Office hours rescheduled

I need to reschedule office hours for tomorrow.

I will be in my office, Girvetz 2317, from 4-7 pm.

I'm so sorry for the confusion.

Lauren

Week of December 6

• Office hours will be on Monday, 12/6, from 5-8 pm in Girvetz 2317.

Week 10 - Final Exam Review

Hello all,

This week we will spend sections reviewing material for the final exam.

Cheers,
Lauren

Citations

I've received several emails about citations.

First, you may use any citation method you like so long as you are consistent.

Second, if you are having trouble with citations, the following website may be useful: http://www.bedfordstmartins.com/hacker/pocket/

Good luck!

Week 8 - Command and Control Solutions vs. Market Solutions

Our discussion in this week's sections will draw on Vig and Kraft's Environmental Policy, chapter 9, in addition to chapters 14 and 15 in Layzer.

"Market-Based Solutions: Acid Rain and the Clean Air Act Amendments of 1990"

• According to Layzer (2006), what are two reasons conservatives believe market-based approaches are superior to conventional approaches?
• Should the federal government “dictate levels of pollution control required of individual companies,” as it did in the 1970 Clean Air Act? Or should it “limit total emissions and distribute tradeable allowances to all polluters, thereby creating incentives for individual companies to reduce their own pollution at lowest cost” (Layzer: 2006, 385)?
• Critics often cite acid rain regulations as evidence of misplaced enviromental priorities, saying the 1990 National Acid Precipitation Assessment Program report made clear that acid rain does not pose a serious threat? Do you agree or disagree with this critique? Why, or why not?
• Has science played a sufficient role in the development of U.S. acid rain policy? If not, why not, and how might its impact be increased?
• Why do proponents believe emissions-trading programs are more than effective, economically and ecologically, than uniform emission limitations? Can you think of any drawbacks to the emission-trading approach?
  

"Ecosystem-Based Solutions: Restoring the Florida Everglades"

• Given that human beings have fundamentally altered virtually every ecosystem on earth, what should be the target of a restoration--the ecosystem's presettlement state? If that is not feasible, what previous configuration of plants, animals, and ecological processes should be reproduced?
• How should the restoration be accomplished? Should planners rely on technology and intensive management to control natural systems, or should they devise approaches that allow nature to run its course and require human development to be compatible with it?
• What are the appropriate criteria for measuring success?
• Should the federal government spend $4 billion or more to support the Everglades restoration? Why, or why not?
• What might environmentalists do to maintain or increase public support for the Everglades restoration over its projected twenty-year lifetime?
• Is restoring an ecosystem's ecological health a legitimate goal? If so, what are likely to be the most significant obstacles to achieving it?
  

"How much are these fish worth in those 170 lakes that account for four percent of the lake area of New York? And does it make sense to spend billions of dollars controlling emissions from sources in Ohio and elsewhere if you're talking about a very marginal volume of dollar value, either in recreational terms or in commercial terms?" -David Stockman, head of the Office of Management and Budget (OMB) during President Reagan's first term

Week 6: Common Pool Resource Problems & Collective Action

Common Pool Resource Problems & Collective Action - Readings:

Garrett Hardin, "The Tragedy of the Commons," Science 162 (December 13, 1968), 1243-1248.

David Feeny, Fikret Berkes, Bonnie J. McCay, and James M. Acheson, "The Tragedy of the Commons: Twenty-Two Years Later." Human Ecology, 18 (1990): 1-19.

Judith Layzer, The Environmental Case, chaps 2, 6-9

Concepts

• Tradegy of the commons
• Common pool resources
• Common-property resources

Discussion Questions

• In plain English, what is “the Tragedy of the Commons?”
• What is the literal Commons to which we must all pay attention?
• What assumptions are cited early in the paper (including the philosophy of Adam Smith)?
• How would you define “good” as it relates to quality of life? Consider the “maximum good per person” and its implications according to your definition.
• What do you see as the role of technology in addressing the situation of human population growth in light of the global commons?
• Hardin’s paper addresses many issues of his time that are currently still of international importance. Hardin himself recognizes one problem, however, as paramount, and responsible for all of the specific problems he addresses. What is that one issue?
• Do you agree with Hardin’s assessment? What do you think should be done to address this issue on a global scale?

General Questions

• How does capitalist competition make the tragedy of the commons worse?
• Society has many commons. What are some examples?
• How do games and metaphors, such as the Prisonners' Dilemma and the Tragedy of the Commons game, help us better understand common-pool resource and collective action problems?
• What are the limitations of these games and metaphors?
• Some tragedies occur, but others are avoided. What explains success or failure?
  

Week 6: Common Pool Resource Problems & Collective Action

Common Pool Resource Problems & Collective Action - Readings:

Garrett Hardin, "The Tragedy of the Commons," Science 162 (December 13, 1968), 1243-1248.

David Feeny, Fikret Berkes, Bonnie J. McCay, and James M. Acheson, "The Tragedy of the Commons: Twenty-Two Years Later." Human Ecology, 18 (1990): 1-19.

Judith Layzer, The Environmental Case, chaps 2, 6-9

Concepts

• Tradegy of the commons
• Common pool resources
• Common-property resources

Discussion Questions

• In plain English, what is “the Tragedy of the Commons?”
• What is the literal Commons to which we must all pay attention?
• What assumptions are cited early in the paper (including the philosophy of Adam Smith)?
• How would you define “good” as it relates to quality of life? Consider the “maximum good per person” and its implications according to your definition.
• What do you see as the role of technology in addressing the situation of human population growth in light of the global commons?
• Hardin’s paper addresses many issues of his time that are currently still of international importance. Hardin himself recognizes one problem, however, as paramount, and responsible for all of the specific problems he addresses. What is that one issue?
• Do you agree with Hardin’s assessment? What do you think should be done to address this issue on a global scale?

General Questions

• How does capitalist competition make the tragedy of the commons worse?
• Society has many commons. What are some examples?
• How do games and metaphors, such as the Prisonners' Dilemma and the Tragedy of the Commons game, help us better understand common-pool resource and collective action problems?
• What are the limitations of these games and metaphors?
• Two key elements may prevent tragedy. What are they?
• What are the three main ways to solve common-pool resource problems? What are each of these three solutions conditioned on? What are the advantages and disadvantages of each solution? Which approach do you think works best? Any critiques?
  

Tragedy of the Commons - An Introduction


Interview with Garrett Hardin on the Tragedy of the Commons


Mini Lecture on the Prisoners' Dilemma


Dilbert's Prisoners' Dilemma

Harris Poll - Economic Growth vs. the Environment

FOR IMMEDIATE RELEASE

Economic Growth or the Environment?
When Cornered, Americans Believe Economic Growth is More Important
Canadians More Evenly Divided on this Issue

ROCHESTER, N.Y. – July 30, 2008 – As economic conditions worsen, people who are asked to make a decision between protecting the environment or economic growth and development have moved even more strongly into the economic growth column. Specifically, a Harris Poll conducted online among 2,454 adults aged 18 and over between June 9 and 16, 2008 by Harris Interactive® found:

• U.S. adults are divided on how they perceive things in their own community as 38 percent say it is going in the right direction while 37 percent believe things have “pretty seriously gotten off on the wrong track”. This perception has gotten better in the past few months. In November, almost half (47%) of adults felt things were going off on the wrong track in their community and one-third (32%) felt they were going in the right direction;
  
• More than three in five Americans (63%) say economic growth and development is more important to their region while one-quarter (27%) believe protecting the environment is more important. Just over three in ten Easterners (31%) believe protecting the environment is more important while seven in ten Midwesterners (69%) believe economic growth is more important;
  
• The focus on economic growth has grown over the last year. In June of 2007, Americans were more divided as 48 percent thought economic growth was more important and 43 percent believed protecting the environment was more important. In November, a small 51 percent to 37 percent majority believed economic growth was more important; and,
  
• Looking ahead to the future, just over half of U.S. adults (56%) believe that the quality of life in the area they live in will decrease for their children and grandchildren while 44 percent believe it will increase. Younger generations are more optimistic on this – over half (56%) of Echo Boomers (those aged 18-31) believe the quality of life will increase compared to 38 percent of Baby Boomers (those aged 44-62) and one-third (32%) of Matures (those aged 63 and older).

In Canada, there are different opinions on some of these topics:

• Canadians are much more positive about the direction of their community as over three in five (63%) believe things in their community are going in the right direction and 37 percent say they are going off on the wrong track;
  
• Canadians are more evenly split on which is more important, economics or environment as 45 percent say it is economic growth and development and 44 percent believe it is protecting the environment; and,
  
• One area Canadians agree with Americans on is the quality of life in their region for children and grandchildren as 56 percent of Canadians say it will decrease and 44 percent believe it will increase.

So What?
As the economic woes continue, anything that places the economy versus something else will see economy most likely winning the battle. But, many polls, including earlier Harris Polls, show very strong support for strengthening environmental protections and regulations. Also, most people do not see the hard trade off between economic development and protecting the environment. In fact, many people believe that we not only can do both of these, but that we should be doing both.

Week 5 - Risk Perception and NIMBYs - DRAFT

Terms:

• Risk
• Uncertainty
• Heuristics
• NIMBY

Litcher, S. Robert and Stanley Rothman. (1999). Environmental cancer: A political disease? New Haven: Yale University Press.

• Do some research on S. Robert Litcher and Stanley Rothman. Who are they? What are their backgrounds? Which organizations fund their research?
• What is Litcher and Rothman's (1999) argument? What methods do they use to research (and ultimately support) their claims?
• Do Litcher and Rothman (1999) find that "scientists are corrupted by contacts with business or ideology" (p. 174)?
• Litcher and Rothman (1999) argue, "[T]he contemporary environmental movement has partly been a surrogate for a general hostility to American capitalism, or at least suspicion of business and of businessmen and businesswomen" (p.175). What evidence do they use to support their argument. Do you agree? Why?
• According to Litcher and Rothman (1999), how do journalists and major media outlets portray environmental problems? Why are they biased in their reporting? Do you agree with Litcher and Rothman's assessment?
• If journalists are biased or inaccurate in their reporting, what are the implications for public opinion according to Litcher and Rothman (1999)? How does this affect public policymaking?
• To what extent does Litcher and Rothman's (1999) argument reflect a larger debate about managing environmental problems?

Week 4 - Public Opinion - Section Notes

Announcement: This coming week, I will have extended office hours. They will be on Wednesday from 11-12:30 pm in Ellison 2703 and from 4-6 pm in Girvetz 2317. Office hours on Thursday will be from 12:30-1:30 pm in Ellison 2703.

Office Hours for the Rest of the Quarter

Office Hours for the Rest of the Quarter

• Wednesdays, 4-6 pm, in Girvetz 2317
• Thursdays, 12:30-1:30 pm, in Ellison Hall 2703

Week 4 - Public Opinion and Proposition 23

Agenda

1. Announcements and attendance
2. Review: Zaller's RAS Model & the Civic Voluntarism Model
3. Proposition 23: the supporters, the opponents, and the "undecideds"

Discussion Question:

1. Layzer says that although environmental debates are grounded in values (i.e., what the proper relationship between humans and the larger environment should be), environmental issues are rarely contested on moral grounds. Instead, problems are defined in terms of science, economics, and risks associated with environmental problems. Why is it that we define environmental issues in these ways, as opposed to emphasizing the instrinsic value (or lack of intrinsic value) of the environment? What are the benefits of this type of problem definition, and how has it shaped our debates?
2. If the public knows little about environmental issues, should we let experts deal with these issues? What are the advantages and disadvantages about putting environmental issues/problems up to a vote, as in Proposition 23?

Readings:

1. When we conceptualize energy as a social issue, what are the best predictors of public opinion (e.g., income, education, race, ethnicity, gender, party identification, ideology)? What about where one lives (e.g., urban/rural areas, proximity to environmental problems, etc.)?
2. When we conceptualize energy as an economic issue, what are the best predictors of public opinion (e.g., income, education, race, ethnicity, gender, party identification, ideology)? What about where one lives (e.g., urban/rural areas, proximity to environmental problems, etc)?

Terms:

• Environmentalists vs. Cornucopians
• Agenda setting
• Policy streams
• Policy window
• Policy entrepreneurs
• Life-cycle model of public opinion change
• Generational model of public opinion change
• Period effects
  
• Zaller's (Receive-Accept-Sample) RAS Model
• Egalitarianism
• Heuristics (also see "Rating the Risks")
  
• Issue voting tests (American Voter)
• Political efficacy
• Stern's Values-Beliefs-Norms (VBN) Theory of Behavior
• Civic Voluntarism Model

Week 2 - Section Notes - Precautionary Principle

Environmental Politics in the News

"Clinton remarks on Canadian pipeline stir debate"
http://news.yahoo.com/s/ap/20101022/ap_on_bi_ge/us_oil_pipeline_clinton

"China's wind power capacity to grow five-fold by 2020"
http://news.yahoo.com/s/afp/20101013/wl_asia_afp/chinaenergyalternativewind

"White House lifts ban on deep water oil drilling"
http://www.nytimes.com/2010/10/13/us/13drill.html

"Offshore wind power line wins backing"
http://www.nytimes.com/2010/10/12/science/earth/12wind.html

"For those near, the miserable hum of clean energy"
http://www.nytimes.com/2010/10/06/business/energy-environment/06noise.html

"US military orders less dependence on fossil fuels"
http://www.nytimes.com/2010/10/05/science/earth/05fossil.html

Announcements

1. Register to vote! The deadline to register to vote in California is coming up on October 18, 2010.

2. In next week's section, we're going to have a discussion/debate about California Proposition 23 (2010). Proposition 23 would suspend AB 32, the Global Warming Act of 2006 until California's unemployment rate drops to 5.5% or below for four consecutive quarters. Half of the students in each section will argue that voters should vote "yes" on 23, and half of the students in each section will argue that voters should vote "no" on 23. Hint: Supporters of Proposition 23 refer to this measure as the "California Jobs Initiative," and opponents of Proposition 23 refer to this measure as the "Dirty Energy Proposition."

3. We will also discuss the readings on public opinion: Judith Layzer's the Environmental Case, chapter 1; and Eric Smith's Energy, the Environment and Public Opinion, chapters 1, 3-6.

4. The midterm exam is coming up on October 28, 2010.

5. Proposals for your term paper are due November 5.

6. Your term paper is due Monday, November 22 at 5 pm.

7. Just a reminder that office hours are Wednesdays between 4-6 pm at the Coral Tree Cafe and Thursdays between 12:30-1:30 pm in Ellison Hall, room 2703.

Office Hours for Wednesday, October 13

They will be from 4-6 pm at Woodstock's Pizza in IV.

I will also have office hours Thursday from 12:30-1:30 pm in my office, Ellison 2703.

Week 3 - Science vs. Politics *and* The History of the Environmental Movement

Agenda:

1. Announcements, Attendance and Administration
2. Science vs. Politics: Mini Lecture, Video Clip and Discussion
3. History of the Environmental Movement: Discussion
4. NEXT WEEK: Debate on California Proposition 23 (2010)

Science vs. Politics - Discussion Questions:

• How do you know what you think you know about science?
• Do you follow politicians' claims about science, climate change, AIDS, etc.?
• How do your parents and friends learn about science-related issues?
• Is there an element of working it out on your own, i.e. reasoning from experience, that comes into play?

The History of the Environmental Movement - Discussion Questions:

• The history of the environmental movement shows a record of both successes and failures, with the the former receiving a great deal of emphasis while the latter was often deemphasized and sometimes avoided altogether. Why do we hear more about environmental successes? Why is both public AND voluntary action a necessary element in bringing about changes in environmental politics?
• How can effective environmental policy makers enlist the support from a bigger section of the nation's population when trying to come up with new policies aimed at big industries (chemical, automobile manufacturers) or will they continued to face heightened opposition from powerful interests and citizens concerned more about an adverse impact on their way of life rather than the immediate and long-term effects of the obstruction of environmental action?
• Can the EPA redesign its plan of action and play a significantly greater role when dealing with environmental issues or is it confined to be the arena of conflict among the different masters it serves (executive, Congress, Special interest groups)?

Costain and Lester's "The Evolution of Environmentalism"

• Which model presented by Costain and Lester best explains the pattern of American environmental policy?
• Offer a critique of each policy model presented by Costain and Lester.
• Costain and Lester describe a shift from federal responsibility for environmental policy formulation to primarily state-led policy implementation. What problems do states face in implementing environmental policy? Is this shift a good thing given states' varying capacities for assuming environmental management? Would national implementation of environmental policy be more effective?
  

Companion Website for Spencer Weart's "The Discovery of Global Warming"

Spencer Weart created this companion website to his book, The Discovery of Climate Change.

"This website...tells the history of climate change research as a single story. On this website you will find a more complete history in dozens of essays on separate topics, occasionally updated."

Link to Electronic Reserves at the UCSB Library

http://eres.library.ucsb.edu.proxy.library.ucsb.edu:2048/eres/coursepass.aspx?cid=3687

Week 2 - Science vs. Politics

Discussion Question:

1. There are two main approaches to environmental problems. The traditional approach to environmental problems has been reactive. When a problem becomes apparent, researchers ascertain the cause of the problem. Then agencies try to eliminate or reduce that cause.

1. An alternative approach, the precautionary principle, assumes that all human activities have the potential to cause environmental harm. Therefore, when there is reason to think--not absolute proof--that some human activity is or might be harming the environment, precautions should be taken. The precautionary principle also applies to the manufacture of chemicals and other products; the use of pesticides, drugs, and fossil fuels; the construction of airports and shopping malls; and even agriculture.

In light of the readings this week, what are the advantages and disadvantages of each approach? Which approach do you think is better? Why?

Terms (Definition and Significance):

• Peak oil
• Precautionary principle
• Cost-benefit analysis (alluded to in Jamieson)
• "Junk science" and the junk science movement
• "Sound science"

Also pay attention to:

• Public health paradigm (in Michaels and Monforton)
• Delaney clause (in Michaels and Monforton)
• "Trinity of conflicting forces" (in Rosenbaum, p. 149)
• Principal-agent problem (alluded to in Rosenbaum)
• Federalism (discussed in Rosenbaum)

Reading Questions:

Jamieson, Dale. (1996). Scientific uncertainty and the political process. Annals of the American Academy, 545: 35-43.

1. What is Jamieson's thesis?
2. According to Jamieson, what are the roles scientific uncertainty can play in the decision making process?
3. Jamieson writes, "[U]ncertainty reduces science to just another playground for competing ideologies" (p. 40). What does he mean?
4. Why is the "right amount of uncertainty" good for both political actors and scientists?
5. Jamieson makes several suggestions for closing the gap between scientific information and the political decision-making process. He follows these suggestions, however, with potential consequences this type of convergence may bring. Should science (rather than values) inform all the relevant policy decisions? Should science and political decision-making remain two distinct processes?
6. Cite examples from Michaels and Monforton's article where scientific uncertainty was used to shut down or stall policy debates. How does society (power financial interests in this case) shape scientific uncertainty in these examples?

Rosenbaum, Walter. "Science, Politics and Policy at the EPA." In Norman Vig and Michael Kraft (Eds.), Environmental Policy, 7th ed.

Rosenbaum writes, "As part of the executive branch of the federal government, the EPA and its administrators are expected to be responsive to presidential policy initiatives and White House political leadership.... At the same time, Congress expects the EPA to be alert to congressional interests while interpreting environmental legislation as Congress intended and assuring that scientific judgments inform EPA policymaking. The scientific community, environmentalists and science advocacy groups expect 'sound science' to be the bedrock for the EPA's regulatory decisions. The federal courts exercise legal oversight to ensure that the EPA implements the law correctly.... " (p. 150). Rosenbaum's account is a great example of the principal-agent problem. Is the EPA tasked with mission impossible?




Carlisle, Juliet E., Jessica T. Feezell, Kristy E.H. Michaud, Eric R.A.N. Smith and Leanna Smith. (2010). Public Understanding of Science, 19(5): 514-527.

1. What question(s) do Carlisle et al. want to answer?
2. What research method(s) do they employ?
3. What do they find?
4. What are the implications of their findings?
5. How does this study inform our discussion last week about partisanship and belief in anthropogenic climate change?

Michaels, David and Celeste Monforton. (2005). Manufacturing uncertainty: Contested science and the protection of the public's health and environment. American Journal of Public Health, 95(1): S39-S48.

1. What strategy do those promoting "sound science" employ to slow regulation? How do they justify their actions?
2. How do anti-regulation agencies cast doubt on the authenticity of science?
3. What can we expect to see if the Data Quality Act and Daubert Ruling are extended to other arenas (economy, political, legal)? What are the negative effects of total transparency?
4. Consider the Carlisle piece. What can we expect to see reflected in public policy if studies contradicting the scientific community are released to the public?

Vig and Kraft

1. According to Vig and Kraft, why is government intervention necessary for environmental protection?
2. According to Vig and Kraft, what is the "guiding principle" that should be used for environmental policy?
3. Does the checks and balance system work for environmental policy? Keep in mind it has saved policy from being weakened in the past, but also requires too much time to get anything done/passed.
4. What role does "agenda setting" play in the policy cycle?
5. According to Vig and Kraft, has environmental policy worked, and how is this measured?
6. How has the conversation about the environment and environmental policy changed since the 1970s?

University Announcement: Register to Vote

Dear Student:

An important deadline is fast approaching that impacts your opportunity to participate in the California General Election. In order to vote in the upcoming November 2nd gubernatorial election you must be registered to vote by Monday, October 18th!

The UCSB Voter Registration Volunteer Coalition, a collaboration between UCSB Associated Students and the Division of Student Affairs, is sponsoring a non-partisan registration drive to help ensure that registering to vote is as convenient as possible for students. Now through October 18th, volunteers will be registering students to vote in front of the University Center from 10:00 a.m. -2:00 p.m. In addition, voter registration cards are available at various sites around campus such as the Post Office, Associated Students Office, Graduate Students Office and the Student Resource Building. Please note: These forms are pre-addressed (postage paid)
and must be completed, signed and postmarked at least 15 days before the election.

You need to re-register if you have moved, changed your name or wish to change your political party affiliation.

Voter registration and election information is available at the following Web sites:

• California Secretary of State - Elections Division
• Santa Barbara County Clerk - Elections
• UCSB Voter Registration
• League of Women Voters of California

Your community needs you. Please remember to register and vote.

Week 1 - Terms, Reading Questions and Discussion Question

Discussion Question:

According to Oresek, there is broad scientific consensus on climate change. Yet, according to a Pew Research study, only 57 percent of Americans believe there is solid evidence of global warming, and only 36 percent of Americans believe there is solid evidence of anthropogenic (or human-caused) global warming.

The study also shows that Democrats are more likely than Republicans and Independents to believe there is solid evidence for global warming. The study finds that 75 percent of Democrats believe there is solid evidence for global warming, compared to 53 percent of Independents and 35 percent of Republicans. What's more, only 18 percent of Republicans believe there is solid evidence for anthropogenic global warming. What's do you think is going on here?

Access the Pew Research Study here

Terms

• Energy crisis cycle
• Greenhouse gases
• Greenhouse effect
• Carbon cycle
• Anthropogenic climate change
• Peak oil

Reading Questions

Houghton

1. Analogies can help us better understand concepts with which we are unfamiliar. Come up with an analogy for the greenhouse effect.

2. How does carbon dioxide get into the atmosphere, and what other gases affect global warming?

3. What role do humans play in the production or creation of greenhouse gases?

Smith

1. Describe public opinion on offshore oil drilling before and after the Santa Barbara Oil Spill in 1969. What does Smith argue?

2. Smith writes, "People will get angry and demand that politicians solve their problems if something is being taken away from them, but their response is much more muted when something that they did not have before is not being given to them." How does this statement help us make sense of public opinion on energy policy? Can you think of other national problems to which this statement applies?

3. According to Smith, how or why did the modern environmental movement set the stage for the energy crisis in the 1970s?

4. In the agenda setting literature, focusing events are sudden calamities that cause both citizens and policymakers to pay more attention to a public problem and often to press for solutions. What events helped increase the salience of environmental and energy problems? What role did the media play?

TA Course Syllabus - Fall 2010

PS 175/ES 178 – Environmental Politics – Fall Quarter 2010

TA: Lauren Copeland

Office: 2703 Ellison Hall and Girvetz 2317

Office Hours: Wednesdays 4-6 pm in Girvetz, Thursdays 12:30 pm-1:30 pm in Ellison and by appointment

Email: l_m_c@umail.ucsb.edu

Web: http://environmentalpolitics175.blogspot.com/

Sections (Times/Rooms):

• Wednesday – 2pm – South Hall 1609
• Wednesday – 3 pm – HSSB 4201
• Thursday - 10 am – Buchanan 1934
• Thursday - 11 am – Phelps 3519

Grade: Section participation is worth 10% of your final grade.

REQUIREMENTS: This section will focus on the reading materials assigned for each week. For both the Wednesday and Thursday sections, I expect you to complete the readings assigned for the week in advance. The participation grade will be based on attendance and how well you demonstrate that you are caught-up on the readings through in-class discussions. Please check the blog weekly for announcements, discussion questions and articles that are relevant to class material. Some suggestions:

ATTEND: If you cannot attend section, please notify me as soon as possible. You are more than welcome to attend another section if something comes up—just let me know in advance. Absences will adversely affect your final grade.

INTRODUCE yourself early in the quarter. Come by during office hours or make an appointment.

PARTICIPATE: Do the assigned readings for the relevant discussion section. Come to class with questions and comments about the readings and lectures. Be able to answer the discussion questions I email out or post to the website. Students who attend every section but do not participate will receive a ‘C’ in section. If I suspect students are not doing the readings, I reserve the right to have pop quizzes.

BE RESPECTFUL: Respect dissenting opinions. Be kind to your peers. Keep an open mind at all times.

Email: 
Email should be reserved for brief correspondence, such as to inform me of an absence, medical (or other) emergency, and logistical questions. Substantive questions relating to the course material should be discussed in class or in Office Hours.

Cell Phones, Text Messages and Internet Use: 
Cell phones must be turned off BEFORE class begins. Texting in section is rude. You are more than welcome to take notes on your laptop computers. If I catch you on the Internet, however, you will be asked to leave. 



Academic Freedom: 
You are strongly encouraged to participate in class discussion in a constructive fashion. At times you may disagree with other student’s positions or the position of the professor. You will be graded on the quality of your discussion, not on your viewpoint. It is my hope that the diversity we all bring to the classroom, discussed in a welcoming and non-judgmental environment will benefit us all. I will make every effort to facilitate a healthy environment of diverse opinions and disrespectful commentary will not be tolerated. 


Resources: 
If you experience difficulty in this course for any reason, please consult with me.