Results for CSI::policy-government

Foreign aid can help Africa, say the advocates. Certainly not, say the critics. Is foreign aid a solution? or a problem? Should there be more aid, less aid, or none at all? Africa has developed imaginative and innovative approaches in many sectors. At the same time, many African countries have become increasingly dependent on foreign aid. How do foreign aid and local initiatives intersect? We will examine several contentious issues in contemporary Africa, exploring roots, contested analyses, and proposed solutions, examining foreign aid and the aid relationship. As African communities and countries work to shape their future, what are the foreign roles, and what are their consequences?

American democracy faces a series of unprecedented challenges. This course will identify the greatest areas of weakness in the American political system, make sense of the most pressing threats facing democracy, and contemplate how democracy can be strengthened. With this them - in defense of democracy - in mind, we will examine several questions: What guiding principles, norms, and institutions organize and structure American politics, and how do they affect the health and effectiveness of American democracy? What do patterns of political participation and representation in the United States tell us about the health of our democracy? How do partisan and social identities breed hostility and antagonism among the mass public? How does information from the media and other sources advance or frustrate democratic outcomes? What does increased violence - political, racially motivated, or otherwise - reveal about the trajectory of democracy in the United States? This is a course built on the science of politics, and our aim is to bring the scientific study of politics to bear on these pressing questions.

As the Flint, Michigan water situation began to attract attention and condemnation, Michigan State Representative, Sheldon Neeley, describing the troops on the ground and the Red Cross distributing water bottles, said that the Governor had "turned an American city into a Third World country [...] it's terrible what he's done [...] no fresh water. Then, at a Congressional hearing, the Chairman of the House Oversight & Government Reform Committee said, "This is the United States of America - this isn't supposed to happen here. We are not some Third World country."What is a "third world problem?" This introductory environmental anthropology course examines how such imaginaries materialize in development programmes and literature, and bespeak charged geopolitical and racial histories; and invites reflection on what futures for working in common they enable/constrain. We will examine how crises are imagined and constructed, and the governance regimes they give rise to. How does water - as natural resource, public good, human right, need, or commodity - determine the contours of such regimes? We will also study chronic, quieter environmental problems and the responses they (do not) generate. Working through a variety of writing genres - ethnographies, policy literature, and legal and corporate publicity material - will enable students to appreciate what anthropology can contribute to the conversation on environmental justice, and state and corporate bureaucracies and their mandates. The course draws on examples from a wide range of settings. The course is offered as an introduction to environmental anthropology and takes students through key themes - infrastructure, race, class, privatization, justice, violence - by focusing on water. It requires no background in anthropology.

Note to students: please be advised that the course number for this course has been changed to: CEE 218X, which is offered Autumn 2019-20. If you are interested in taking this course, please enroll in CEE 218X instead for Autumn 2019-20.

Technological innovations have and will disrupt all domains of urban life, from housing to healthcare to city management to transportation. This seminar is aimed at future technologists, entrepreneurs, policymakers, and urban planners to define and evaluate the smartness of a city through three lenses: technology, equity, and policy. Through readings, seminar discussions, guest speakers, and a final project, we will explore how a smart city can leverage technology for a higher quality of life, less inequality in access to services, and tighter human communities. You will come away with a framework for understanding how to maximize the social good of emerging technologies. Course material is appropriate for students from all disciplines. Students who enroll in the course for 4 units will participate in an off-campus field component during Spring Break.

Public and private sources of finance for large, complex, capital-intensive projects in developed and developing countries. Benefits and disadvantages, major participants, risk sharing, and challenges of project finance in emerging markets. Financial, economic, political, cultural, and technological elements that affect project structures, processes, and outcomes. Case studies. Limited enrollment.

Infrastructure is critical to the economy, global competitiveness and quality of life. Topics include energy, transportation, water, public facilities, and communications sectors. Analysis of the condition of the nation's infrastructure and how projects are planned and financed. Focus is on public works in the U.S. The role of public and private sectors through a step-by-step study of the project development process. Case studies of real infrastructure projects. Industry guest speakers. Student teams prepare project environmental impact statements.

Infrastructure is critical to the economy, global competitiveness and quality of life. Topics include transportation, social infrastructure, energy, water and communications sectors. Analysis of how projects are designed, constructed, operated, and maintained. Focus is on public works projects globally, alternative project delivery approaches and organizational strategies. Case studies include three real infrastructure megaprojects managed by the Instructor while in Industry. Nine integrated guest lecturers from Industry supplement specific functional areas of expertise. Student teams prepare competing design/build/finance/operate/maintain (DBFOM) proposals for a large infrastructure project.

Nine current global infrastructure projects presented by top project executives or company leaders from industry. Water, transportation, energy and communication projects are featured. Course provides comparisons of project development, win and delivery approaches for mega-projects around the world. Alternative project delivery methods, the role of public and private sector, different project management and construction strategies, and lessons learned. The course also includes field trips to local mega-projects. Grade (one unit) is based on attending all 9 lectures and at least 2 field trips.

Presentation and discussion of early stage or more mature research on a variety of topics related to financing, governance and sustainability of civil infrastructure projects by researchers associated with the Global Projects Center and visiting speakers. To obtain one unit of credit, students must attend and participate in all seminars, with up to two excused absences. Seminar meets weekly during Autumn, Winter and Spring Quarters.

Preference to sophomores. How does government, politics and science affect environmental policy? We examine environmental policy including the precautionary principal, acceptable risks, mathematical models, and cost-effectiveness of regulation. You will learn how data is changing environmental regulation and how different administrations mold environmental policy in real-time. We examine the use of science and engineering, its media presentation and misrepresentation, and the effect of public scientific and technical literacy. You will learn how to participate in the process and effect change.

Focuses on the development, implementation, and evaluation of policies affecting communication markets. Policy issues include universal service, digital divide, Internet regulation, intellectual property, privacy, television violence, content diversity, media ownership, antitrust, and impact of news on government accountability. Examines political economy of communication policy and the evolution of policies across time.

(Graduate students enroll in COMM 262. COMM 162 is offered for 5 units, COMM 262 is offered for 4 units.) This course examines the theory and practice of American campaigns and elections. First, we will attempt to explain the behavior of the key players -- candidates, parties, journalists, and voters -- in terms of the institutional arrangements and political incentives that confront them. Second, we will use current and recent election campaigns as "laboratories" for testing generalizations about campaign strategy and voter behavior. Third, we examine selections from the academic literature dealing with the origins of partisan identity, electoral design, and the immediate effects of campaigns on public opinion, voter turnout, and voter choice. As well, we'll explore issues of electoral reform and their more long-term consequences for governance and the political process.

For students interested in research in political science, psychology, or communication. Methodological techniques for studying political attitudes and behaviors. May be repeated for credit.

In this course we creatively apply information technologies to collectively attack Global Grand Challenges (e.g., global warming, rising healthcare costs and declining access, and ensuring quality education for all). Interdisciplinary student teams will carry out need-finding within a target domain, followed by brainstorming to propose a quarter long project. Teams will spend the rest of the quarter applying user-centered design methods to rapidly iterate through design, prototyping, and testing of their solutions. This course will interweave a weekly lecture with a weekly studio session where students apply the techniques hands-on in a small-scale, supportive environment. Note: Cardinal Course certified by the Haas Center for Public Service

How can purposeful collective action change government policy, business practices and cultural norms? This course will teach students about the components of successful change campaigns and help develop the practical skills to carry out such efforts. The concepts taught will be relevant to both issue advocacy and electoral campaigns, and be evidence-based, drawing on lessons from social psychology, political science, communications, community organizing and social movements. The course will meet twice-a-week for 90 minutes, and class time will combine engaged learning exercises, discussions and lectures. There will be a midterm and final. Students will be able to take the course for 3 or 5 units. Students who take the course for 5 units will participate in an advocacy project with an outside organization during the quarter, attend a related section meeting and write reflections. For 5 unit students, the section meeting is on Tuesdays, from 3:00 to 4:00 p.m.

As two of the most-consequential global powers, China and the United States have great influence on many complex transnational challenges, including climate change, threats to food and water security, nuclear proliferation, health security, and cyberspace. Further, none of these challenges can be managed by China or the United States alone and none can be managed successfully without at least some level of US-China coordination. This unique course will be taught jointly by faculty from Stanford and Peking University and is open to students from both schools. The course will examine American and Chinese perceptions of and approaches to resolving a number of different transnational challenges with the goal of identifying obstacles to and opportunities for cooperation. Enrollment is limited to 20 students, apply at https://app.smartsheet.com/b/form/4d59f97817bd4450b7feb57018dcf35b by March 22, 2024. Those accepted will be notified by the week of March 25, 2024.

The microeconomic problems and policy concerns of less developed countries. Topics include: health and education; risk and insurance; microfinance; agriculture; technology; governance. Emphasis is on economic models and empirical evidence. Prerequisites: ECON 50, ECON 102B.

Economic sources of environmental problems and alternative policies for dealing with them (technology standards, emissions taxes, and marketable pollution permits). Evaluation of policies addressing local air pollution, global climate change, and the use of renewable resources. Connections between population growth, economic output, environmental quality, sustainable development, and human welfare. Prerequisite for Undergraduates: ECON 50. May be taken concurrently with consent of the instructor.

This course uses microeconomic theory and empirical analyses to understand barriers to human and economic development in lower income countries, as well as how public policies are formulated and their effectiveness at alleviating poverty. Topics include institutions and governance; human capital accumulation; productivity; inequality; poverty traps. Prerequisites: 202 or 202N, 270.

Design of tax systems, transfers intended to alleviate poverty, the effect of taxes on earnings, fees intended to internalize externalities like pollution, school finance and other forms of fiscal federalism, local public goods such as schools, policy evaluation with behavioral decision makers. Students will learn to apply sophisticated applications of frontier applied econometric techniques including synthetic controls, regression discontinuity, advanced instrumental variables methods. Prerequisites: ECON 202-204, ECON 210, ECON 270, ECON 271, or equivalent with consent of instructor.

We will discuss both theoretical and empirical analyses of environmental problems, ranging from local pollution challenges to global issues such as climate change. Topics include: Analyses of market failures, policy instruments, integrating environmental and distortionary taxes, policy making under uncertainty, valuing the environment, sustainable development, deforestation vs. conservation, and design of climate agreements.

Economic theory and empirical analysis of non-renewable and renewable natural resources, with considerable attention to energy provision and use. Topics include: exhaustible resources; renewable resources; and energy industry market structure, pricing, and performance. Prerequisites: 202, 203, 204, 271, and 272, or equivalents with consent of instructor.

We explore current issues in preK-12 education policy including the expansion of early childhood programs, the effectiveness of accountability, the challenges facing teacher labor markets, and the financing of education. We discuss the role government and non-government agencies have (or should have) in making, implementing, and evaluating education policies. We will call attention to the vast inequities that exist in our current education system. Limited enrollment - course is designed for master's students. Undergraduates may enroll with instructor consent.

(Same as GSBGEN 347) The course will provide students from different disciplines with an understanding of the broad educational policy context. The course will cover topics including a) school finance systems; b) an overview of policies defining and shaping the sectors and institutional forms of schooling, c) an overview of school governance, d) educational human-resource policy, e) school accountability policies at the federal and state levels; and f) school assignment policies and law, including intra- and inter-district choice policies, desegregation law and policy.

For doctoral students. How to develop a researchable question and research design, identify data sources, construct conceptual frameworks, and interpret empirical results. Presentation by student participants and scholars in the field. May be repeated for credit.

The objective of this seminar is to provide students from different backgrounds an opportunity to learn about current issues and debates on Brazilian education. The seminar will cover topics on the history of Brazilian education; an overview of current school reforms at the federal level; educational assessments; education and economic growth; educational equity; teacher labor market; technology and education; early childhood; and higher education to Brazil.

In this lab, multi-disciplinary teams of students tackle high-impact, unsolved problems for social sector partners. Teams receive mentorship and coaching from Stanford faculty, domain experts, and data science experts from industry. Sample projects include innovations for: poverty alleviation in the developing world, local government services, education, and healthcare. Limited enrollment; application required. May be repeated for credit. See http://datalab.stanford.edu for more information.

Financial crises are as old as financial markets themselves. There are many similarities between historical events. The crisis of 2008, for example, is far from unique. More often than not financial crises are the result of bubbles in certain asset classes or can be linked to a specific form of financial innovation. This course gives an overview of the history of financial crises, asset price bubbles, banking collapses and debt crises. We start with the Tulip mania in 1636 and end with the recent Euro crisis. The purpose of the course is to understand the causes of past crises and to develop a conceptual framework that ties common elements together. We will discuss the lessons that we can draw for financial markets today.

This is a course on how energy and environmental markets work, and the regulatory mechanisms that have been and can be used to achieve desired policy goals. The course uses a electricity market game as a central teaching tool. In the game, students play the role of electricity generators and retailers in order to gain an understanding of how market rules(including environmental regulations and renewable energy mandates) affect the business strategy of market participants, and in turn economic and environmental outcomes. The goal of the course is to provide students with both theoretical and hands-on understanding of important energy and environmental market concepts that are critical to market functioning but not always widely appreciated. Concepts covered include: 1)regulated price-setting versus price-setting through market mechanisms, 2) BTU arbitrage in input energy choices, 3) uniform price vs. pay-as-bid auctions, 4) the ability and incentive to exercise unilateral market power, 5) unilateral versus coordinated exercise of market power, 6) transmission congestion, 7) forward contracts and their effect on market functioning, 8) dynamic pricing of electricity and active involvement of final demand, 9)the nature of energy reserves, 10) carbon pricing mechanisms including taxes and cap-and trade systems, 11) renewable portfolio standards and other renewable energy incentives,12) determination of levelized cost of energy (LCOE) and its impact on new capacity investment decisions, and 13) interactions between environmental mechanisms and regulations. We will also discuss the key features of the markets for major sources of energy such as oil, natural gas, coal, nuclear, solar, wind, and biomass. The course is useful background for private sector roles in energy production, research, management, trading, investment, and government and regulatory affairs; government positions in policymaking and regulation; research and policy functions in academia, think tanks, or consultancies; and non-profit advocacy roles related to energy and the environment.

The course will provide students from different disciplines with an understanding of the broad educational policy context. The course will cover topics including a) school finance systems; b) an overview of policies defining and shaping the sectors and institutional forms of schooling, c) an overview of school governance, d) educational human-resource policy, e) school accountability policies at the federal and state levels; and f) school assignment policies and law, including intra- and inter-district choice policies, desegregation law and policy.

This is a class about American economic policy, with an emphasis on the U.S. federal budget: government spending, taxes, deficits, and debt. We will examine decisions faced by elected officials and their advisors in the real world. These decisions are made at the messy intersection of economic theory, numbers and accounting, other policy considerations, the Constitution & the law, politics and communications, and the real-world challenges of practical governance. This class is for beginners and assumes you have no prior knowledge of policy or politics.

This is a skills / toolbox class, designed for beginners. It is a practical course about policy-making in the U.S. federal government. It will cover three broad subject areas: (1) an assortment of current policy topics; (2) governing processes - how policy gets made in an environment constrained by politics and elections; and (3) practical skills business leaders may need in interacting with government and with policymakers. This class is for beginners and assumes you have no prior experience or knowledge of policy or politics.

This course examines business models and opportunities related to an emerging industry that is now commonly referred to as 'Climate Tech'. We examine emerging trends for this sector in the context of technological change, business opportunities and the parameters set by public policy. Specific topics to be examined include: Climate Change and Carbon Emissions; Corporate Carbon Reduction Pledges; Advances in Renewable Energy; Financing Climate Tech Ventures and Infrastructure; Energy Storage; Electric Vehicle Transportation; Industrial Decarbonization; The Circular Carbon Economy

This year -- 2023 -- will be a fascinating backdrop for national as well as state and local politics. Implications of the recent pandemic, its dramatic economic impacts and an uneven but recovering economy, Inflation fears, a war in Ukraine, and the looming presidential year elections in 2024 in the U.S. will continue to complicate the political landscape Politics, perhaps like no other arena, provides a rich and dramatic laboratory for studying the art and science of influential communication. Whether it is a local school bond election or a Congressional race, a Presidential debate or a State of the Union Address, the demanding communications of politics provide insights into our own strengths and gaps as communicators and leaders. Political campaigns, by their very nature, are highly visible, oriented toward very specific objectives, and increasingly leverage a variety of new media platforms. They are often emotionally charged, and rife with conflict and drama. The principles of political communications transcend politics, and are useful guides for leaders in business, the non-profit community, as well as government. How candidates, elected officials, and leaders in all kinds of organizations communicate vision, values, and experience, as well as how they perform in very fluid environments, not the least of which may be during a crisis, has a great deal to do with their career success. In its 15th year, this highly interactive course allows students to explore both theory and practice behind effective positioning and presentation. Students will analyze and evaluate both successful and unsuccessful communications strategies of political campaigns and candidates. History is a great learning tool, something emphasized throughout the class. As such students will explore historic examples of US Presidential debates, from Nixon/Kennedy to the present, as well other political events from the near and distant past. Popular culture, the effect of social media, disinformation will also be topics of discussion. Students will experience discussion of political events as they happen -- with each class drawing lessons from political developments around the nation and the world. Students will also hone their own strategic communications skills in activities requiring both written and spoken communication. This is not a course in political science, American government, or in public speaking. However, the engaged student will gain insights into those areas as well. The course is taught by David Demarest, former Vice President of Public Affairs for Stanford University. Demarest has broad communications experience across the public and private sector in financial services, education, and government. Typically, Prof. Demarest shares many of his experiences -- some successful, some less so -- through storytelling, and while those stories may be entertaining, they also provide real-life examples of communications challenges and strategies, After serving as Assistant U.S. Trade Representative, and Assistant Secretary of Labor in the Reagan Administration, in 1988 he served as Communications Director for Vice President George H. W. Bush's successful presidential campaign. He then became a member of the White House senior staff as White House Communications Director. After leaving government in 1993, he spent the next decade leading communications for two Fortune 50 companies, before coming to Stanford in 2005 to head the university's public affairs efforts.

This course will look at ongoing and upcoming innovation in cars, driving, and mobility from three perspectives: (1) technology, (2) economics & business models, and (3) policy. We'll survey changes in powering vehicles (e.g. electrification and biofuels), in-vehicle connectivity and communications, and most especially changes in autonomy and self-driving vehicles. We'll examine at changes in the economics of cars, vehicles, and driving new business models, shared ownership, mobility as a service, as well as who some of the major players are in this nascent field and what they are doing/developing. And we'll explore the interactions of technology and economics with policy and broader societal changes direct effects like safety, legal liability, and who can drive; indirect effects on traffic, insurance, infrastructure needs, fuel taxes, and the environment; as well as longer-term and even bigger changes in daily life and where and how we live, work, and drive. The class is structured a bit like a large seminar. At the beginning of the quarter each student will, with the instructor, choose a topic to research. The student will interview experts on that topic and then write a memo. Most of our class sessions will be dedicated to discussing the memos written by you and your peers.

The course begins with readings setting forth the intellectual and experiential background of the framing, including common law and natural rights theory, republicanism, economic & political scientific ideas, and colonial and post-Independence experience. We then study large parts of the debates at the Constitutional Convention, primarily using Madison's Notes. Major topics are the principle of representation, the extent and enumeration of national powers, the construction of the executive and judicial branches, and slavery. Next come the ratification debates, including readings from antifederalist writers, The Federalist, and speeches in ratification conventions. We conclude with the addition of the Bill of Rights. Classes consist of a combination of lecture and extensive participation by students. Elements used in grading: Class participation, final exam, supplemented by short take-home essay. Cross-listed with the Law School (LAW 7017).

(History 204G is an undergraduate course offered for 5 units; History 304G is a graduate course offered for 4-5 units.) How Western societies and cultures have responded to modern warfare. The relationship between its destructive capacity and effects on those who produce, are subject to, and must come to terms with its aftermath. Literary representations of WW I; destructive psychological effects of modern warfare including those who take pleasure in killing; changes in relations between the genders; consequences of genocidal ideology and racial prejudice; the theory of just war and its practical implementation; how wars end and commemorated.

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.

This seminar offers an introduction to International Environmental Law, with a strong emphasis on oceans and climate change, its underlying principles, how it is developed and implemented, and the challenges of enforcing it. We will focus on oceans and climate change, exploring the United Nations Law of the Sea Convention (UNCLOS) and the United Nations Framework Convention for Climate Change (UNFCCC). We will explain why these agreements are described as ¿umbrella conventions¿ and how new conventions like the Paris Agreement fit within them. There will be guest speakers, a negotiation simulation, and a legal design sprint focused on re-imagining International Environmental Law.

Open to non-Law students with consent of instructor. Topics include equal protection standards, employment, reproductive rights, sexual harassment, rape, domestic violence, pornography, sexual orientation, feminist legal theory, and the family. (Semester schedule.)

Contemporary system of international human rights, including civil, political, social, and economic rights. Women's and children's rights, indigenous rights, rights to democratic governance, and rights to cultural practices that differ from Western notions of human rights. Structure and role of international, regional and domestic bodies that report and adjudicate human rights claims. Normative justifications for human rights, and the challenges to these justifications posed by arguments for cultural relativism, and the forces of globalization. Recommended: international public law or equivalent.

Issues related to the constitutional and civil rights of immigrants. Focus is on the statutory framework regulating the admission of non-citizens and the constitutional principles that govern immigration law and policy. Issues may include restrictions on federal court jurisdiction over immigration matters, detention of non-citizens, public and private discrimination on the basis of alienage, labor and workplace rights of immigrant workers, refugee and asylum law, post 9/11 issues, local and state laws targeting immigrants, and matters pending in the Supreme Court. Guest lecturers.

Federal environmental laws, regulatory structures. and environmental policies. The property law roots of environmental law and current primary analytical frameworks of use in understanding environmental law and policy. Federal statutes including the Clean Air Act, the Clean Water Act, the Endangered Species Act, the National Environmental Policy Act, Superfund (CERCLA), and the Resource Recovery and Conservation Act. Case studies from environmental cases and controversies.

Changes in the nature of transnational crime and developments under international law may necessitate adjustments of INTERPOL's policy and legal considerations in three broad areas: (1) online manifestations of support for extremist and terrorist conduct; (2) misinformation and fake new; (3) online incitement of violence and hatred, defamation, harassment, and cyber bullying. This Practicum aims to develop principles for INTERPOL to guide its interpretation and application of Article 3 to capture this new--online--manifestation of transnational crime. More specifically, it aims to establish general guidelines that INTERPOL can rely on in determining whether a request to process information on offenses arguably implicating freedom of expression online is in alignment with its constitutional obligation to remain neutral and adhere to international human rights standards. This Practicum is open to graduate students from law (2L, 3L, and Advanced Degree), business, international policy, communications, computer science, and other relevant programs. Highly qualified undergraduates are also invited to apply. The practicum meets 9-10:30 on Wednesdays. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper.Cross-listed with International Policy (INTLPOL 255) in Winter and Spring.

Stanford Law and GSB graduates will play important roles solving many of our greatest societal problems¿in areas such as education, health, energy, and domestic and global poverty¿that call for action by governments and nonprofit, business, and hybrid organizations. Faculty at the two schools are currently working to enhance courses and programs that prepare students for careers addressing such challenges. This policy lab practicum will complement and support their efforts. We will learn about the careers that graduates of the two Schools have had in social problem-solving, policymaking, and policy advocacy; what skills their work demands; and how they acquired those skills. We will examine the curricula of policy schools, law schools, and business schools to learn how they prepare students for these roles. We will also ascertain student interest in particular courses and programs at Stanford and other institutions, including what attracts or deters students from pursuing joint degrees in policy. Insights from this practicum will help the two Schools design changes to their programs. GSB as well as SLS students are encouraged to enroll. Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.

The supply of a safe, reliable, low-cost and clean energy for the United States is a key determinant of current and future prosperity. It is also the most important element of both state and federal decarbonization efforts. Electric utilities are also among the most heavily regulated of large firms. This statutory and regulatory framework is composed of a complex patchwork of overlapping state and federal rules that is constantly evolving to meet emerging challenges. In this course, students will acquire a basic understanding of the law of rate-based regulation of utilities. We will then examine the history of natural gas pipeline regulation in the United States, concluding with the introduction of market competition into US natural gas markets and the advent of shale gas. Next, we will cover the basics of the electricity system, including consumer demand, grid operations, power plant technologies and electricity sector economics. We will then revisit cost of service rate regulation as it has been applied in the electricity context. Next, we will examine reform of both rate-regulated and wholesale market-based structures, focusing on various attempts to introduce market competition into specific segments of the industry. Finally, students will examine various approaches to subsidization of utility scale renewable energy and the growth and compensation of distributed energy resources. Throughout, the course will focus on the sometimes cooperative, sometimes competing, but ever evolving federal and state roles in regulating the supply of electric power as a unique example of cooperative federalism. Students will write two 1000-word response papers during the quarter in addition to taking a final exam (composed of two 1000-word essays). Elements used in grading: Class participation (20%), written assignments (40%), and final exam (40%).

This class will use the case method to teach basic computer, network, and information security from technology, law, policy, and business perspectives. Using real world topics, we will study the technical, legal, policy, and business aspects of an incident or issue and its potential solutions. The case studies will be organized around the following topics: vulnerability disclosure, state sponsored sabotage, corporate and government espionage, credit card theft, theft of embarrassing personal data, phishing and social engineering attacks, denial of service attacks, attacks on weak session management and URLs, security risks and benefits of cloud data storage, wiretapping on the Internet, and digital forensics. Students taking the class will learn about the techniques attackers use, applicable legal prohibitions, rights, and remedies, the policy context, and strategies in law, policy and business for managing risk. Grades will be based on class participation, two reflection papers, and a final exam. Special Instructions: This class is limited to 65 students, with an effort made to have students from SLS (30 students will be selected by lottery) and students from Computer Science (30 students) and International Policy Studies (5 students). Elements used in grading: Class Participation (20%), Written Assignments (40%), Final Exam (40%). Cross-listed with Computer Science (CS 203) and International Policy Studies (IPS 251).

Stanford graduates will play important roles in solving many of today's and tomorrow's major societal problems--in areas such as education, health, energy, and domestic and global poverty--that call for actions by nonprofit, business, and hybrid organizations as well as governments. This course teaches skills and bodies of knowledge relevant to these roles, covering topics such as designing, implementing, and evaluating social strategies; systems thinking; decision making under risk; psychological biases that adversely affect people's decisions; and approaches to influencing behavior. The large majority of the course will be devoted to students working in teams to apply these concepts and tools to a problem of their choice. The course may be of interest to students in Law and Policy Lab practicums who wish to broaden their policy analysis skills. Law School holds classes on February 20, Presidents' Day.

This course gives students the background they need to understand the broad movements in the global economy. Key topics include long-run economic growth, technological change, wage inequality, international trade, interest rates, inflation, exchange rates, and monetary policy. By the end of the course, students should be able to read and understand the discussions of economic issues in The Economist, the Wall Street Journal, the New York Times, or the Congressional Budget Office.

This class will analyze the growth in inequality in the US over the last several decades and how that trend is likely to continue or change in the future. We will ask if and how public policy can affect inequality. We will also focus on business's role -- what are the responsibilities of private sector companies, how does inequality affect them, and how should the growth in inequality affect their strategies? We will look at inequality in income, some of its potential sources, and its effects in other areas. Specifically, we will look at education, housing, the social safety net, migration, and the job market. The class will be very interactive and will be based on readings drawn from academic research, case studies, news, and opinion readings. We will also have guest speakers from industry, government, and non-profits. The class will be co-taught by a GSB labor economist and an advisor to policy makers with decades of business experience.LOGISTICAL NOTE: During the week of May 13, the class will not meet during the regular time slots. Instead, there will be a mandatory, all-day class field trip to explore inequality issues in depth and in person on Wednesday, May 15. If you have an academic-related reason you cannot make the trip, we will assign alternative work. However, the trip is required unless you have a conflicting class or academic obligation.

This course provides the legal, institutional, and economic background necessary to understand the financing and production of health services in the US. Potential topics include: health reform, health insurance (Medicare and Medicaid, employer-sponsored insurance, the uninsured), medical malpractice and quality regulation, pharmaceuticals, the corporate practice of medicine, regulation of fraud and abuse, and international comparisons.

Concepts, methods, and applications. Energy/environmental policy issues such as automobile fuel economy regulation, global climate change, research and development policy, and environmental benefit assessment. Group project. Prerequisite: MS&E 241 or ECON 50.

Regulatory approval and reimbursement for new health technologies are critical success factors for product commercialization. This course explores the regulatory and payer environment in the U.S. and abroad, as well as common methods of health technology assessment. Students will learn frameworks to identify factors relevant to the adoption of new health technologies, and the management of those factors in the design and development phases of bringing a product to market through case studies, guest speakers from government (FDA) and industry, and a course project.

Regulatory approval and reimbursement for new medical technologies as a key component of product commercialization. The regulatory and payer environment in the U.S. and abroad, and common methods of health technology assessment. Framework to identify factors relevant to adoption of new medical devices, and the management of those factors in the design and development phases. Case studies; guest speakers from government (FDA) and industry.

Primarily for master's students; also open to undergraduates and doctoral students. The application of mathematical, statistical, economic, and systems models to problems in health policy. Areas include: disease screening, prevention, and treatment; assessment of new technologies; bioterrorism response; and drug control policies.

Open to medical students, graduate students, and undergraduate students. 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.

Open to medical students, graduate students, and undergraduate students. Examines the moral dilemmas and political realities that complicate the delivery of humanitarian aid, especially when undertaken by the United Nations and non-governmental organizations (NGOs). Emphasis is on what humanitarians call "complex humanitarian emergencies": crises often characterized by famine and/or epidemic disease and typically the result of war and/or civil war. Provides background into the history of humanitarian aid, though focus is on the post-Cold War era, up to the recent crises in Libya and Syria.

Poverty relief requires active government involvement in the provision of public services such as drinking water, healthcare, sanitation, education, roads, electricity and public safety. Failure to deliver public services is a major impediment to the alleviation of poverty in the developing world. This course will use an interdisciplinary approach to examining these issues, bringing together readings from across the disciplines of political science, economics, law, medicine and education to increase understanding of the complex causal linkages between political institutions, the quality of governance, and the capacity of developing societies to meet basic human needs. Conceived in a broadly comparative international perspective, the course will examine cross-national and field-based research projects, with a particular focus on Latin America and Mexico.

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.

This seminar will examine the complexities and trade offs involved in foreign policy decision-making at the end of the twentieth century and the dawn of the post-9/11 era. Students will analyze dilemmas confronting policymakers through case studies including post-conflict reconstruction and state-building, nuclear proliferation, democratization and peace negotiation. The seminar will conclude with a 48-hour crisis simulation. For advanced undergraduates and graduate students. Application for enrollment required. Applications will be available for pick up in Political Science Department (Encina West 100) starting late-October.

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.

If, as economists argue, development can make everyone in a society better off, why do leaders fail to pursue policies that promote development? The course uses game theoretic approaches from both economics and political science to address this question. Incentive problems are at the heart of explanations for development failure. Specifically, the course focuses on a series of questions central to the development problem: Why do developing countries have weak and often counterproductive political institutions? Why is violence (civil wars, ethnic conflict, military coups) so prevalent in the developing world, and how does it interact with development? Why do developing economies fail to generate high levels of income and wealth? We study how various kinds of development traps arise, preventing development for most countries. We also explain how some countries have overcome such traps. This approach emphasizes the importance of simultaneous economic and political development as two different facets of the same developmental process. No background in game theory is required.

Dynamics of regional leadership and decision making in Silicon Valley, a complex region composed of 40 cities and four counties without any overarching framework for governance. Formal and informal institutions shaping outcomes in the region. Case studies include transportation, workforce development, housing and land use, and climate change.

State politics and policy making, including the roles of the legislature, legislative leadership, governor, special interests, campaign finance, advocacy groups, ballot initiatives, state and federal laws, media, and research organizations. Case studies involving budgets, education, pensions, health care, political reform, environmental reforms, water, transportation and more. Evaluation of political actions, both inside and outside of government, that can affect California policy and social outcomes. Meetings with elected officials, policymakers, and advocates in class and during a day-long field trip to Sacramento, assuming no COVID or related restrictions.

Focuses on U.S. health care policy. Includes comparisons with health care policy in other countries and detailed examinations of Medicare, Medicaid, private insurance, the Affordable Care Act (ACA), and proposed reforms. Examines health policy efforts at state and local levels. The course includes sessions on effective memo writing as well as presentation and the politics of health policy and reform efforts. HUMBIO students must enroll in HUMBIO 122A. Graduate students must enroll in PUBLPOL 156. **Enrollment will be decided via application. Applications will open on Aug. 30 at 6:00 p.m. and close on Sept. 6 at 5 p.m. To apply, visit https://forms.gle/thzX6CYjvRvaz5Ra8 **

Applies the principles of economic analysis to historical and contemporary urban and regional development issues and policies. Explores themes of urban economic geography, location decision-making by firms and individuals, urban land and housing markets, and local government finance. Critically evaluates historical and contemporary government policies regulating urban land use, housing, employment development, and transportation. Thematic focus on impacts of the pandemic and long-term work-from-home employment patterns on urban form, density, and fiscal policies.

This seminar-style course will explore additional foundational readings on organizational ethics (business, non-profit, and governmental organizations) and policy ethics. Themes will include, among others: AI and policy considerations; social media and policy considerations; race and police brutality incidents; national security (including cyber threats); the Iran nuclear agreement; non-profit organizations in the policy and US landscape; and various corporate matters. Organizing themes include, among others: ethics of leadership; ethics of persuasion and compromise; influence of bias in organizational and policy ethics; ethics of social movements; discrepancies between discourse and action; emotion and ethics; and interpreting and explaining ethics. In addition, the course will offer training in a wide variety of skills for effective communication of ethics for policy purposes (developing succinct arguments, presentations, website discourse, commenting in meetings and conferences, interviews, statement of personal views, interacting with the media and social media, and mapping complex ethical analysis). Most of the assignments allow students flexibility to explore topics of their choice. The objective is to engage actively and improve skills in a supportive environment. A short, analytically rigorous final paper in lieu of final exam. Attendance required. Grading will be based on short assignments, class participation, and the short final paper. The course is open to undergraduate and graduate students. Undergraduates will not be at a disadvantage. Everyone will be challenged. Students wishing to take the course who are unable to sign up within the enrollment limit should contact Dr. Susan Liautaud at susanl1@stanford.edu. Distinguished Career Institute Fellows are welcome and should contact Dr. Susan Liautaud directly at susanl1@stanford.edu. This three-credit seminar accompanies PUBLPOL 134 Ethics on the Edge but can also be taken as a stand-alone course. *Please note the course is being offered for two units and therefore is ineligible for Ways credit in the 2019-20 academic year. Please note that this course will require one make-up evening session on a Monday, Tuesday or Wednesday in April in lieu of the final class session the first week of June, so the course ends before Memorial Day.

Public policymaking in the United States is part of a political process that can take years or even decades to play out. A familiarity with the politics of policymaking is key to understanding why some reform attempts are successful while others are not. This course will give students a behind-the-scenes look at how policy actually gets made. Students will gain exposure to the theory and literature behind policy formulation, and engage in debates over historical and contemporary efforts at reform.

(PUBLPOL 134, PUBLPOL 234 - 3 credits; Ways - ER; Same as LAW 7020) The objective of this course is to explore cutting-edge ethical challenges in a world in which technology, global risks, and societal developments are accelerating faster than our understanding and the law can keep pace. The course also offers a parallel personal journey: an opportunity to explore your own ethics and increase your own resilience when life throws challenges your way. We will unravel the ethics challenges and problem-solve across sectors: business, government, non-profit, and academia. A framework for ethical decision-making underpins the course. However, there is significant space for forming your own views on a wide range of issues. Prominent guest speakers will attend certain sessions interactively. The relationships among ethics and technology, culture, leadership, law, and global risks (AI, synthetic biology, inequality, privacy, financial system meltdown, cyber-terrorism, climate change, diversity and inclusion, etc.) will inform discussion. A broad range of topics might include: designer genetics; civilian space travel; generative AI; the Supreme Court case on University affirmative action; new wearable devices; free speech on University campuses; opioid addiction; corporate and financial sector scandals (Theranos, FTX, currency); and non-profit sector ethics challenges (e.g. medical humanitarian aid in Gaza). Final project in lieu of exam on a topic of student's choice. Attendance required. Class participation important, with multiple opportunities to earn participation credit beyond speaking in class. Strong emphasis on rigorous analysis, critical thinking, and testing ideas in real-world contexts. Note that this course will require one make-up evening session on a Wednesday or Thursday in early May in lieu of the final class session in June. Enrollment will be decided via application, which can be found at https://forms.gle/xw9bPh5wjxPZZcwf6. **The form will open on 3/6 at 5pm and close on 3/13 at 5pm.** The course offers credit toward Public Policy core requirements (if taken in combination with PUBLPOL 103F) and it satisfies the undergraduate Ways of Thinking - ER requirement. The course is open to undergraduate and graduate students. Undergraduates will not be at a disadvantage. Everyone will be challenged. Students taking the course for Ways credit and Public Policy majors taking the course to complete the core requirements must obtain a letter grade. Others may take the course for a letter grade or C/NC. Students seeking credit for other majors should consult their departments.

Classic and contemporary psychological interventions; the role of psychological factors in social reforms for social problems involving healthcare, the workplace, education, intergroup, relations, and the law. Topics include theories of intervention, the role of laboratory research, evaluation, and social policy.

This class provides economic and institutional background necessary to conduct policy analysis. We will examine the economic justification for government intervention and illustrate these concepts with applications drawn from different policy contexts. The goal of the course is to provide you with the conceptual foundations and the practical skills and experience you will need to be thoughtful consumers or producers of policy analysis. Prerequisites: ECON 102B or PUBLPOL 303D.

Policymakers in the United States, whether elected or unelected, operate in a governmental system where politics pervades nearly every element of their daily activity. This course provides students with both the theory and real-world examples they need to understand and evaluate the impact of politics, political institutions, and the political process on policymaking. Readings will include selections from the public policy, political science, legal, and economics literatures.

The Public Policy Graduate Practicum is a two-quarter sequence that serves as the Master's capstone course. In the Practicum, students work in teams to apply and further develop analytical tools acquired in the program to perform policy analysis on real-world projects for government and non-profit clients.

Weekly colloquia speaker series required for M.P.P. and M.A. in Public Policy students. Open only to Public Policy graduate students; permission number required to enroll.

(Graduate students register for 249.) We explore the history of residential segregation, urban policy, race, discrimination, policing and mass incarceration in the US. What are the various causes and consequences of poverty? How do institutions that serve the poor work and sometimes fail? We will read deeply into the social, political, and the legal causes of today¿s conflicts.

Causes, consequences, and structure of inequality; how inequality results from and shapes social classes, occupations, professions, and other aspects of the economy. Research presentations by students, faculty, and guest speakers. Discussion of controversies, theories, and recent writings. May be repeated for credit. Restricted to Sociology doctoral students; others by consent of instructor.

Public education in America is at a crossroads. Does our education system have what it takes to produce graduates who are prepared for college, career, and citizenship in our increasingly digital and pluralistic world? Will income and ethnic achievement gaps continue to be pervasive and persistent in our nation's largest urban cities? Will family zip code determine educational destiny for the next generation of students? Which strategies and reforms are truly demonstrating results and which are merely passing fads? As in all large-scale enterprises undergoing rapid, transformative change, leadership matters greatly. Fortunately, over the last decade, the reform of American public education has been led by a number of innovative and results-oriented leaders at the state, district and charter levels. These leaders are bringing additional urgency, strategies, and ideas designed to prepare America's schools and students for the century ahead. Some ideas are proving to be critical levers for change, others are facing significant political challenges, and others have not delivered on expected results. Many of them hold lessons for how future educational leaders can contribute to transforming public education for the next generation of K-12 students. This course will focus on school system leadership for education reform. The course will provide an overview of the critical issues facing K-12 public education in America today, and what is going on across the U.S. during this transformative period of change. Once this context is set, students will study education leaders and systems change strategies from the last 10-15 years at the state, district and charter levels. We will focus on leaders across five domains: Leadership in crisis situations, strategic leadership, 'china-breaking' leadership, sustaining leadership, and next generation leadership. We will also look at leadership examples from outside K-12 education to broaden our thinking about what leadership styles and strategies could be successfully applied to education. Students will debate the strategies and efficacy of how different leaders approached systems-level change and will form their own working hypotheses of what is needed to help transform the American education system. Case studies in school system leadership will form the primary basis for classroom assignments and discussion. We will examine what went right and what went wrong in each case, focusing particularly on the decisions that school system leaders faced and the implications of their decisions. Most cases will be supplemented with research publications, technical notes, news clips, and/or videos to deepen students' understanding of the context or issues discussed in the cases. Dan Katzir worked for Bain & Company, Teach for America, Sylvan Learning Systems and the Eli and Edythe Broad Foundation before joining Alliance College-Ready Public Schools as its CEO in 2015. He is an experienced case study teacher and the editor of The Redesign of Urban School Systems: Case Studies in District Governance.

The evolving organization of the Chinese economy, with special emphasis on the following topics: the integration of the Communist Party organization with government entities and enterprises; the evolution of ownership; corporate restructuring and corporate governance; banking and finance; taxation and government revenue; the strengths and weaknesses of the national development model and the current domestic and international challenges to China's economic rise.

Today, for the first time in history, a majority of people live in cities. By 2050, cities will hold two-thirds of the world's population. This transformation touches everyone, and raises critical questions. What draws people to live in cities? How will urban growth affect the world's environment? Why are cities so divided by race and by class, and what can be done about it? How do cities change who we are, and how can we change cities? In this class, you will learn to see cities in new ways, from the smallest everyday interactions on a city sidewalk to the largest patterns of global migration and trade. We will use specific examples from cities around the world to illustrate the concepts that we learn in class. The course is intended primarily for freshmen and sophomores.

Comparative studies in neighborhood conservation, inner city regeneration, and growth policies for metropolitan regions. Lect-disc and research focusing on case studies from North America and abroad, team urban design projects. Two Saturday class workshops in San Francisco: 2nd and 4th Saturdays of the quarter. Terms: Win | Units: 5 | UG Reqs: GER:DBSocSci | Grading: Letter (ABCD/NP)

Community-engaged learning course that exposes students to sustainability concepts and urban planning as a tool for determining sustainable outcomes in the Bay Area. The focus will be on land use and transportation planning to housing and employment patterns, mobility, public health, and social equity. Topics will include government initiatives to counteract urban sprawl and promote smart growth and livability, political realities of organizing and building coalitions around sustainability goals, and increasing opportunities for low-income and communities of color to achieve sustainability outcomes. Students will participate in remote team-based projects in collaboration with Bay Area community partners. Prerequisites: Consent of the instructor. (Cardinal Course certified by the Haas Center.) Apply here: https://docs.google.com/forms/d/e/1FAIpQLSfhY1w5A_PCjmKdMcGNaZ6Hic24T2zvgF7CfcGrL2tWCWnQGg/viewform

The transportation network is an essential, if often invisible, part of communities. Only when traffic piles up, the subway shuts down, or the sidewalk is closed do we notice the services and infrastructure that are critical to everyday movement. Beyond the everyday effects, transportation planning decisions also have long term consequences for the environment (transportation is the leading source of greenhouse gas emissions in the United States); the economy (transportation is the fourth largest household expenditure after healthcare, housing, and food); and community wellbeing (traffic collisions are the leading cause of death for young people in the United States). This course will interrogate the role of transportation in fostering sustainable communities paying particular attention to how policy and planning decisions contribute to or hinder equitable access, economic vibrancy, environmental protection. Through a combination of lectures, field work, guest speakers, and real-world client projects, this course will provide an introduction to the field of transportation policy and planning. Student will learn about and get hands-on practice with topics such as bicycle and pedestrian design, safety analysis, traffic operations and modeling software, transit planning, and emerging trends such as autonomous vehicles, micromobility, and congestion pricing. (Cardinal Course certified by the Haas Center).