Print Settings
 

POLISCI 14SC: Water and Power in the Pacific Northwest: The Columbia River (CEE 17SC, EARTHSYS 16SC, ENERGY 12SC)

This seminar will explore the nature of and coupling between water and energy resources in the Pacific Northwest, using the Columbia River as our case study. We will explore the hydrologic, meteorologic, and geologic basis of water and energy resources, and the practical, social, environmental, economic, and political issues surrounding their development in the West. The Columbia River and its watershed provide a revealing prototype for examining these issues. A transnational, multi-state river with the largest residual populations of anadromous salmonids in the continental US, it provides a substantial fraction of the electrical energy produced in the Northwest (the Grand Coulee dam powerhouse on the Columbia is the largest-capacity hydropower facility in the US), it is a major bulk commodity transportation link to the interior West via its barge navigation system, it provides the water diversions supporting a large area of irrigated agriculture in Washington and Idaho, and its watershed is home to significant sources of solar and wind energy. We will use the Columbia to study water and energy resources, and especially their coupling, in the context of rapid climate change, ecosystem impacts, economics, and public policy. We will begin with a week of classroom study and discussion on campus, preparing for the field portion of the seminar. We will then travel to the Columbia basin, spending approximately 10 days visiting a number of water and energy facilities across the watershed, e.g., solar, wind, and natural gas power plants; dams and reservoirs with their powerhouses, fish passage facilities, navigation locks, and flood-mitigation systems; an irrigation project; operation centers; and offices of regulatory agencies. We will meet with relevant policy experts and public officials, along with some of the stakeholders in the basin. Over the summer students will be responsible for assigned readings from several sources, including monographs, online materials, and recent news articles. During the trip, students will work in small groups to analyze and assess one aspect of the coupling between water and energy resources in the Northwest. The seminar will culminate in presentations on these analyses. Travel expenses during the seminar will be provided (except incidentals) by the Bill Lane Center for the American West and Sophomore College.
Terms: Sum | Units: 2 | Grading: Satisfactory/No Credit

POLISCI 22SC: The Face of Battle

Our understanding of warfare often derives from the lofty perspective of political leaders and generals: what were their objectives and what strategies were developed to meet them? This top-down perspective slights the experience of the actual combatants and non-combatants caught in the crossfire. This course focuses on the complexity of the process by which strategy is translated into tactical decisions by the officers and foot soldiers on the field of battle. We will review theories about civil-military relations and the nature of modern warfare and then visit Washington DC to discuss strategy and politics with current and former policy makers. We will also study two important battles in American history: Gettysburg (July 1863) and the Battle of Little Bighorn (June 1876). We will travel to Gettysburg, Pennsylvania, and the Little Bighorn battlefield in Montana. The course's battlefield tours are based on the "staff rides" developed by the Prussian Army in the mid-1800s and employed by the U.S. Army since the early 1900s. While at Stanford, students will conduct extensive research on individual participants at Gettysburg and Little Bighorn. Then, as we walk through the battlefield sites, students will brief the group on their subjects' experience of battle and on why they made the decisions they did during the conflict. Why did Lt. General Longstreet oppose the Confederate attack on the Union Army at Gettysburg? What was the experience of a military surgeon on a Civil War battlefield? Why did Custer divide his 7th Cavalry troops as they approached the Little Bighorn River? What was the role of Lakota Sioux women after a battle? Travel will be provided and paid by Sophomore College (except incidentals) and is made possible by the support of the Center for International Security and Cooperation (CISAC). The course is open to students from a range of disciplines; an interest in the topic is the only prerequisite.
Terms: Sum | Units: 2 | Grading: Letter (ABCD/NP)

POLISCI 133Z: Ethics and Politics in Public Service

Ethical and political questions in public service work, including volunteering, service learning, humanitarian assistance, and public service professions such as medicine and teaching. Motives and outcomes in service work. Connections between service work and justice. Is mandatory service an oxymoron? History of public service in the U.S. Issues in crosscultural service work. Integration with the Haas Center for Public Service to connect service activities and public service aspirations with academic experiences at Stanford.
Terms: Sum | Units: 4 | UG Reqs: WAY-ER | Grading: Letter or Credit/No Credit
Instructors: ; Coyne, B. (PI)

POLISCI 153Z: Thinking Strategically

This course provides an introduction to strategic reasoning. We discuss ideas such as the commitment problem, credibility in signaling, cheap talk, moral hazard and adverse selection. Concepts are developed through games played in class, and applied to politics, business and everyday life.
Terms: Sum | Units: 4 | UG Reqs: WAY-FR | Grading: Letter (ABCD/NP)
Instructors: ; Acharya, A. (PI)
© Stanford University | Terms of Use | Copyright Complaints