POLITICAL SCIENCE 658
Biodiversity Parks and People
FALL 2003 3 credit units Seq. 2924
M 7:00-9:30 Room 213
School of Social and Behavioral Sciences
Department of Political Science
Instructor: David Ostergren, Assistant Professor
Office Hours: M W 11:30-12:30 in SBS (Bdlg 65) 346,
T 2:00-3:00 in Hanley Hall (Bdlg 7) 107 or by appointment.
Ph. 30701 E-mail david.ostergren@nau.edu
Course Description:
The course is an international look at the policies designed to protect and sustain natural resources throughout the world. An important focus will be on the implementation of national and international protected area policies. We will investigate the social/political/natural characteristics within several countries that contribute to their respective natural resource policies. Topics covered include; 1. protected natural areas (e.g. parks, preserves, sanctuaries, biosphere reserves, wilderness areas, marine refuges). 2. Protected cultural areas. 3. relations between indigenous people and protected natural areas. 4. Collaborative planning. 5. Natural resources policy analysis.
Course Objectives:
Upon completion of the course students will be able to:
1. Describe and evaluate National Parks Service policies and strategies in the United States.
2. Describe and compare international protected area policies and how they are culturally interpreted, adapted and implemented in specific countries.
3. Evaluate international treaties and conventions with regard to their goals, origins and effectiveness at protecting resources.
4. Evaluate successful and unsuccessful strategies to integrate people into protected area policy for an array of nations .
5. Evaluate how history and culture influence protected area policy.
6. Express all of the above in coherent written and oral presentations.
Course Structure:
I utilize a “no-holds barred” teaching strategy. Class meetings will include lectures, group discussion, multi-media, individual presentations, individual papers, and thinking on your feet. All students will be expected to be active participants and contribute to the evaluation and discussion of course concepts. My expectations for your performance are very high, but my general approach is merciful.
You each will be held responsible for assisting me in one lecture (essentially, you will be a discussant so if there is a lull in the conversation I can turn to YOU).
Required Textbooks:
Beltrán, Javier, ed. 2000. Indigenous and traditional peoples and protected areas: principles, guidelines and case studies - IUCN World Commission on Protected Areas ; WWF ; Cardiff University, Dept. of City and Regional Planning - Gland : IUCN,. Price 24.75 USD Available through Island Press.
Clark, Tim W., Andrew R. Willard & Christina M. Cromley, editors. 2000 Foundations Of Natural Resources Policy And Management 384 pp. 6 1/8 x 9 1/4 Paper ISBN 0-300-08144-8 $18.00 Yale University Press.
Harmon, David 2002. In Light of our Differences: how diversity in nature and culture makes us human. Washington DC. Smithsonian Institution Press.
Honey, Martha 1999. Ecotourism and Sustainable Development: who owns paradise? Washington DC, Island Press.
Lowry, W.R. 1994. The Capacity to Wonder: Preserving National Parks. Washington, DC: The Brookings Institution.
Rothenberg D. & Ulvaeus M. 2001. The world and the wild. Tucson. University of Arizona Press.
Sellers, R.W. 1997. Preserving Nature in the National Parks: a history. New Haven, Yale University Press.
Spence, Mark David. Dispossessing the Wilderness. N. Y.: Oxford, 1999.
Recommended (especially if you are relatively inexperienced in policy analysis).
Birkland, Thomas A. 2001. An introduction to the policy process: theories, concepts, and models of public policy making. Armonk, New York. M. E. Sharpe, Inc.
Other material will be placed on reserve in Cline Library (hard copy and/or electronic), in Political Science Room 221 or will be handed out in class. You are responsible for reading these materials. We meet once a week, stay in touch. Absences are generally unforgivable and require a letter from your coroner or the federal witness protection program.
Evaluation Methods and Assessment:
In addition to the assignments as outlined below, your participation in class will be taken into consideration. The breakdown:
6 Synthesis papers on the weekly readings: 150
Literature Review 50
Topic Paper 100
Class Presentation 100
Class Participation: 100
Total points available: 500
SYNTHESIS PAPER
Synthesis papers will be required throughout the semester. These should be no longer than 2-3 pages (1.5 spaced) and include your critique of, as well as response to, a synthesis of the readings. Synthesis papers are due ON MONDAY 12:00 noon, BEFORE CLASS—NO LATE PAPERS WILL BE ACCEPTED. You are required to provide a synthesis paper for the September 22 meeting (9/22/03) of class and after that you may choose your weeks.
TOPIC PAPER
The topic paper is intended to refine your ability to read and think critically (and comparatively), and to effectively communicate your understanding in journal style. Your paper should provide a clear statement of the issue, your theoretical and analytical perspective, background information on the topic, a discussion and then your solutions, analysis and/or recommendations for improving the country’s strategy for addressing the problem. There will be a lit review.
WRITTEN MATERIAL FORMAT
All papers will be typed, 11-12 pt font, 1.5-double spaced, 1 inch margins. USE A STAPLER. NO COVERS, NO PAPER CLIPS. I reserve the right to refuse to accept a paper that does not meet these specifications. Put only a four digits ID # on assignments.
PRESENTATION
The presentation will be a guided discussion of your topic area as it relates to the readings/topics assigned for class. You are required to find pertinent literature and arrange for your classmates to get a copy of one article ONE week ahead of your presentation. Prepare 15 minutes of material and the class will discuss the topic for 10-20 minutes. I will grade your presentation ruthlessly. AFTER 18 minutes I start deducting points. You may use power point, overheads or read the paper as is the custom in your field. Some sort of map to orient us may help. I also require a one page handout with key points, definitions and the obscure.
YOU MAY ASSUME;
1. that everyone will read the assigned article,
2. that everyone will have read all previous material in the class,
3. and that you are speaking to an erudite, perspicacious, quick witted crowd who will listen to you and ask stimulating, insightful questions.
PARTICIPATION
You will also be graded on participation, which includes both attendance and having a coherent set of questions (4-5) about the readings. I will ask you to provide one of your questions in lecture. You will all have an opportunity and obligation to talk. (Hence, no overrides.)
Assume the following grading scale, though this is subject to change:
A = 500-450
B = 449-400
C = 399-350
D = 349-300
F = less than 299 or any act of plagiarism/dishonesty.
LATE ASSIGNMENTS
Assignments are due as specified in the syllabus either in my Political Sciecne mailbox, class or in my office in Hanley Hall. I will accept attached email documents. However, if I can’t open it, you’re out of luck. Any work turned in late will be graded as follows. There will be a 10 % reduction for the first 24 hours---20% for 48 hours----30% beyond 48 hours.
COURSE POLICIES:
Respect
There will be much discussion in this class. Individual ideologies differ as will interpretations of the issues that we cover. We will maintain an open forum where a diversity of perspectives will be welcome. Personal attacks will not be tolerated. Respect yourself and others.
Honesty
I reward honesty. Keep me informed. If you have a scheduling problem, personal problem, or conflict--talk to me (either in general terms or specifics). You may not get everything you want, but politics is the art of compromise and we will do the best we can to accommodate your needs.
SOCIAL JUSTICE STATEMENT
Northern Arizona University is committed to social justice. I concur with that commitment and expect to maintain a positive learning environment based upon open communication, mutual respect, and non-discrimination. Our University does not discriminate on the basis of race, sex, age, disability, veteran status, religion, sexual orientation, color or national origin. Any suggestions as to how to further such a positive and open environment in this class will be appreciated and given serious consideration.
Disabilities
If you are a person with a disability and anticipate needing any kind of accommodation in order to participate in this class, please advise me and make appropriate arrangements with Counseling and Testing Center (523-2261). If the Counseling and Testing Center verifies your eligibility for special services, you should consult with me during the first week of classes so appropriate arrangements can be made. Concerns related to noncompliance with appropriate provisions should be directed to the Disability Support Services coordinator in the Counseling and Testing Center. At any time, I encourage you to come to me for help in understanding the readings, lecture-discussions, writing assignments, or for other course-related assistance.
Academic Integrity
As members of the academic community, NAU's administration, faculty, staff, and students are dedicated to promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the educational process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in an academically honest manner. Individual students and faculty members are responsible for identifying instances of academic dishonesty. Faculty members then recommend penalties to the department chair or college dean in keeping with the severity of the violation. The complete policy on academic integrity is in Appendix F of NAU's Student Handbook. Cheating is failing.
Safe Environment Policy
NAU's Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault, or retaliation by anyone at this university. You may obtain a copy of this policy from the college dean's office. If you have concerns about this policy, it is important that you contact the department chair, dean's office, the Office of Student Life (523-5181), the academic ombudsperson (523-9368), or NAU's Office of Affirmative Action.
Classroom Management
Membership in the academic community places a special obligation on all members to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive. Each student is responsible to behave in a manner that does not disrupt or interrupt the instructional environment. The instructor has the responsibility to determine what behavior is, or is not appropriate in the classroom. At a minimum, the student will be warned when behavior is deemed disruptive by the instructor. Significant or continued disruptive behavior by a student (as determined by the instructor) may warrant suspension or academic expulsion from the classroom, the college or the University.
Week 1 8/25/03
Class strategy, expectations, introductions and brief discussion on policy analysis and how to bridge the science-policy gap (some may say chasm). Reading assignment: Birkland—all.
Week 2 9/2/03
Additional Class Meeting Tuesday Sept 2, 5:00-7:30 PM in Hanley Hall Conference room Building 7 north campus. Discussion of Harmon (read preface and all. Don’t be deceived by its brevity, you’ll need a dictionary). Writing question---What is diversity? Why maintain it? What are the drawbacks to a ‘parks & protected area’ mentality as a solution to protecting biological or cultural diversity?
Week 3 9/8/03
No class meeting. Go to the library and start looking for a topic. That is, a country and protected area policy to analyze and report on. You may use any theoretical perspective for your analysis. For management oriented students focus on “does the policy work, why or why not?”
Week 4 9/15/03
No Class meeting. Continue at the library and discuss your options with another class member.
Week 5 9/22/03
Science and policy working to protect a diverse world. Application of Clark’s observations. Sellars will be introduced and the motivation behind his book.
Clark Ch. 1, 2, 9, 11, 13 and one more chapter of your choice: Sellars 1-90.
Writing Question: What purpose should policy analysis fulfill in managing natural resources? How can science best inform policy making and vis versa? Use an example form Clark.
Your topic is due. Turn in 1-3 paragraphs with 2-3 references on your topic.
Week 6 9/29/03
Sellars pp. 91-290 The National Park Service and interpretation of the mission. How leadership and culture drive decisions in a federal agency.
Writing Question: How did the NPS interpret and implement it’s mission? How might the NPS look different if George Wright had been Director? Are there other possibilities?
Week 7 10/6/03
Lowry all
Writing Question: How does a comparison between countries shed light on protected area strategy? It is 2003, have we changed how policy is made and implemented in the NPS (‘yes’ and ‘no’ are both correct)? Please provide a current example for your opinion.
Week 8 10/13/03
Spence all; Rothenberg & Ulvaeus pp. 1-64 and 4 other chapters of your choice.
Deloria Vine. 2001 American Indians and wilderness. In, Ed Ted Kerasote, Return of the wild: the future of our natural lands. Island Press. pp. 25-35. (One reserve).
Writing Question: Reflect on dispossession and the many visions of “wild.”
Discussion on Indigenous people and parks---‘all that we call wild was someone’s home.’
Week 9 10/20/03
Finish up discussion of indigenous people and protected area management.
Beltrán pp. 1-28 and four case studies; Beresford and Phillips 2000. Protected areas and the 21st century. The George Wright FORUM. 17(1) pp. 15-26 (on reserve).
Writing Question: Have ‘we’ made satisfactory progress? What does the future portend?
Week 10 10/27/03
Russian Protected areas and socio-economic turmoil. All readings on reserve.
Ostergren, D. M. & S. J. Hollenhorst. 1999. Convergence in protected area policy: a comparison of the Russian zapovednik and American wilderness systems. Society and Natural Resources: an International Journal. 12(4):293-313.
Ostergren, D. M. & P. Jacques 2002. A Political Economy of Russian Nature Conservation Policy: Why Scientists have Taken a Back Seat. Global Environmental Politics. 2(4):102-124.
Poirier R. & D. M. Ostergren. 2002. Evicting people from nature: indigenous land rights and national parks in Australia, Russia and the United States. Natural Resources Journal. Spring, 42(2):331-352.
Writing question: How does democracy fit into Russia’s future---what do you predict?
Week 11 11/3/03
Locate 2 articles or book chapters on collaboration. (Wondolleck & Yaffee: Brick; etc.)
Writing Question: (Well this collaborative stuff seems easy enough.) Are we doing this? Where do trust & ownership fit in? Are recent policies helping or hindering collaborative planning?
A brief review of the literature for your topic is due. A summary as a draft for your lit review section of your topic paper is suitable with an extensive list of references.
Week 12 11/10/03
Honey Introductory and background chapters, and the conclusion. Then choose 2 countries (Galapagos, Costa Rica, Cuba, Zanzibar, Tanzania, Kenya, and South Africa).
Writing Question: How does the ecotourism---collaborative process break down in other nations? Are other nations naturally collaborative at levels we fail to recognize?
Week 13 11/17/03
Final Topic Paper Due
Presentations to begin-------you have 15 minutes and I’m not kidding.
Writing Question: Choose one of the weeks of presentations---but not all three and compare/contrast the readings. How do they illustrate the weaknesses and/or strengths of each policy to protect biodiversity and people?
Week 14 11/24/03
Presentations Writing Question: see above Week 13.
Week 15 12/1/03
Presentations Writing Question: see above Week 13.
Week 16 12/8/03
Finals week discussion and review of course (beverages and snacks?).