Results for INTNLREL

The collections of the Hoover Institution Library & Archives document the wars, revolutions, political and social movements, and the struggles for peace around the globe in the 20th and 21st centuries. The course will introduce students to the origins and evolution of this unique institution, highlight its rare collections, and reveal how it collects, preserves, and makes available to researchers an enormous and ever-expanding array of primary-source material, including personal archives, photographs and film, posters, rare books and periodicals, artworks, and digital records. Students will gain insight into the operations of a special collections research center, including the role of conservation, the digitizing of collections, and how public exhibitions make the history that emerges from the collections available to a broader public. Speakers will include Hoover's curators and members of the Research Services, Digital Services, Preservation, Exhibitions, and Research and Education teams. Historian, Hoover Research Fellow, and IR Lecturer Bertrand Patenaude (Stanford MA '79, PhD '87), will introduce the course and coordinate the individual sessions.

This course introduces students to the U.S.-China relationship through a weekly speaker series followed by student-led discussions. Speakers from academia and industry will explore topics such as the business environment of China, the politics of the Sino-American dynamic, and technological growth in China. The purpose of the course is to tackle the myths and misconceptions surrounding U.S.-China relations, and build in students a strong foundational understanding of the multiple facets of the bilateral relationship. Students will be exposed to a variety of issues and those who take the course for 2 units will be able to explore a topic of interest through a capstone presentation at the end of the course. To apply for enrollment, please fill out this brief application form: https://forms.gle/cJGJkkr3PDbC4dS48. If selected, you will receive an enrollment permission code.

This 1-unit, student-initiated course will provide undergraduate students the opportunity to engage with faculty from across the university conducting research relating to international security. Students will have the opportunity to learn about cutting-edge research taking place at Stanford and be exposed to topics and subfields they may otherwise not have access to as undergraduates. The class will be framed around four subfields within international security studies: emerging technologies and intelligence; insurgent organizations and non-state actors; great power competition and the future of conflict; and nuclear weapons and arms control negotiation. To apply for enrollment, please complete this brief interest form: https://forms.gle/Ax3Jsinuwk3mBWww5

The South China Sea (SCS) is a vitally important region for the entire world. More than half of the world's fishing vessels are in the SCS. Hundreds of millions depend on these waters for their food, while billions more rely on the shipping trade that criss-crosses the region. The SCS is also ecologically important, replete with rapidly deteriorating coral reefs in urgent need of protection. Yet despite the socio-political institutions built to maintain order, the SCS has been militarized in recent decades, especially as a rising People's Republic of China (PRC) asserts and enforces territorial claims while contravening international norms and laws. With today's new era of Great Power Competition as a backdrop, we will explore the history of the SCS and how international maritime law has evolved there. We will learn why the nations surrounding this region value it so much, and how the PRC has used "gray zone" tactics to expand its claims of jurisdiction. We will evaluate how regional and global bodies such as the Association of Southeast Asian Nations (ASEAN) and the United Nations are responding to repeated violations of the so-called "rules-based order," and what the future of the SCS might look like. Supported by the Gordian Knot Center for National Security Innovation and its wealth of resources and experts, we will evaluate the conflicts of the SCS through the lens of international security. Each meeting will begin with a "SCS in the news," followed by a guest speaker and student-discussion. To apply for enrollment, please fill out this brief application form: https://forms.gle/SobRfbicgdmEKVRB7. If selected, you will receive an enrollment permission code.

Women continue to be significantly underrepresented across all sectors of the contemporary national security landscape. This course addresses this disparity by providing students the opportunity to engage deeply with women engaged in prominent national security roles across a range of expertise areas and disciplines. Weekly speakers will share their personal stories and experiences and offer perspectives on addressing pressing national security issues of our time, ranging from great power competition to cybersecurity to refugees and migration. Speakers will also discuss the intersection of women's rights and security and the challenges of achieving enduring peace when rights and liberties are not afforded equally to women. This course is an initiative of WINS (Women in National Security) at Stanford's Gordian Knot Center for National Security Innovation.

The seminar traces the history of genocide since the beginning of the 20th century. It examines the role of humanitarian intervention to prevent or stop it and the use of international law to punish it. The discussion begins with the Armenian genocide during the First World War and includes the Holocaust, Cambodia under the Khmer Rouge in the 1970s, and the Kurds in Iraq in the 1980s. Coverage starting in the 1990s includes the cases of Bosnia, Rwanda, Kosovo, and Darfur and the more recent discussions of the appropriateness of the term genocide to describe the fate of the Yazidis in Syria, the Rohingya in Myanmar, the Uighurs in China, and the people of Ukraine.Students will learn about the origins of the word "genocide," which was coined during the Second World War, and about the legal definition of genocide as spelled out in the 1948 Genocide Convention. A chief focus of the course is the response of the United States, both in words and deeds, to alleged cases of genocide from Armenia in 1915 to Ukraine in 2023.

How do I translate my interests and skills into a career in public service and social impact? This course will introduce you to a wide range of roles that help shape public policy and civic life, including government, education, nonprofits, social enterprises, and arts/media. It can be taken for one or two units. For one unit, you participate in a weekly, interactive speaker series designed to give you a sense for what different public service careers are like. Each week, guests describe their organizations and roles, highlight key intellectual issues and policy challenges, discuss their career paths, and describe skills crucial for the job. For a second unit, you participate in a hands-on weekly session designed to help you translate this knowledge into action. You will identify roles and organizations that might be a good match for you, build your network through informational interviewing, receive career coaching, and acquire the tools you need to launch your job or internship search. This course is intended for all students and all majors. Course content will be relevant to students soon entering the job market as well as those facing choices about courses of study and internships. Class sessions will be 60 minutes. This course is co-sponsored by the Haas Center for Public Service, the School of Humanities and Sciences, and Stanford in Government. Students taking the course for one unit (Tuesday lecture) must enroll in the -01 course option, and students taking the course for two units (Tuesday lecture and Thursday seminar) must enroll in the -02 course option. IR approved.

Approaches to the study of conflict and cooperation in world affairs. Applications to war, trade policy, the environment, and world poverty. Debates about the ethics of war and the global distribution of wealth.

The course seeks to explain the history of international relations in the tumultuous century since 1914. It aims at a three-dimensional understanding, relating social and political structures of countries and regions to the primary shifts in the character of the competition between states, in the composition of the system, and in international institutions and norms. Great power interactions constitute the most visible element within the course: through the two world wars, into the Cold War, and beyond. Concurrently, we look within the empires and blocs of the Twentieth Century world, to consider the changing relationships between imperial centers and subject peoples. Lastly, we consider spirited if sporadic international efforts to pursue order, justice, and progress. This last pursuit also requires study of the proliferation of transnational non-governmental organizations (NGOs).

(HISTORY 3F is 3 units; 103F is 5 units.) This course will introduce students to the basic concepts of modern warfare, its evolution, and some of the immeasurable ways by which it shaped our history as well as our world today. How have strategy, operations and tactics been transformed by the modern state; the industrial revolution; and the accelerated pace of technological change? What is the meaning of total war, conventional war, and asymmetric war, and how were these different types of war fought in the 20th and 21st centuries? From the Napoleonic wars to the war in Ukraine, how do wars reflect, and shape, our politics, economics, culture, and technology? No prior knowledge of military history (or technology) is required. Students satisfying the WiM requirement for the major in International Relations must enroll in INTNLREL 103F course listing. Please note that the version of this course offered in 2023-24 and later does not fulfill a "pre-1700" requirement for the history major.

The causes of war in American foreign policy. Issues: international and domestic sources of war and peace; war and the American political system; war, intervention, and peace making in the post-Cold War period. Political Science majors taking this course for WIM credit should enroll in POLISCI 110D for 5 units. International Relations majors taking this course for WIM credit should enroll in INTNLREL 110D for 5 units. All students not seeking WIM credit should enroll in POLISCI 110Y or AMSTUD 110D.

This course explores the different dimensions of development - economic, social, and political - as well as the way that modern institutions (the state, market systems, the rule of law, and democratic accountability) developed and interacted with other factors across different societies around the world. The class will feature additional special guest lectures by Francis Fukuyama, Larry Diamond, Michael McFaul, Anna Grzymala-Busse, and other faculty and researchers affiliated with the Center on Democracy, Development, and the Rule of Law. Undergraduate students should enroll in this course for 5 units. Graduate students should enroll for 3.

International Security in a Changing World examines some of the most pressing international security problems facing the world today: nuclear weapons, the rise of China, the war in Ukraine, terrorism, and climate change. Alternative perspectives - from political science, history, and STS (Science, Technology, and Society) studies - are used to analyze these problems. The class includes an award-winning two-day international negotiation simulation.

Much in this world is said to depend on security. When governments curtail liberties, they often cite security as the reason. In countries emerging from war it is said that until security is provided, democracy, human rights and justice cannot thrive. Security justifies inconveniences like longer passwords that are nearly impossible to memorize or going through metal detectors to enter sporting events, political talks, and airline gates. One of the fundamental achievements of social democracy in the twentieth century was the provision of social security ? the promise of a funded retirement. Security is thought to be central to processes leading to war: the pursuit of security by one nation state may imperil the security of another, leading to a spiral of conflict, what international relations scholars have labelled "the security dilemma." Sometimes we are asked to dismiss or understand otherwise impolite, nasty, or thoughtless behavior because someone suffers from the absence of security: 'Bob is not a terrible person; he's just insecure.' The power of security to structure so much of social life rests on some pretty impressive magic: everybody uses the word assuming everyone has a shared understanding of its meaning. But there is good reason to be skeptical. For one, despite its importance and centrality in social and political life, security suffers from vagueness and imprecision. It can connote freedom from fear, or freedom from threat. Security's modifiers are abundant and suggest a wealth of objects to be secured; a non-exhaustive list includes human, social, national, international, nuclear, cyber, food, economic, energy, and homeland. Even if we discover that security is all that it is cracked up to be, its relation to other key words such as risk, trust, credibility, insurance and predictability remain relatively unexplored. In this course we will interrogate what people talk about when they talk about security. We will investigate how the meanings of security have shifted throughout history. We will ask why security becomes a societal preoccupation at different times in history. We will ask whether our current preoccupation with security will be permanent.

During the past century while, the world's population has more than quadrupled and the population in Israel and its neighbors has grown ten-fold. Mounting consumption has produced an ever-increasing demand for consumer goods and natural resources. At the same time, climate change is already adversely affecting countries in the Middle East. These phenomena combine to place unprecedented pressure on the region's ecosystems and resources, producing myriad insults to environmental quality, public health and local ecosystem integrity. The course considers these issues based on the empirical experience of environmental policies implemented over the past forty-years. The final third of the class considers the potential for regional cooperation to produce improved environmental outcomes. Lectures will address a range of topics associated with concepts of carrying capacity, consumption and the impact of high population density on the quality of life and the environment of Israel and its neighbors. The associated potential and limitations of technology, the impact of conflict on the environment and the potential of transboundary cooperation to produce win-win ecological dynamics will also be assessed. Topics considered include, biodiversity, climate change, marine ecosystem protection, water management and environmental justice. The course focuses on the associated policy insights, applying the experience of government interventions for improving the sustainability of life in Israel and the Middle East.

This course offers an introduction to major topics in the study of historical and contemporary Europe. We focus on European politics, economics and culture. First, we study what makes Europe special, and how its distinct identity has been influenced by its history. Next, we analyze Europe's politics. We study parliamentary government and proportional representation electoral systems, and how they affect policy. Subsequently, we examine the challenges the European economy faces. We further study the European Union and transatlantic relations.

First, this course analyzes the EU's greatest challenge, preserving the monetary union, and discusses the political and economic reforms needed to achieve that goal. In this context the course also studies the fiscal and budgetary polices of the EU. Second, the course discusses the EU's role in global politics, its desire to play a more prominent role, and the ways to reach that objective. Third, the course analyzes the EU's institutional challenges in its efforts to enhance its democratic character.

The course examines how the international community has fared in promoting and protecting human rights in the world, with an emphasis on the role of the United Nations. The course will begin with an overview of debates about the state of the international human rights system in the contemporary world, and then examine how international society has addressed the challenges of implementing universal human rights principles in different local contexts across different issues. The specific rights issues examined include genocide, children's rights, labor rights, transitional justice, women's rights, indigenous rights, NGOs, and the complicated relationship between the US and global human rights. The course will feature video conference/guest lecture sessions with leading human rights scholars and practitioners, providing students with unique opportunities to hear their expert opinions based on research and experience.

Russia presents a puzzle for theories of socio-economic development and modernization and their relationship to state power in international politics. The collapse of the Soviet Union in 1991 brought into being the new Russia (or Russian Federation) as its successor in international politics. Russia suffered one of the worst recessions and experienced 25 years of halting reform. Despite these issues, Russia is again a central player in international affairs. Course analyzes motivations behind contemporary Russian foreign policy by reviewing its domestic and economic underpinnings. Examination of concept of state power in international politics to assess Russia's capabilities to influence other states' policies, and under what conditions its leaders use these resources. Is contemporary Russia strong or weak? What are the resources and constraints its projection of power beyond its borders? What are the determinants of state power in international politics in the twenty-first century? This course is a combination of a lecture and discussion, and will include lectures, readings, class discussions, films and documentaries.

As we live in a globalized world, our lives are interconnected with many other people within and beyond the state borders. Currently, we face urgent problems of global justice, such as climate change, economic inequality, immigration, and health disparities, and how to address these issues is a crucial question for all of us. This course introduces students to normative inquiries into issues of global justice and offers an opportunity to integrate theories and practices by engaging with essential and timely questions. What normative demands does justice impose on individuals and institutions in a global world? Do people in affluent countries bear the responsibility for the suffering of those who live in other countries? Should relatively developed countries open their borders to those from developing countries? How should we allocate responsibilities for reducing global injustice, such as health disparities? How does injustice with historical roots, such as colonialism, further complicate the picture of normative demands? While there are no easy answers to these questions, throughout this course, students will be exposed to interdisciplinary approaches (including philosophy, political theory, gender studies, etc.), learn to critically analyze various theoretical approaches, and use them as frameworks to develop their views on issues of global justice. This class meets on Tuesdays & Thursdays from 9:30-11AM. Please note that in addition to the listed lecture time, students must sign up for a 45-min discussion session. The schedule of the discussion session will be arranged and announced during the first week of the quarter.

International law, as a body of law, performs multiple, competing functions. It serves the interests, and seeks to limit the actions, of state actors. It is also a political rhetoric captured by the oppressed, and a foundation for activism and resistance. The purpose of this introductory course is to illuminate this malleable nature of international law, to explain its foundational principles and sources, and to evaluate the contours of its role as law and discourse. Questions that will accompany us throughout this seminar include: What is the character of international legal rules? Do they matter in international politics? How effective are they? What potential and what limitations do they have? In addition to exploring such questions against the backdrop of theories of international relations, we will consider several topics which bring tensions between international law and international relations to the fore, such as use of force, human rights, and international criminal law.

In this seminar, students will delve into the interplay between international law and international relations, with a focus on understanding the challenges and opportunities presented by emerging technologies, particularly AI. Through examining legal and political theories and case studies, students will gain insights into the role of international law in shaping state behavior, global governance, and cooperation. Key topics include treaty-making processes, soft law, customary international law, state sovereignty, and the impact of new frontiers in international law, such as AI regulation. As AI technologies advance, they pose novel legal, ethical, and practical questions transcending national borders. This class will investigate AI's implications on human rights, privacy, and international security, exploring issues like autonomous weapons, surveillance, and AI-driven decision-making. The course will address central questions such as: How does the intersection of international law and relations shape global challenges? What principles and sources of international law influence state behavior and cooperation? How do emerging technologies, particularly AI, challenge existing legal frameworks? What is the current landscape of AI regulation, and what are the prospects for global governance? This seminar aims to equip students with the analytical and critical thinking skills necessary to engage in shaping the future of international law in a rapidly evolving technological landscape. The course is suitable for advanced undergraduates. Prior coursework in international law or international relations is recommended but not required.

The involvement of U.S. and the UN in major wars and international interventions since the 1991 Gulf War. The UN Charter's provisions on the use of force, the origins and evolution of peacekeeping, the reasons for the breakthrough to peacemaking and peace enforcement in the 90s, and the ongoing debates over the legality and wisdom of humanitarian intervention. Case studies include Croatia and Bosnia, Somalia, Rwanda, Kosovo, East Timor, and Afghanistan. *International Relations majors taking this course to fulfill the WiM requirement should enroll in INTNLREL 140C for 5 units.

The involvement of U.S. and the UN in major wars and international interventions since the 1991 Gulf War. The UN Charter's provisions on the use of force, the origins and evolution of peacekeeping, the reasons for the breakthrough to peacemaking and peace enforcement in the 90s, and the ongoing debates over the legality and wisdom of humanitarian intervention. Case studies include Croatia and Bosnia, Somalia, Rwanda, Kosovo, East Timor, and Afghanistan. *International Relations majors taking this course to fulfill the WiM requirement should enroll in INTNLREL 140C for 5 units.

Rarely screened documentary films, focusing on global problems, human rights issues, and aesthetic challenges in making documentaries on international topics. Meetings with filmmakers.

This community-engaged learning class is part of a broader collaboration between the Program on Social Entrepreneurship at the Haas Center for Public Service, Distinguished Visitors Program and the Doerr School of Sustainability, using practice to better inform theory about how innovation can help address society's biggest challenges with a particular focus on environmental justice, sustainability and climate resilience for frontline and marginalized communities who have or will experience environmental harms. Working with the instructor and the 2024 Distinguished Visitors ? Angela McKee-Brown, founder and CEO of Project Reflect; Jason Su, executive director of the Guadalupe River Park Conservancy; Cecilia Taylor, founder, executive director, and CEO of Belle Haven Action; and Violet Wulf-Saena, founder and executive director of Climate Resilient Communities ? students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, race, systemic inequities, democracy and justice. This course interrogates approaches like design theory, measuring impact, fundraising, leadership, storytelling, and policy advocacy with the Distinguished Visitors providing practical examples from their work on how this theory plays out in practice. This is a community-engaged learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning. Graduate and undergraduate students may enroll.

The course, traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo, and Sudan. The final session of the course will be devoted to a discussion of the International Criminal Court and the separate criminal tribunals that have been tasked with investigating and punishing the perpetrators of genocide.

The seminar provides an overview of the current political dynamics in each of the major fossil fuel producing countries in the Western Hemisphere and its impact on local energy exploration and production. It also explores the potential for expanding existing or developing new renewable energy resources throughout the Americas, and impacts on the local environment, food prices, and land use issues. The course examines the feasibility of integrating energy markets and establishing initiatives to reduce greenhouse gas emissions at the regional and hemispheric level. The seminar focuses on Chile, a country that lacks significant petroleum and natural gas reserves and has traditionally been a major user of coal. Accordingly, the country has been at the forefront of efforts to facilitate the regional integration of energy markets and develop renewable and non-traditional energy resources. The course concludes with a discussion of the Energy and Climate Partnership of the Americas or ECPA, launched by the Obama administration at the Fifth Summit of the Americas in Trinidad in April 2009, and China's increasing role in Latin America's energy sector. Students taking this course for the M.A. in Latin American Studies should enroll in the INTNLREL 246A section.

This seminar examines the economic and political development of the five countries that make up South America's Southern Cone (i.e., Argentina, Brazil, Chile, Paraguay, and Uruguay) as well as Bolivia (which was historically part of the sub-region and with which today it has close commercial ties). In particular, the course focuses on the era of Import Substitution Industrialization (ISI), explores the reasons why that model of economic development eventually collapsed and how this contributed to the rise of military dictatorships, looks at the return to democratic rule and the adoption of market-oriented economic policies, and concludes with a discussion of the contemporary situation. Students taking this course for the M.A. in Latin American Studies should enroll in the INTNLREL 247 section.

This course offers a comprehensive overview of Latin America's political and economic development, exploring the factors contributing to the region's current situation. It examines why Latin America fell behind the United States, its high degree of political instability, and widespread inequality. The course analyzes Latin America's history, including the colonial period, and uses theories on democracy and development to interpret persistent economic inequality and political instability. Additionally, the course examines key features of Latin American democracies, including state weakness, clientelism, and corruption. By analyzing these factors, students gain an understanding of the challenges facing Latin American countries and potential solutions. The course provides a deep dive into Latin America's political and economic development, offering insights into the region's history and current circumstances, and how they inform potential future outcomes.

This seminar is devoted to an examination of United Nations peacekeeping, from its inception in 1956 in the wake of the Suez Crisis, to its increasingly important role as an enforcer of political stability in sub-Saharan Africa. We will look at the practice of "classic" peacekeeping as it developed during the Cold War, with the striking exception of the Congo Crisis of 1960; the rise and fall of so-called "second-generation peacekeeping"¿more accurately labeled "peace enforcement"¿in the early 1990s in Bosnia and Somalia; and the reemergence in recent years of a muscular form of peacekeeping in sub-Saharan Africa, most notably in Congo in 2013.nStudents will learn the basic history of the United Nations since 1945 and the fundamentals of the United Nations Charter, especially with respect to the use of force and the sovereignty of member states. While the course does not attempt to provide comprehensive coverage of the historical details of any particular peacekeeping mission, students should come away with a firm grasp of the historical trajectory of U.N. peacekeeping and the evolving arguments of its proponents and critics over the years.nEach session of the course is structured around the discussion of assigned readings. Students are expected to complete the readings before class and to come to class prepared to participate in discussions. Each student will serve as rapporteur for one of the assigned readings, providing a critical summary of the reading in question and helping to stimulate the discussion to follow. The instructor will occasionally begin a session with brief introductory remarks (no more than ten minutes) to provide historical context about one or another topic. Required coursework includes two short papers whose particular topic and guidelines will be announced in class.

This class seeks to examine the modern American experience with limited wars, beginning with distant and yet pertinent cases, and culminating in the war in Iraq. Although this class will examine war as a consequence of foreign policy, it will not focus primarily on presidential decision making. Rather, it will place wartime policy in a broader frame, considering it alongside popular and media perceptions of the war, the efforts of antiwar movements, civil-military relations, civil reconstruction efforts, and conditions on the battlefield. We will also examine, when possible, the postwar experience. Non-matriculating students are asked to consult the instructor before enrolling in the course.

Nothing better illustrates the evolution of the modern presidency than the arena of foreign policy. This class will examine the changing role and choices of successive presidential administrations over the past century, examining such factors as geopolitics, domestic politics, the bureaucracy, ideology, psychology, and culture. Students will be encouraged to think historically about the institution of the presidency, while examining specific case studies, from the First World War to the conflicts of the 21st century. Non-matriculating students are asked to consult the instructor before enrolling in the course.

The tragic death of Ambassador Chris Stevens has recently highlighted the dangers of diplomacy in the modern era. This class will look at how Americans in embassies have historically confronted questions such as authoritarian rule, human rights abuses, violent changes of government, and covert action. Case studies will include the Berlin embassy in the 1930s, Tehran in 1979, and George Kennan's experiences in Moscow, among others. Recommended for students contemplating careers in diplomatic service. *IR majors taking this course to fulfill the IR WIM requirement should enroll in INTNLREL174. As space is limited, first-year students must obtain the instructor's prior consent before enrolling. Non-matriculating students are also asked to consult the instructor before enrolling in the course.

(Formerly IPS 280) Historical backdrop of the Nuremberg and Tokyo Tribunals. The creation and operation of the Yugoslav and Rwanda Tribunals (ICTY and ICTR). The development of hybrid tribunals in East Timor, Sierra Leone, and Cambodia, including evaluation of their success in addressing perceived shortcomings of the ICTY and ICTR. Examination of the role of the International Criminal Court and the extent to which it will succeed in supplanting all other ad hoc international justice mechanisms and fulfill its goals. Analysis focuses on the politics of creating such courts, their interaction with the states in which the conflicts took place, the process of establishing prosecutorial priorities, the body of law they have produced, and their effectiveness in addressing the needs of victims in post-conflict societies.

The First World War provided a prototype and a reference for a new, horrific kind of war. It catalyzed the emergence of modern means of warfare and the social mechanisms necessary to sustain the industrialized war machine. Killing millions, it became the blueprint for the total war that succeeded it. It also brought about new social and political orders, transforming the societies which it mobilized at unprecedented levels. This course will examine the military, political, economic, social and cultural aspects of the conflict. We will discuss the origins and outbreak of the war, the land, sea and air campaigns, the war's economic and social consequences, the home fronts, the war's final stages in eastern and western Europe as well as non-European fronts, and finally, the war's impact on the international system and on its belligerents' and participants' perceptions of the new reality it had created.

The purpose of this seminar is to examine the evolution of modern warfare by closely following four modern battles/campaigns. For this purpose the seminar offers four mock staff rides, facilitating highly engaged, well-researched experience for participants. In a mock staff ride, students are assigned roles; each student is playing a general or staff officer who was involved in the battle/campaign. Students will research their roles and, during the staff ride, will be required to explain "their" decisions and actions. Staff rides will not deviate from historical records, but closely examine how decisions were made, what pressures and forces were in action, battle outcomes, etc. This in-depth examination will allow students to gain a deeper understanding of how modern tactics, technology, means of communications, and the scale of warfare can decide, and indeed decided, campaigns. We will will spend two weeks preparing for and playing each staff ride. One meeting will be dedicated to discussing the forces shaping the chosen battle/campaign: the identity and goals ofnthe belligerents, the economic, technological, cultural and other factors involved, as well as the initial general plan. The second meeting will be dedicated to the battle itself. The four battles will illustrate major developments in modern warfare.

Students obtain internship in a relevant research or industrial activity to enhance their professional experience consistent with their degree program and area of concentration. Prior to enrolling students must get internship approved by the director. At the end of the quarter, a three page final report must be supplied documenting work done and relevance to degree program. Meets the requirements for Curricular Practical Training for students on F-1 visas. Student is responsible for arranging own internship. Limited to declared International Relations students only who are non-US citizens. May be repeated for credit.

Students will work in project teams on problems central to the mission of an SF-based international NGO that employs community-driven and policy-level strategies to protect people and the environment from harm caused by internationally financed development projects. Students will visit the NGO, learn about international development and accountability problems, and in the end present a policy report. The course is open only to IR majors and capped at 12 students, with priority given to seniors. To apply for enrollment, please complete this brief application form by Wednesday, November 15: https://forms.gle/quP4M1kyNPeFbwCx6. You will be notified by Monday, November 27; if selected, you will receive an enrollment permission code.

Open only to declared International Relations majors.n (Staff)

Open only to declared International Relations majors with approved senior thesis proposals.

For juniors planning to write an honors thesis during senior year. Initial steps to prepare for independent research. Professional tools for conceptualizing a research agenda and developing a research strategy. Preparation for field research through skills such as data management and statistics, references and library searches, and fellowship and grant writing. Creating a work schedule for the summer break and first steps in writing. Prerequisite: acceptance to IR honors program.

Second of two-part sequence. For seniors working on their honors theses. Professional tools, analysis of research findings, and initial steps in writing of thesis. How to write a literature review, formulate a chapter structure, and set a timeline and work schedule for the senior year. Skills such as data analysis and presentation, and writing strategies. Prerequisites: acceptance to IR honors program, and 199 or 200A. * Course satisfies the WiM requirement for International Relations majors who are accepted into the IR Honors program.

Mandatory seminar for International Relations Honors Students who are writing their Honors Thesis. INTNLREL 200A and 200B are prerequisites.

The seminar provides an overview of the current political dynamics in each of the major fossil fuel producing countries in the Western Hemisphere and its impact on local energy exploration and production. It also explores the potential for expanding existing or developing new renewable energy resources throughout the Americas, and impacts on the local environment, food prices, and land use issues. The course examines the feasibility of integrating energy markets and establishing initiatives to reduce greenhouse gas emissions at the regional and hemispheric level. The seminar focuses on Chile, a country that lacks significant petroleum and natural gas reserves and has traditionally been a major user of coal. Accordingly, the country has been at the forefront of efforts to facilitate the regional integration of energy markets and develop renewable and non-traditional energy resources. The course concludes with a discussion of the Energy and Climate Partnership of the Americas or ECPA, launched by the Obama administration at the Fifth Summit of the Americas in Trinidad in April 2009, and China's increasing role in Latin America's energy sector. Students taking this course for the M.A. in Latin American Studies should enroll in the INTNLREL 246A section.

This seminar examines the economic and political development of the five countries that make up South America's Southern Cone (i.e., Argentina, Brazil, Chile, Paraguay, and Uruguay) as well as Bolivia (which was historically part of the sub-region and with which today it has close commercial ties). In particular, the course focuses on the era of Import Substitution Industrialization (ISI), explores the reasons why that model of economic development eventually collapsed and how this contributed to the rise of military dictatorships, looks at the return to democratic rule and the adoption of market-oriented economic policies, and concludes with a discussion of the contemporary situation. Students taking this course for the M.A. in Latin American Studies should enroll in the INTNLREL 247 section.