will be employed include: 1) lecture and class discussions/debates, 2) group experiential learning processes, 3) small group activities and issue oriented debates, 4) relevant energy and climate change videos, 5) classroom “walk through” of sample benefit-cost problems, B-C treatment of uncertainty and the inherent problems of only using B-C or economic analyses to evaluate energy and climate policies and 6) possibly even short field trips to energy installations in the region.
Recommended preparation for success in the course
There are no formal course prerequisites for the class. However, some general geography background gleaned from such courses as Geog 100, Geog 205, and especially Geog 207 would be beneficial. Interest in and background reading in natural resource history, introductory biology/ecology, energy, climate science and economics would be helpful and useful; but the lectures will be given and topics discussed assuming no such general student background education and training.
General nature of assignments
There will be four types of assignments used inside and/or outside the classroom: 1) assigned readings, 2) benefit-cost problem sets, 3) team-based research policy position paper, and 4) in-class group debates/discussion.
Basis on which grades are assigned
Grading will be based upon one mid-term essay exam (30% of grade), class participation and policy position paper/letter (20% of grade), graded exercises (20%) and a final essay exam (30% of grade). The mid-term and final exams will be given based on assigned readings and lecture material.
Required TEXTs: Andrew E. Dessler, Edward A. Parson, The Science and Politics of Global Climate Change: A Guide to the Debate. Czambridge: Cambridge University Press, 2006. (hereafter, SP) [ISBN 0521539412].
Charles L. Harper, Environment and Society: Human Perspectives on Environmental Issues, Fourth Edition. Upper Saddle River, NJ: Pearson-Prentice Hall, 2008. (hereafter, ES). [ISBN-13: 978-0-13-240356-6].
John Theodore Houghton, Global Warming: The Complete Briefing, 3rd edition. Cambridge: Cambridge University Press, 2004. (hereafter, GW) [ISBN 0521528747, 9780521528740].
Michael T. Klare, Rising Powers, Shrinking Planet: The New Geopolitics of Energy. New York: Metropolitan Books, Henry Holt and Company, LLC, 2008. (hereafter, RP) [ISBN-13: 978-0-8050-8064-3].
James Howard Kunstler, The Long Emergency: Surviving The End of Oil, Climate Change, and Other Converging Catastrophes of the Twenty-First Century. New York: Grove Press, 2006. (hereafter, LM) [ISBN-13:978-0-8021-4249-8].
Lisa Margonelli, Oil on the Brain: Petroleum’s Long, Strange Trip to You Tank. New York: Broadway Books, 2007. (hereafter, OB) [ISBN: 978-0-7679-1697-4].
Other assigned reading selections, podcasts, etc. will also be used as appropriate and available either on-line or on reserve.
DATE TOPIC/ISSUES READING Sept. 25 Introduction to course, “Resources are not, they become,” concepts of property rights
Sept. 30 Conceptual Content Cognitive Mapping (3CM) group process will be introduced and used to develop the position paper teams
Oct. 2 American Conservation History & discussion ES 269-310 Other reading selections: Ted Nordhaus & Michael Shellenberger, “The Death of Environmentalism” Donella Meadows, “The Limits to Growth” Rachel Carson, “Silent Spring” Vandana Shiva, “Problems with the Enlightenment” Aldo Leopold, “A Land Ethic” Arne Naess, “Deep Ecology” & “Green Conservatism” Carolyn Merchant, “Women and Nature”
Oct. 7 Basic Resource & Economic & Ecosystem Concepts ES, Chapter 1, 1-43, & Other reading selections: Oct. 9 Herman Daly, “The Steady-State Economy” ES, Chapter 2, 44-78 E. F. Schumacher, “Buddist Economics” Paul Ekins, “The Problems with GNP” David Pearce, “Valuing the Environment”
Oct. 14 “Ecological Economics” thanks to Robert Costanza ES, Chapter 5, pp. 151-191 Read and respond to Costanza's “Four Visions of the Future”: http://www.ecologyandsociety.org/vol4/iss1/aet5/ ES, Chapter 6, pp. 192-229 Alternative Evaluation Methods of Ecosystem Services Oct. 16 In-class SIMULATION GAME, Hardin’s “Tragedy of Commons” Midterm essay questions handed out both LM and OB now assigned in their entirety, reading/discussion questions handed out to prepare for class discussions on Nov. 6
Oct. 21 Intro to Benefit-Cost analysis & its shortcomings, exercises
Oct. 23 Intro to Energy and Society “History of Oil” video ES, Chapter 4, pp. 110-150 http://video.google.com/videoplay?docid=-5267640865741878159 “History of Oil Propaganda” http://video.google.com/videoplay?docid=-3710423551467911063 RP, Chapters 1-4, pp. 1-114
Oct. 28 Discussion of “Oil on the Brain” &“The Long Emergency” RP, pp. 115-209
Oct. 30 Continue discussion Geopolitics of Energy Issues RP, Chapters 8-9, pp. 210-261 Other reading selections: Herman Daly, “Depletion Quotas vs. Pollution Taxes” Michael T. Klare, “The New Geopolitics of Energy,” http://www.thenation.com/doc/20080519/klare/print Michael T. Clare, “Anatomy of a Price Surge,” http://thenation.com/doc/20080707/klare/print Michael T. Klare, “Beyond the Age of Petroleum,” http://www.thenation.com/doc/20071112/klare/print
Nov. 4 ELECTION DAY VOTE!!! Energy and Society continued
Nov. 6 Global Climate change, a new type of environmental problem ES, pp. 79-110; Midterm & B-C exercises due GW, pp. 1-76; SP, pp. 1-17 Nov. 11 Veterans Day Holiday: No class
Nov. 13 Climate science & climate change impacts GW, pp. 77-196; SP, pp. 47-89 Other reading selections: Rosenthal, Elisabeth and Andrew Revkin. (2007) “Science Panel Calls Global Warming ‘Unequivocal’.” New York Times. February 3, 2007. Treut, H., et. al. (2007) “Historical Overview of Climate Change Science” (IPCC report). Read only the “frequently asked questions” 1.1, 1.2, and 1.3 on pp.96-97, 104-105, and 115-16. The balance of the report is optional. IPCC (2007). “Summary for Policy Makers [from working group II].” Read parts A and B; pp. 8-10, skim part C, pp. 11-18; read part D, pp. 19-20. Revkin, Andrew. (2007). “Reports from Four fronts in the War on Warming.” New York Times. April 3, 2007. Steinberg, Philip and Kathleen Sherman-Morris. (2004). “Global Warming and Sea-Level Rise in Oceania.” People in Places: A Documentary Case-Study Workbook. Pearson: Upper Saddle River, NJ. Aslam, Abid. (2007) “Warming May Trigger Agricultural Collapse.” Inter Press Services News Agency. September 14, 2007. Revkin, Andrew. (2007). “Aid to Help Asia and Africa With Effects of Warming.” New York Times. August 9, 2007. Walsh, Bryan. (2007) “Third World Smoke Alarm.” Time Magazine. May 10, 2007 (accessed at http://www.time.com/time/magazine/article/0,9171,1619098,00.html) Patz, Jonathan and Sari Kovats. (2002)/ “Hotspots in Climate Change and Global Health.” BMJ. Vol. 325, November 200. pp. 1094-1098. Stone, Richard. (1995). “If the Mercury Soars, so may Health Problems.” Science. February 17, 1995. Patz, Jonathan, et. al. (2005). “Impact of regional Climate Change on Global Health.” Nature. vol. 438. November 2005. (Skim) Environmental Protection Agency. (2007) “Climate Change – Health and Environmental Effects.” (Optional) (access at www.epa.gov/climatechange/effects/health.html
Nov. 18 Global warming: Politics, science in politics and uncertainties SP, pp. 18-46
Nov. 20 Climate-change policy debates GW, pp. 197- 241; SP, pp. 90-127 Nov. 25 Strategies & Policies for Energy & Climate ES Chapter 7, pp. 230-268; GW, pp. 242-332: SP, pp. 128-176;
Nov. 27-28 Thanksgiving Holiday: No classes
Dec. 2 Policy White Paper presentations & Policy White Paper presentations & summary discussion Dec. 4 Final Exam questions handed out
Dec. 10 scheduled Final Exam time: 10:30-12:20 in CMU 230
Student learning goals
Students can expect to learn about: 1) a survey history of American resource use practices & environmentalism;
2) basic economic concepts as applied to natural resource management and their critique;
3) major ecosystem concepts and processes;
4) natural (e.g., thermodynamic) and historical-geographic human-economic processes, and problems bearing on local, national and global energy use & climate change;
5) the strengths and shortcomings of various strategies and policies for environmental and resource protection;
6) some appreciation for the complexities involved in the controversies surrounding the energy use, concept(s) of “sustainable development.” I wish to strongly emphasize that the purpose and perspective of this course is as much to develop critical thinking and questioning skills, as it is to convey a specific body of information. Accordingly, expect this class to generate more questions than answers.
General method of instruction
The primary methods of instruction which will be employed include: 1) lecture and class discussions/debates, 2) group experiential learning processes, 3) small group activities and issue oriented debates, 4) relevant energy and climate change videos, 5) classroom “walk through” of sample benefit-cost problems, B-C treatment of uncertainty and the inherent problems of only using B-C or economic analyses to evaluate energy and climate policies and 6) possibly even short field trips to energy installations in the region.
Recommended preparation
There are no formal course prerequisites for the class. However, some general geography background gleaned from such courses as Geog 100, Geog 205, and especially Geog 207 would be beneficial. Interest in and background reading in natural resource history, introductory biology/ecology, energy, climate science and economics would be helpful and useful; but the lectures will be given and topics discussed assuming no such general student background education and training.
Class assignments and grading
There will be four types of assignments used inside and/or outside the classroom: 1) assigned readings, 2) benefit-cost problem sets, 3) experiential group activities, 4) policy position paper, and 5) in-class group debates/discussion.
Grading will be based upon one mid-term essay exam (30% of grade), class participation and policy position paper/letter (20% of grade), graded exercises (20%) and a final essay exam (30% of grade). The mid-term and final exams will be given based on assigned readings and lecture material.
