4. DEVS 504 SEMINAR TEAMS 2011 & ASSIGNMENTS
TEAM I
1 Krishna Hari G.C
2 Salpa Shrestha
3 Prakash Budda Magar
TEAM II
4 Murbika Prasai
5 Prem Khattri Chettri
6 Neesha Shakya
TEAM III
7 Rijana Malla
8 Babu Ram Devkota
9 Manisha Bhattarai
TEAM IV
10 Sambida Regmi
11 Bibhor Kayastha
12 Jyotsna Kakshapati
TEAM V
13 Prerena Shakya
14 Nabin Dangol
15 Delon Bharati
TEAM VI
16 Binu Thapa
17 Ajita Pokharel
18 Bobby Ghimire
TEAM AND SEMINAR TOPIC ASSIGNMENT FOR NATURAL RESOURCES
TEAM SEMINAR SUBTOPIC
I NR Basics and Environmental Economics
II Biological Theory of Sustainable Exploitation.
III Environmental Ethics
IV Biodiversity and Vandana Shiva
V Community Forestry, Kanel & Hausler
VI Himalayan Degradation Theory & Critiques
Preliminary Instructions:
1. The member listing in the Team composition does not imply hierarchy. All are equal in responsibility and credit and work assignments.
2. Start readings and discussions within your team asap, decide on 1 or 2 key issues to discuss.
3. Prepare a series of slides, around 10 max.
4. Prepare a 2 page précis of the key discussion issues.
5. Email both (3) & (4) to all HNRS 522 classmates and the teacher and a hard copy of each to the teacher.
6. Be prepared to present the slides for 15 min max with 15 min discussion for team. Your class teacher will have at least 1 question or comment per presentation.
7. At 15 min for topic, 6 teams should complete in 2 PERIODS OR 90 MIN.
8. Detail instruction by Seminar Subtopic follows.
SEMINAR INSTRUCTIONS BY SUBTOPICS ON NR
TEAM I: NR BASICS AND ENVIRONMENTAL ECONOMICS:
1. Read the following materials carefully:
• From Ref MHTs: Nepal's Report to the UNCED 1992 hs law policy.mht
• From Ref PDFs: 157 PG wb nepal env analysis 2007 in law1.pdf, READ EXEC SUMMARY, APPENDIX A, PG 76.
ENVIRONMENTAL ASSESSMENT OF NEPAL.pdf, READ Chapter 4: Forestry and Biodiversity PG 39-55.
• From Ref PPTs: RC Concepts in Natural Resources.ppt, RC Natural Resources Key Terms.ppt
• From Hard copy: Environmental Economics and Sustainable Development by Mohan Munasinghe, World Bank, 5 pg
2. Discuss definitions, classifications and how “supply” of Natural Resources is a function of
Physical supply, market demand and state of technology available.
3. What is the contribution of Natural Resources to the total wealth of a Nepal, like Nepal (WB Country Env Assessment, 2007) and its implication?
4. What is Environmental Economics? How does this discipline propose to solve environmental problems of Resource Economics? Why is this a favourite approach of World Bank? Is long term benefit or sustainability economically rational since discount rates favour utility satisfaction now than later? Can Economics “value” Nature’s goods and resources when they have not been exchanged in the Market place? Discuss.
SEMINAR INSTRUCTIONS BY SUBTOPICS ON Biological Sustainability
TEAM II: Biological Theory of Sustainable Exploitation
2. Read the following materials carefully:
• From Hard copy: “Principles of Conservation Biology, Third Edition, Groom, Meffe, Carroll, pg 265-269: BIOLOGICAL THEORY OF SUSTAINABLE EXPLOITATION”
2. Discuss definitions, classifications, CONCEPTS such as sustainable and unsustainable levels of exploitation, carrying capacity, maximum sustainable yield, logistic population growth, constant quota exploitation, proportional exploitation, threshold exploitation, bioeconomic exploitation and open access vs. tragedy of commons.
3. This material is the heart of the concept of “sustainability” so from this biological core have economic, political and policy definitions of sustainability have been derived.
4. This definition was virtually adopted in toto in the World Conservation Strategy of IUCN 1980 and adopted into Nepal Conservation Strategy, 1988, from which was derived Nepal’s comprehensive Environmental Protection Act, 1997 on which concepts of EIA, or Environmental Impact Assessment was mandated to rein in development projects, in theory at least.
5. What are some of the strengths and some of the obvious weaknesses? Discuss.
SEMINAR INSTRUCTIONS BY SUBTOPICS ON Environmental Ethics
TEAM III Environmental Ethics
3. Read the following materials carefully:
a. From Ref MHTs: Deep ecology - Wikipedia, the free encyclopedia.mht, Environmental Ethics An Introduction.mht
b. From Ref PPTs: 2 ENVIRONMENTAL ETHICS for nrm.ppt
2. Discuss definitions, classifications, CONCEPTS such as Deep Ecology and Shallow Ecology, Gaia Hypothesis, Anthropocentrism, Judaea Christian Ethics, Non-Western Ethics, Intrinsic vs. Instrumental Value. Etc.
3. Environmental ethics mounts the deepest philosophical challenge to the very basis of Western, Modern Rationality and Practice including the concept of Rationality and its application in Economics of which Natural Resource Economics is a branch. Explain what this challenge is. Do you agree that Western rationality is no good or that Eastern Nepali or Sherpa reverent attitude towards Nature will lead to development and progress?
4. Identify some key persons and their contributions to Environmental Ethics including: Pinchot, Leopold, Muir, Naess, Lovelock. Identify some key debates and critiques and counter critique and how they relate to Natural Resources
SEMINAR INSTRUCTIONS BY SUBTOPICS ON Agrobiodiversity and Vandana Shiva’s Critique
TEAM IV: Biodiversity and Vandana Shiva’s Critique
4. Read the following materials carefully:
From Ref Pdfs: ENVIRONMENTAL ASSESSMENT OF NEPAL.pdf, READ Chapter 4: Forestry and Biodiversity PG 39-55.
From Hardcopy:
Biodiversity, A Third World Perspective, Vandana Shiva
2. Discuss definitions, classifications, CONCEPTS such as Agrobiodiversity, Types of agrobiodiversity, Problems in Agrobiodiversity, Causes of problems, Crisis of biodiversity, Threats to Biodiversity, Vulnerability of Improved Species, Role of multinational corporations that exploit biodiversity, etc.
3. Vandana Shiva levels serious charges of First World profit making rationale of multinational corporations destroying the food security of the vulnerable groups of the world and threatening ecological instability with greater homogenization of gene pool. If you were using the metric of human beings being sustained vs. human being whose vulnerability have been increased, Green Revolution and the destruction of agrobiodiversity has been credited with enabling the sustenance of 7 billion people on Earth as opposed to 1 billion in 1800 when such biodiversity exploitation was not at the present scale? Discuss.
SEMINAR INSTRUCTIONS BY SUBTOPICS ON Community Forestry and Critiques
TEAM V: Community Forestry and Critiques
5. Read the following materials carefully:
From Ref Docs: DAY 2 DEFORESTATION Forestry in an Accountable Democracy Amulya's Himal Sept oct 1991 article.doc, and
Book Review Pages K Post Deforesting Deforestation scholarship.doc
From Ref Pdfs: ENVIRONMENTAL ASSESSMENT OF NEPAL.pdf, READ Chapter 4: Forestry and Biodiversity PG 39-55.
From Hardcopy: Nepal’s Forest Policies on Community Forestry Development: the Government Policy by Keshav Kanel and Community Forestry: A Critical Assessment, the Case for Nepal by Sabine Hausler
2. Discuss definitions, classifications, CONCEPTS such as Community Forestry Context and Achievements so far, Sustainable Forest Management, Challenges, Facts and Figures and Key Terms and Definitions;
6. Dr Keshav Kanel is a forester and a resource economist trained in Dehera Dun and Duke and he went all the way from a junior forest officer to Director General of the Forest Department to the Secretary of the Min of Forests and later Min of Land Reforms. He represents mainstream thinking and analysis by Nepalese foresters, Natural Resource Managers as well as mainstream foreign influence of donor community.
7. Dr Kanel’s arguments are solidly rational in the economic sense with facts and figure of how Community Forestry is a success because of the participation by nearly one-third of Nepal’s population, the greening of denuded forests and the raising of income and livelihood.
8. Critics claim that after 20 yrs and $1.7 billion investment only 40% of the 3 million ha earmarked for handover to the community has been done, that just greenery does not equate to higher biodiversity and ecological health, that this program has lagged in reaching the weakest of the weak and failed to avert the 1979 and 1989 political revolt that threw away the existing political system that this system was designed to allay.
9. At a more hands-on level, Sabine Hausler how existing power structure of knowledge and power (western knowledge and technology and Nepali elite in urban and rural and forest ministry) are reproduced by denigrating and devalorizing indigenous knowledge and power a la Michel Foucault.
10. Question: If Community Forestry and its “innovative governance are such a model for success”, can transposing this model to Sub-Saharan or Russian Siberia cause the greenery to spring back?
11. Discuss the role of discourse (Deforesting Deforestation discourse) and the persistent power play of professional foresters representing Forest Ministry in (Accountable Democracy). Note the issues raised 20 years are still powerfully operating invisibly by mostly focusing on visible forest and natural resource problems and solutions.
SEMINAR INSTRUCTIONS BY SUBTOPICS ON Himalayan Degradation Theory and Critiques
TEAM VI: Himalayan Degradation Theory and Critiques
12. Read the following materials carefully:
From Ref ppts: HimalayasSession 1 land degradation theory.ppt, Himalayan_dilemma.ppt
From Hardcopy: Environmental Crisis and Development Discourse in the Nepal Himalaya by Julie Harriet Guthman, 1995
2. Discuss definitions, classifications, CONCEPTS such Himalayan Degradation Theory points, who developed it, errors, key persons such Eckholm, Ives and Messerli, discourse theory and its use in HDT
13. The Himalayan Degradation Theory (HDT) was an influential lens that linked overpopulation in the Nepal hills with deforestation or natural resources leading to flooding in Nepal and Bangladesh or the retardation of development. The HDT was influential because it released a lot of money, $30-40 million to reforest the Nepal hills and control the overpopulation so Nepal and Bangladesh could develop.
14. Critics such Ives and Messerli (1989) have put together all the science critiques saying that the HDT, though seductively plausible, was sloppy science where the causal links have not been adequately proven ( as in Global Warming and Glacier melt hulla bulla in Nepal now). The current consensus is that Natural forces of tectonic movement and high energy monsoon rains are more responsible for floods than human causes of overpopulation and deforestation.
15. Other critiques are from non-science social theory angle where HDT is seen as discourse of knowledge and power buildup to justify continued First World interference and meddling and power over Third World, Nepal and within Nepal, the educated elite and their political masters over the uneducated poor in the villages on managing their local natural resources because “Master knows best!” This theme is further explored later in Blaikie and Brookfield’s Political Ecology of Land Degradation in Nepal and Laxman Yapa’s post modern analysis of the academic nexus in reproducing poverty.
5 Question: Is Himalayan degradation “Real” or created “Imaginary”?
6 Question: Is Himalayan Degradation real enough to “National Scale” or is making a mountain of molehill?
7 Question: How do we navigate out of the demanding rhetoric of discourse gatekeepers with their PhDs from foreign universities and their plush cars, offices and polished presentations in flawless English?
Monday, January 31, 2011
DEVS 504 LESSON PLAN
3. DEVS 504 LESSON PLAN
DEVS 504 POPULATION AND DEVELOPMENT LESSON PLAN FOR 2011/ART
WEEK 1 UNIT 1: DEVS 504 INTRODUCTION; CARAVAN INTERPRETN
WEEK 2 UNIT 2: NATURAL RESOURCES BASICS, THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 3 UNIT 2: NAT. RESOURCE OTB: THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 4 UNIT 3: POPULATION BASICS, THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 5 UNIT 3: POPULATION OTB: THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 6 UNIT 4: DEVELOPMENT BASICS: THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 7 UNIT 4: DEVELOPMENT OTB: THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 8 UNIT 5: LINKING POP, DEV, NR, BASICS: THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 9 SHORT INDIVIDUAL PAPER ASSIGNMENT AND INSTRUCTIONS, DUE IN 2 WEEKS
WEEK 10 UNIT 5: LINKING POP, DEV, NR, OTB: THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 11 UNIT 5: LINKING POP, DEV, NR, SPATIALLY IN COMPUTER LAB, STUDENT EXERCISE
WEEK 12 UNIT 5: LINKING POP, DEV, NR, PRACTICAL FIELD VISIT JHIKHU BY STUDENTS 1 DAY
WEEK 13 UNIT 5: LINKING POP, DEV, NR, TERM PAPER DETAIL INSTRUCTIONS & TOPICS ASSGN.
WEEK 14 TERM PAPER INDIVIDUAL PRESENTATION: 20 MIN PER STUDENT PART 1. PAPERS DUE
WEEK 15 TERM PAPER INDIVIDUAL PRESENTATION: 20 MIN PER STUDENT PART 2. PAPERS DUE
DEVS 504 POPULATION AND DEVELOPMENT LESSON PLAN FOR 2011/ART
WEEK 1 UNIT 1: DEVS 504 INTRODUCTION; CARAVAN INTERPRETN
WEEK 2 UNIT 2: NATURAL RESOURCES BASICS, THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 3 UNIT 2: NAT. RESOURCE OTB: THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 4 UNIT 3: POPULATION BASICS, THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 5 UNIT 3: POPULATION OTB: THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 6 UNIT 4: DEVELOPMENT BASICS: THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 7 UNIT 4: DEVELOPMENT OTB: THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 8 UNIT 5: LINKING POP, DEV, NR, BASICS: THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 9 SHORT INDIVIDUAL PAPER ASSIGNMENT AND INSTRUCTIONS, DUE IN 2 WEEKS
WEEK 10 UNIT 5: LINKING POP, DEV, NR, OTB: THEORY INSTRUCTOR; STUDENT SEMINAR
WEEK 11 UNIT 5: LINKING POP, DEV, NR, SPATIALLY IN COMPUTER LAB, STUDENT EXERCISE
WEEK 12 UNIT 5: LINKING POP, DEV, NR, PRACTICAL FIELD VISIT JHIKHU BY STUDENTS 1 DAY
WEEK 13 UNIT 5: LINKING POP, DEV, NR, TERM PAPER DETAIL INSTRUCTIONS & TOPICS ASSGN.
WEEK 14 TERM PAPER INDIVIDUAL PRESENTATION: 20 MIN PER STUDENT PART 1. PAPERS DUE
WEEK 15 TERM PAPER INDIVIDUAL PRESENTATION: 20 MIN PER STUDENT PART 2. PAPERS DUE
DEVS 504 GRADING POLICY 2011
2. DEVS 504 GRADING POLICY 2011:
DEVELOPMENT 504 GRADING POLICY 2011/ART
1. Attendance (15 weeks, 15 classes) = 10% of Total Grade
2. Team Seminars on Unit 2,3,4 @ 5%/each = 15%
3. Team Practicums @ 10%/each, Lab & Field = 20%
4. Individual Works
a. Short Analytical Paper, 10 pg = 15%
b. Long Term Paper, 25 pg = 25%
c. Term Paper Seminar = 15%
TOTAL = 100%
EXPLANATION:
1. Each student is expected to attend all the classes. Since each class is 3 hour, missing one is missing a big chunk. Missing lab and field classes also means losing grade credit of 20% without the option for makeup! The maximum leeway for lateness is 15 min after the instructor arrives, take a taxi if needed!
2. Team Seminars are opportunities for lateral and vertical learning from your friends and the instructor. Each 3 hour class will be divided into the first half for the instructor and second half for seminars. The second half of 90 min will be divided into 6, 15 min sections for each Team to present and lead discussions on the assigned topic and questions for the Unit under discussion. Each Team will have 3 members, and they are expected to prepare a short slide presentation and 2 page summary document for distribution in hard and soft copy to entire class! Each team is expected to rotate speakers, research, slide presentation etc among themselves so each member gets to present and discuss. When the discussion is stalled, the instructor will step in with questions and comments. ALL STUDENTS ARE EXPECTED TO READ AND BE PREPARED FOR ALL DISCUSSIONS IN SEMINARS. A thumb rule is 150 pages of reading per week for 3 hour teacher and seminar discussion. The seminar will be graded letter grade: liberally at first to allow for variation in comprehension and presentation skills but with specific instructions and feedback the grading will be ratcheted up in each session!
3. There will be 2 practicum to expose students to skills of integrating the categories of Population, Development and Natural Resources. The first practicum will be a hands-on exercise in Google Earth and GIS basics to demonstrate SPATIAL LINKAGES of the above categories using technological tools in computer. While we will try to use the college resources, personal laptops with internet access is highly desirable. Those who miss this class will lose 10% of the grade. Second, there will be a field trip to a site where there is good data base and experience on linking Population, Development, and Natural Resources for a full day. All are expected to be present for an extra 10% of the grade and great learning experience with social, environmental landscape and people interpretation in Jhikhu Khola.
4. Papers: There will be 2 individual papers expected. The first is a short paper about 10 pages long on any topics covered in the class relating to Population, Development and Natural Resources. The Instructor will assign specific topics, papers, or issues with mutual consent and will give detailed instructions on the expectations. These expectations deal with both the mechanics of paper writing (organization, composition and reference citation, paging, spell checking etc) and content analysis with the setting of argument and supporting with evidence and leading to a conclusion. There is NO Right Answer, only well argued ones. The short paper will be worth 15% of your total grades and are expected to be submitted on time, with penalty for delay, including total rejection.
5. Long Paper: This is the end of the term paper that should showcase what you learned from the course in term of content, analytical and synthesizing skills with examples from readings, lab and field. A range of scholarly books, articles, policy documents, landmark reviews will be assigned to the students with mutual consent. The actual document is worth 25% and detailed instructions on the content and organization will be given.
6. Additionally, each student is expected to present his/her long paper in slides and submit both hard and soft copies to the teachers and students. Since this is the end of term presentation, the evaluation will be rigorous and all students are expected to adhere to feedbacks rendered to them earlier in class. For instance, reading from laptop, sloppy dressing, non-standard reference citations and spelling lapses will be penalized while the demonstration of a wide and deep reading of the assigned materials will be abundantly credited.
DEVELOPMENT 504 GRADING POLICY 2011/ART
1. Attendance (15 weeks, 15 classes) = 10% of Total Grade
2. Team Seminars on Unit 2,3,4 @ 5%/each = 15%
3. Team Practicums @ 10%/each, Lab & Field = 20%
4. Individual Works
a. Short Analytical Paper, 10 pg = 15%
b. Long Term Paper, 25 pg = 25%
c. Term Paper Seminar = 15%
TOTAL = 100%
EXPLANATION:
1. Each student is expected to attend all the classes. Since each class is 3 hour, missing one is missing a big chunk. Missing lab and field classes also means losing grade credit of 20% without the option for makeup! The maximum leeway for lateness is 15 min after the instructor arrives, take a taxi if needed!
2. Team Seminars are opportunities for lateral and vertical learning from your friends and the instructor. Each 3 hour class will be divided into the first half for the instructor and second half for seminars. The second half of 90 min will be divided into 6, 15 min sections for each Team to present and lead discussions on the assigned topic and questions for the Unit under discussion. Each Team will have 3 members, and they are expected to prepare a short slide presentation and 2 page summary document for distribution in hard and soft copy to entire class! Each team is expected to rotate speakers, research, slide presentation etc among themselves so each member gets to present and discuss. When the discussion is stalled, the instructor will step in with questions and comments. ALL STUDENTS ARE EXPECTED TO READ AND BE PREPARED FOR ALL DISCUSSIONS IN SEMINARS. A thumb rule is 150 pages of reading per week for 3 hour teacher and seminar discussion. The seminar will be graded letter grade: liberally at first to allow for variation in comprehension and presentation skills but with specific instructions and feedback the grading will be ratcheted up in each session!
3. There will be 2 practicum to expose students to skills of integrating the categories of Population, Development and Natural Resources. The first practicum will be a hands-on exercise in Google Earth and GIS basics to demonstrate SPATIAL LINKAGES of the above categories using technological tools in computer. While we will try to use the college resources, personal laptops with internet access is highly desirable. Those who miss this class will lose 10% of the grade. Second, there will be a field trip to a site where there is good data base and experience on linking Population, Development, and Natural Resources for a full day. All are expected to be present for an extra 10% of the grade and great learning experience with social, environmental landscape and people interpretation in Jhikhu Khola.
4. Papers: There will be 2 individual papers expected. The first is a short paper about 10 pages long on any topics covered in the class relating to Population, Development and Natural Resources. The Instructor will assign specific topics, papers, or issues with mutual consent and will give detailed instructions on the expectations. These expectations deal with both the mechanics of paper writing (organization, composition and reference citation, paging, spell checking etc) and content analysis with the setting of argument and supporting with evidence and leading to a conclusion. There is NO Right Answer, only well argued ones. The short paper will be worth 15% of your total grades and are expected to be submitted on time, with penalty for delay, including total rejection.
5. Long Paper: This is the end of the term paper that should showcase what you learned from the course in term of content, analytical and synthesizing skills with examples from readings, lab and field. A range of scholarly books, articles, policy documents, landmark reviews will be assigned to the students with mutual consent. The actual document is worth 25% and detailed instructions on the content and organization will be given.
6. Additionally, each student is expected to present his/her long paper in slides and submit both hard and soft copies to the teachers and students. Since this is the end of term presentation, the evaluation will be rigorous and all students are expected to adhere to feedbacks rendered to them earlier in class. For instance, reading from laptop, sloppy dressing, non-standard reference citations and spelling lapses will be penalized while the demonstration of a wide and deep reading of the assigned materials will be abundantly credited.
KUSOA DEVS 504 POPULATION & DEVELOPMENT
1. DEVS 504 POPULATION & DEVELOPMENT COURSE:
Monday, January 31, 2011
DRAFT COURSE OUTLINE BY AMULYA TULADHAR
Contact: amulya_tuladhar@yahoo.com,
Request: Students should not phone home
DEVS 504: Population and Development (Extract from 2011 KUSOA webpage)
The course aims to enhance the knowledge and understanding of the important relationships between population, development and natural resources. The course emphasizes on both global and national trends on population change and its effects on development and natural resource outcomes. This course also deals with how changes on social, economic and natural resources influence fertility, mortality and migration of human populations and how changes in fertility, mortality and migration influence social, economic and natural resources.
Context: Development is the most widely shared goal of all human activity in the current world. One of the most immediate payoffs of development in the poorer countries of the world is a boom in population due to increased nutrition, health care, and life expectancies. This can be a great boom in human resources needed for greater and faster development as is happening in India and China. Or it can be a great bane on development by increasing the demand for greater resource allocation to consumption over capital investment as seems to be the case in Nepal. The unprecedented scale of consumption in poor countries is at a primal natural resources based economy level, with high environmental costs and lower returns on productivity. In short, population growth and development are arguably the most important drivers of natural resources exploitation.
Course Objective: This course will delve into the depths of these linkages by:
1) bringing all students to a common level of understanding of key categories of population and development as key drivers of natural resources exploitation in poor countries like Nepal;
2) studying and analyzing the parameters of success/failures of key natural resources utilization regimes in a range scales of time, space, organization unit, and influence of driving forces; and,
3) teach them to “think outside the box” with critiques of mainstream theory, assumptions and approaches with alternative definitions, assumptions and approaches from postmodern, political ecology, deep ecology, environmental ethics, and cultural studies.
In conclusion, at the end of the course, the students will be able to understand and analyze current linkages between population, development and natural resources and be able to suggest new and workable alternative linkages.
UNIT 1: INTRODUCTION to Linkages between Population, Development and Natural Resources:
• Definitions of categories
• Concept of IPAT and driving forces
• Current context of “Resources” Theory and Approach
UNIT 2: NATURAL RESOURCE LINKAGE
Natural Resources Exploitation:
1. Traditional Natural resource theoretical lens-linkage:
2. Utilitarian, Instrumental logic, value, science and modernity
3. Non Utilitarian, Intrinsic value re biodiversity
4. Cultural critique, non western teleology
5. Uncertainty again scientific hubris
6. Environmental economics, internationalizing externalities
• Mainstream categories :Theories, approach, and goals
• Critiques and alternative solutions:
More Efficient Economics
Environmental Economics
Sustainable Development
Political Ecology, Deep Ecology
Buddhist and Traditional Ecology
UNIT 3: POPULATION: Population as Driving Force
1. Brief Population Demographics, “More than just Numbers”
2. IPAT, More elaborate Turner book, Population Driver
3. Population Driver critiqued by Blaikie and Brookfield
4. Population Trends and Migration in HKH, Jhikhu, Pitamber & Nanda
5. Demographic Transition: European history, Use in World
6. DTM in Third world, Future World projections by Meadows 1987
7. Population and Neomaltusian ideology under critique
• Population demographics for common understanding
• IPAT and more current development
• Population in Political ecology
• Critique of Neo-Malthusianism problematique of “Population”
(Hide high consumption, power dominations, environmental cost and social costs, alternate problem source, population adaptation and ingenuity)
• Demographic Transition Model: Understanding.
(Implication: will population be no longer a problem in future? Population growth trap.)
UNIT 4: DEVELOPMENT:
Development as Driving Force
1. Economic Growth vs Development theory
2. Development as the Universal Aspiration, Third world
3. Development in Third World, post 1950
4. Development Failure: Entrenched Poverty
5. Development Success: Environmental costs
6. Development critique: Uneven/ Under development
7. Development critique: Human Development Index etc
8. Development critique: Political Ecology
9. Development Critique: Postmodern discourse, knowledge and power, ecofeminist, cultural critic
• Introduction to definition and distinction from Economic Growth limitations
• Development Theory and Rostow’s Stages of Development
• Development Trap: Vicious Circle of Poverty
• Underdevelopment as necessary for “Development”
• Uneven Development, Political Economy, Political Ecology
• Development as Westernization and Modernity
(Post modern and Cultural critiques)
• Development desirable or alternative goals for society from Environmental, social and economic views?
UNIT 5: NATURAL RESOURCES-POPULATION-DEVELOPMENT
CASE STUDIES ANALYSIS, BETTER WAYS FORWARD
1. Sectoral case studies: Forestry, Agriculture, Water, Range etc
2. Scale: Spatial and Political: Global, Region, Nation, District etc
3. “Best Practices in Sustainable Development in NRM” from :
• World Summit in Sustainable Development 2002 Nepal Paper.
• ICIMOD/PARDYP Jhikhu Khola NRM project report.
• Other country NRM Sustainable Development case studies from EESD 508: GCC and SD course.
4. Sustainable Development: panacea or poison
5. Sustainable Development: Global UN solution Poverty to GCC.
• By countries’ income and development levels
• By natural resources sectors
o Forestry
o Agriculture sustainability
o Agriculture biodiversity
o Biodiversity
o Rangelands
o Land degradation and soil fertility
o Water for drinking and irrigation
• By levels of population driving force influence
o Population sizes and influence in “Land Degradation and Society”
• Identifying the parameters and causes of success and failures
• Suggesting mainstream improvements of efficiency
• Suggesting “outside the box” redesign based on alternate values, assumptions, goals, and approaches.
READING MATERIALS:
1. 1. Political Ecology text book: Blaikie and Brookfield, 1987, “Land Degradation and Society. Or, P Blaikie: “The political economy of soil erosion” 1982. POPULATION DRIVING FORCES; DEPTH BY BLAIKIE POPULATION CHAPTER AND TURNER BOOK CHAPTER
2. POLITICAL ECOLOGY; MEETING THE INADEQUACY OF SUSTAINABLE DEVELOPMING, CRITIQUES AND Discourse THEORY.
3. Himalayan Environmental Degradation Theory: Ives and Messerli, 1989, “the Himalayan dilemma”. Critique: Discourse angle: Julie Guthman..
4. Community Forestry, Govt view point: Kanel, 2007. Critique of political ecology by Sabine Hausler.
5. Forestry Degradation and Deforestation, the REDD Climate Cell R-Plan. Discourse critique: Deforestating Deforestation discourse. AND TULADHAR’S 2 CRITIQUE: HIMAL ARTICLE AND BOOK REVIEW
6. Agricultural Perspective Plan, AGRICULTURAL BIODIVERSITY NEPAL SITUATION AND VANDANA SHIVA’S CRITIQUE
7. DEVELOPMENT, BASIC THEORY AND LIMITATIONS AND NEED TO GO HUMAN DEVELOPMENT AND SUSTAINABLE DEVELOPMENT TO INCLUDE HUMAN, SOCIAL AND ENVIRONMENTAL CONCERNS.
8. NATURAL RESOURCE LINKAGE AND THEORETICAL LENSES:
ECONOMIC THEORY, ENV/ECOLOGICAL THEORY FIX, ETHICAL CRITIQUE, POLITICAL CRITIQUE, FEMINIST CRITIQUE, DEEP ECOLOGY CRITIQUE, CULTURAL CRITIQUE
9. Sustainable Development by UNCED Agenda 21 and Brundtland Report, Our common Future vs critique by Michael Redclift and Green Development.
10. Donnella Meadows, 1987, “Beyond Limits” Natural Resource projections. DTM implications. Plateauing population. DTM THEORY AND IMPLICATIONS FOR NEPAL AND THIRD WORLD, CLUB OF ROME: NATURAL RESOURCES PROJECTIONS.
11. IPAT by Paul Erhlich, More Population driving force by Turner book on driving forces. GLOBAL ENVIRONMENTAL CHANGE MODEL WITH POPULATION AND DEVELOPMENT AS DRIVING FORCES
12. Under development and uneven development, Landlessness and Migration by Nanda Raj Shrestha. DEVELOPMENT THEORY CRITIQUE, UNDERDEVELOPMENT/UNEVEN DEVELOPMENT, POSTMODERN DEVELOPMENT CRITIQUES
13. The Himalayan Atlas by David Zurick, SNV Country Development indices by district: Spatial integration of social and natural resources.
14. Mahesh Banskota, Integrated Mountain Environment and Development. Vs Ek Raj Ojha; mountain development case study. PRACTICE OF LINKING POP AND DEV IN NATURAL RESOURCE LINK. INTEGRATED PLANNING CASE STUDIES. SPATIAL INTEGRATION BY GIS: SNV DEVELOPMENT INDICATOR;
14. Nepal’s NATURAL RESOURCES IN BRIEF: FORESTS, RANGES, AGR (CROP, FISH, MEAT, FRUIT), WATER (MACRO HYDEL AND MICRO DRINKING WATER AND IRRIGATION), SOIL FERTILITY, BIODIVERSITY, ETC.
15. Environmental Ethics; Instrumental, Intrinsic value; Deep Ecology. ENVIRONMENTAL ETHICAL VIEWPOINTS: UTILITARIAN/ INSTRUMENTAL LOGIC AND ETHICS OF NATURAL RESOURCE AND DEVELOPMENT TO CULTURAL/ PHILOSOPHIC CRITIQUE. USE OF INTRINSIC VALUE IN BIODIVERSITY, NON INSTRUMENTAL VALUE, HUMILITY INSTEAD OF HUBRIS, ACCEPT UNCERTAINTY IN ECOSYSTEM APPROACH INSTEAD OF SURETY.
16. Modernity: scientific hubris, positivist epistemology and ontology vs post modern fragmented reality and constructed social truth.
17. “Best Practices in NRM Sustainable Development” examples from Nepal’s World Summit on Sustainable Development, 2003, Report; Other countries’ WSSD, 2002, similar reports; NRM in ICIMOD/Jhikhu Khola Pardyp project; Other countries’ sustainable development case studies re: NRM from EESD 508 course extracts.
Monday, January 31, 2011
DRAFT COURSE OUTLINE BY AMULYA TULADHAR
Contact: amulya_tuladhar@yahoo.com,
Request: Students should not phone home
DEVS 504: Population and Development (Extract from 2011 KUSOA webpage)
The course aims to enhance the knowledge and understanding of the important relationships between population, development and natural resources. The course emphasizes on both global and national trends on population change and its effects on development and natural resource outcomes. This course also deals with how changes on social, economic and natural resources influence fertility, mortality and migration of human populations and how changes in fertility, mortality and migration influence social, economic and natural resources.
Context: Development is the most widely shared goal of all human activity in the current world. One of the most immediate payoffs of development in the poorer countries of the world is a boom in population due to increased nutrition, health care, and life expectancies. This can be a great boom in human resources needed for greater and faster development as is happening in India and China. Or it can be a great bane on development by increasing the demand for greater resource allocation to consumption over capital investment as seems to be the case in Nepal. The unprecedented scale of consumption in poor countries is at a primal natural resources based economy level, with high environmental costs and lower returns on productivity. In short, population growth and development are arguably the most important drivers of natural resources exploitation.
Course Objective: This course will delve into the depths of these linkages by:
1) bringing all students to a common level of understanding of key categories of population and development as key drivers of natural resources exploitation in poor countries like Nepal;
2) studying and analyzing the parameters of success/failures of key natural resources utilization regimes in a range scales of time, space, organization unit, and influence of driving forces; and,
3) teach them to “think outside the box” with critiques of mainstream theory, assumptions and approaches with alternative definitions, assumptions and approaches from postmodern, political ecology, deep ecology, environmental ethics, and cultural studies.
In conclusion, at the end of the course, the students will be able to understand and analyze current linkages between population, development and natural resources and be able to suggest new and workable alternative linkages.
UNIT 1: INTRODUCTION to Linkages between Population, Development and Natural Resources:
• Definitions of categories
• Concept of IPAT and driving forces
• Current context of “Resources” Theory and Approach
UNIT 2: NATURAL RESOURCE LINKAGE
Natural Resources Exploitation:
1. Traditional Natural resource theoretical lens-linkage:
2. Utilitarian, Instrumental logic, value, science and modernity
3. Non Utilitarian, Intrinsic value re biodiversity
4. Cultural critique, non western teleology
5. Uncertainty again scientific hubris
6. Environmental economics, internationalizing externalities
• Mainstream categories :Theories, approach, and goals
• Critiques and alternative solutions:
More Efficient Economics
Environmental Economics
Sustainable Development
Political Ecology, Deep Ecology
Buddhist and Traditional Ecology
UNIT 3: POPULATION: Population as Driving Force
1. Brief Population Demographics, “More than just Numbers”
2. IPAT, More elaborate Turner book, Population Driver
3. Population Driver critiqued by Blaikie and Brookfield
4. Population Trends and Migration in HKH, Jhikhu, Pitamber & Nanda
5. Demographic Transition: European history, Use in World
6. DTM in Third world, Future World projections by Meadows 1987
7. Population and Neomaltusian ideology under critique
• Population demographics for common understanding
• IPAT and more current development
• Population in Political ecology
• Critique of Neo-Malthusianism problematique of “Population”
(Hide high consumption, power dominations, environmental cost and social costs, alternate problem source, population adaptation and ingenuity)
• Demographic Transition Model: Understanding.
(Implication: will population be no longer a problem in future? Population growth trap.)
UNIT 4: DEVELOPMENT:
Development as Driving Force
1. Economic Growth vs Development theory
2. Development as the Universal Aspiration, Third world
3. Development in Third World, post 1950
4. Development Failure: Entrenched Poverty
5. Development Success: Environmental costs
6. Development critique: Uneven/ Under development
7. Development critique: Human Development Index etc
8. Development critique: Political Ecology
9. Development Critique: Postmodern discourse, knowledge and power, ecofeminist, cultural critic
• Introduction to definition and distinction from Economic Growth limitations
• Development Theory and Rostow’s Stages of Development
• Development Trap: Vicious Circle of Poverty
• Underdevelopment as necessary for “Development”
• Uneven Development, Political Economy, Political Ecology
• Development as Westernization and Modernity
(Post modern and Cultural critiques)
• Development desirable or alternative goals for society from Environmental, social and economic views?
UNIT 5: NATURAL RESOURCES-POPULATION-DEVELOPMENT
CASE STUDIES ANALYSIS, BETTER WAYS FORWARD
1. Sectoral case studies: Forestry, Agriculture, Water, Range etc
2. Scale: Spatial and Political: Global, Region, Nation, District etc
3. “Best Practices in Sustainable Development in NRM” from :
• World Summit in Sustainable Development 2002 Nepal Paper.
• ICIMOD/PARDYP Jhikhu Khola NRM project report.
• Other country NRM Sustainable Development case studies from EESD 508: GCC and SD course.
4. Sustainable Development: panacea or poison
5. Sustainable Development: Global UN solution Poverty to GCC.
• By countries’ income and development levels
• By natural resources sectors
o Forestry
o Agriculture sustainability
o Agriculture biodiversity
o Biodiversity
o Rangelands
o Land degradation and soil fertility
o Water for drinking and irrigation
• By levels of population driving force influence
o Population sizes and influence in “Land Degradation and Society”
• Identifying the parameters and causes of success and failures
• Suggesting mainstream improvements of efficiency
• Suggesting “outside the box” redesign based on alternate values, assumptions, goals, and approaches.
READING MATERIALS:
1. 1. Political Ecology text book: Blaikie and Brookfield, 1987, “Land Degradation and Society. Or, P Blaikie: “The political economy of soil erosion” 1982. POPULATION DRIVING FORCES; DEPTH BY BLAIKIE POPULATION CHAPTER AND TURNER BOOK CHAPTER
2. POLITICAL ECOLOGY; MEETING THE INADEQUACY OF SUSTAINABLE DEVELOPMING, CRITIQUES AND Discourse THEORY.
3. Himalayan Environmental Degradation Theory: Ives and Messerli, 1989, “the Himalayan dilemma”. Critique: Discourse angle: Julie Guthman..
4. Community Forestry, Govt view point: Kanel, 2007. Critique of political ecology by Sabine Hausler.
5. Forestry Degradation and Deforestation, the REDD Climate Cell R-Plan. Discourse critique: Deforestating Deforestation discourse. AND TULADHAR’S 2 CRITIQUE: HIMAL ARTICLE AND BOOK REVIEW
6. Agricultural Perspective Plan, AGRICULTURAL BIODIVERSITY NEPAL SITUATION AND VANDANA SHIVA’S CRITIQUE
7. DEVELOPMENT, BASIC THEORY AND LIMITATIONS AND NEED TO GO HUMAN DEVELOPMENT AND SUSTAINABLE DEVELOPMENT TO INCLUDE HUMAN, SOCIAL AND ENVIRONMENTAL CONCERNS.
8. NATURAL RESOURCE LINKAGE AND THEORETICAL LENSES:
ECONOMIC THEORY, ENV/ECOLOGICAL THEORY FIX, ETHICAL CRITIQUE, POLITICAL CRITIQUE, FEMINIST CRITIQUE, DEEP ECOLOGY CRITIQUE, CULTURAL CRITIQUE
9. Sustainable Development by UNCED Agenda 21 and Brundtland Report, Our common Future vs critique by Michael Redclift and Green Development.
10. Donnella Meadows, 1987, “Beyond Limits” Natural Resource projections. DTM implications. Plateauing population. DTM THEORY AND IMPLICATIONS FOR NEPAL AND THIRD WORLD, CLUB OF ROME: NATURAL RESOURCES PROJECTIONS.
11. IPAT by Paul Erhlich, More Population driving force by Turner book on driving forces. GLOBAL ENVIRONMENTAL CHANGE MODEL WITH POPULATION AND DEVELOPMENT AS DRIVING FORCES
12. Under development and uneven development, Landlessness and Migration by Nanda Raj Shrestha. DEVELOPMENT THEORY CRITIQUE, UNDERDEVELOPMENT/UNEVEN DEVELOPMENT, POSTMODERN DEVELOPMENT CRITIQUES
13. The Himalayan Atlas by David Zurick, SNV Country Development indices by district: Spatial integration of social and natural resources.
14. Mahesh Banskota, Integrated Mountain Environment and Development. Vs Ek Raj Ojha; mountain development case study. PRACTICE OF LINKING POP AND DEV IN NATURAL RESOURCE LINK. INTEGRATED PLANNING CASE STUDIES. SPATIAL INTEGRATION BY GIS: SNV DEVELOPMENT INDICATOR;
14. Nepal’s NATURAL RESOURCES IN BRIEF: FORESTS, RANGES, AGR (CROP, FISH, MEAT, FRUIT), WATER (MACRO HYDEL AND MICRO DRINKING WATER AND IRRIGATION), SOIL FERTILITY, BIODIVERSITY, ETC.
15. Environmental Ethics; Instrumental, Intrinsic value; Deep Ecology. ENVIRONMENTAL ETHICAL VIEWPOINTS: UTILITARIAN/ INSTRUMENTAL LOGIC AND ETHICS OF NATURAL RESOURCE AND DEVELOPMENT TO CULTURAL/ PHILOSOPHIC CRITIQUE. USE OF INTRINSIC VALUE IN BIODIVERSITY, NON INSTRUMENTAL VALUE, HUMILITY INSTEAD OF HUBRIS, ACCEPT UNCERTAINTY IN ECOSYSTEM APPROACH INSTEAD OF SURETY.
16. Modernity: scientific hubris, positivist epistemology and ontology vs post modern fragmented reality and constructed social truth.
17. “Best Practices in NRM Sustainable Development” examples from Nepal’s World Summit on Sustainable Development, 2003, Report; Other countries’ WSSD, 2002, similar reports; NRM in ICIMOD/Jhikhu Khola Pardyp project; Other countries’ sustainable development case studies re: NRM from EESD 508 course extracts.
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