Results for CSI::policy-government

Throughout the history of modern Africa, Africans have specified their desired future - development, understood broadly - and identified the major obstacles in achieving it. Debates about development have intensified in the post-colonial period, especially as African countries have replaced the independence era leaders. Amidst the general critique of the imposition of external values and rules, Africans have differed, sometimes sharply, on priorities, process, and programs. While for some the challenge is to catch up with development elsewhere, for others it is essential to leap ahead, to set the pace, to initiate a radical social, economic, and political transformation. To ground and extend the common approaches to studying development that emphasize economics and that rely largely on external commentators, we will explore African perspectives. Our major task will be a broad overview, sampling the analyses of Africa¿s intellectuals in several domains. Course participants will review, compare, and analyze major contributions, developing an understanding of contemporary intellectual currents.

Throughout the history of modern Africa, Africans have specified their desired future - development, understood broadly - and identified the major obstacles in achieving it. Debates about development have intensified in the post-colonial period, especially as African countries have replaced the independence era leaders. Amidst the general critique of the imposition of external values and rules, Africans have differed, sometimes sharply, on priorities, process, and programs. While for some the challenge is to catch up with development elsewhere, for others it is essential to leap ahead, to set the pace, to initiate a radical social, economic, and political transformation. To ground and extend the common approaches to studying development that emphasize economics and that rely largely on external commentators, we will explore African perspectives. Our major task will be a broad overview, sampling the analyses of Africa¿s intellectuals in several domains. Course participants will review, compare, and analyze major contributions, developing an understanding of contemporary intellectual currents.

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?

Guest scholars present analyses of major African themes and topics. Brief response papers required. May be repeated for credit.

This course is designed to provide students with fundamental mindsets and toolsets that they can apply to real-world problem solving in the context of urban systems. It focuses on fundamental quantitative and qualitative methods for acquiring knowledge and assessing performance of urban systems. Quantitative methods covered include geographic information systems, advanced Excel methods and basic statistics, and qualitative approaches will include stakeholder engagement as well as ethical guidelines governing work with community groups. The course will also introduce four key types of systems performance: well-being, sustainability, resilience and equity. Topics covered are those students can expect to encounter as they pursue their future careers. The course is also a prerequisite for participation in the Sustainable Urban Systems Projects which take place in Winter (CEE 224Y) and Spring (CEE 224Z). Those SUS Projects are designed to immerse student teams in current planning challenges through service to local public and private sector stakeholders; they will require high levels of self-driven learning, time commitment, professionalism, and collaboration. Open to undergraduate and graduate students in any major. For more information, visit http://sus.stanford.edu/courses.

Sustainable Urban Systems (SUS) Project is a project-based learning experience being piloted for an upcoming new SUS M.S. Program within CEE. Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered throughout the academic year and may span multiple quarters. Students are expected to interact with professionals and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. To view project descriptions and apply, visit http://sus.stanford.edu/courses/.

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 energy, transportation, water, public facilities ,and communications sectors. Analysis of how projects are designed, constructed, operated, and maintained. Focus is on public works projects in the U.S. Alternative project delivery approaches and organizational strategies. Case studies of real infrastructure projects. Industry guest speakers. Student teams prepare finance/design/build/operate/maintain project proposals.

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.

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.

(Formerly IPS 251) 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 Stanford Law School (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 the Law School (Law 4004) and International Policy Studies (IPS course number TBD).

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.

This course introduces students to the economy, politics, and international relations of contemporary Japan. The course puts a particular emphasis on several emerging issues in Japan including innovation and economic dynamism, Japan's contributions to international peace and cooperation, and Japan's response to international economic and geopolitical challenges. The course will invite several guest instructors, each of whom is an expert on at least one of the issues that Japan faces today, to give lectures in addition to the main instructors. The guest lecturers will also be available outside of the classroom for further discussion during their stays at Stanford.

This seminar will assess the evolving response of the late imperial, early Republican, Nanjing Republic, and the PRC regimes in response to China's changing international setting, to successive revolutions in warfare, and to fundamental economic, social and demographic trends domestically from the 16th century to present. It will assess the capacities of each successive Chinese state to extract resources from society and economy and to mobilize people behind national purposes, to elaborate centralized institutions to pursue national priorities, to marshal military forces for national defense and police forces to sustain domestic order, and to generate popular identities loyal to national authority.

This graduate-level seminar will be taught simultaneously on the campuses of Stanford University and Peking University and will feature a lecture series in which prominent American and Chinese scholars provide presentations that focus on key global security issues. The course content will highlight topics relevant to current U.S.- China relations and their respective roles in Asian and global security. Proposed lecture topics include: an introduction to U.S.- China relations; finance, trade, and investment; cyber security; nonproliferation; maritime security; terrorism; and energy and the environment. Hosted jointly by Stanford University and Peking University, enrollment will be limited to 20 students at each campus and, at Stanford, will be restricted to graduate students and undergraduates with senior standing. Enrollment is competitive, so potential students must complete an application by March 12, 2018 at 5pm: https://web.stanford.edu/dept/CEAS/EASTASN285.fb

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.

What role should and does government play in the economy? What are the effects of government spending, borrowing, and taxation on efficiency, equity and economic stability and growth? The course covers economic, historical and statistical analyses and current policy debates in the U.S. and around the world. Policy topics: Fiscal crises, budget deficits, the national debt and intergenerational equity; tax systems and tax reform; social security and healthcare programs and reforms; transfers to the poor; public goods and externalities; fiscal federalism; public investment and cost-benefit analysis; and the political economy of government decision-making. Prerequisites: ECON 51 (Public Policy majors may take PUBLPOL 51 as a substitute for ECON 51), ECON 52 (can be taken concurrently).

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: ECON 50. May be taken concurrently with consent of the instructor.

This course uses microeconomic analysis to understand development issues in lower income countries. 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. 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.

Theoretical and empirical analysis of sources of and solutions to environmental problems, with application to local pollution challenges and global environmental issues such as climate change. Topics include: analysis of market failure, choice of environmental policy instruments, integrating environmental and distortionary taxes, environmental policy making under uncertainty, valuing environmental amenities, and measuring /promoting sustainable development.

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.

Major concepts associated with the development, enactment, and execution of educational policy. Issues of policy implementation, agenda setting and problem formulation, politics, and intergovernmental relations. Case studies. Goal is to identify factors that affect how analysts and policy makers learn about and influence education. Limited enrollment.

(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.

This interdisciplinary course explores the economic, political, and behavioral forces that shape the financial system and, through this system, have a major impact on the economy and society. You will gain an in-depth understanding of how the complex interactions between individuals, corporations, governments, and the media can help markets work or, in turn, generate governance failures and inefficiencies. Visitors with varied experiences will enrich our discussions of key questions about the workings of capitalism in liberal democracies.

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 course is designed to help students understand the connections between money (the Federal Reserve), financial markets, and the macroeconomy. How are interest rates determined, and how does the Federal Reserve conduct monetary policy? How do Federal Reserve actions impact the US as well as other economies? What economic factors drive the yield curves in different bond markets? We will pay particular attention to the banking system, with an eye toward understanding the function, valuation, and regulation of banks. We touch on a number of topics including the role of the Federal Reserve as a lender of last resort during financial crises, unconventional monetary policy tools such as quantitative easing and forward guidance, cryptocurrency, and emerging market financial crises. We will often begin class with a discussion of current macro-financial market events in the context of our course coverage.

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.

One of every four dollars in the American economy will be spent by the federal government this year. This course will examine how federal spending, taxes, deficits and debt affect the U.S. economy and global financial markets, and how the economy affects the federal budget. We will look inside the federal budget to understand entitlement spending, what causes it to grow so fast, how it could be reformed, and why that's so hard to do. We'll understand where the money goes -- how much goes to infrastructure, education, housing, health care, energy and the environment, parks, scientific research, national defense, and other needs. We'll look at the stimulus vs. austerity debate, both within the U.S. and between the U.S. and Europe. We'll look beyond partisan battle lines and explore various fiscal philosophies that sometimes split the political parties. We'll cover the federal budget process from developing the President's budget to enacting individual spending and tax bills, and discuss process reforms including spending and deficit reduction targets, a balanced budget amendment, and line item veto. We'll cover the major players in the budget debate and understand where the big and small budget decisions are made. We'll look at federal taxation, where the money comes from, how it affects the economy, and how it might be restructured. We'll examine the recommendations of the President's budget commission and see if we can predict what will become of its recommendations. And we'll see if we, as a class, can solve our nation's fiscal problems as Washington has so far been unable to do.

This is a skills / toolbox class, designed for beginners. This 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 clean energy, specifically to low-carbon energy. We examine emerging trends for this sector in the context of technological change, business opportunities and the parameters set by public policy.

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 a communicator and leader. 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 ninth year, this highly interactive course allows students to explore both theory and practice behind effective positioning and presentation. Last year was a presidential election year in the United States, and was an extraordinary event in many respects. Students will analyze and evaluate both successful and unsuccessful communications strategies of political campaigns and candidates. They will explore historic examples of US Presidential debates, from Nixon/Kennedy to the present. Further they will experience political events as they happen -- like last year's campaigns -- 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, 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. 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.

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 look 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're 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 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, In-class 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; and how wars are commemorated.

The history of turbulent relations, military conflict, and cultural clashes between the U.S. and China, and the implications for the domestic lives of these increasingly interconnected countries. Diplomatic, political, social, cultural, and military themes from early contact to the recent past.

Health policy and health care delivery from a historical and a current policy perspective. Introduces cost, quality, and access as measures of health system performance. Considers institutional aspects of health care reform. Upper division course with preference given to upperclassmen.

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 course addresses the nature, content, and structure of international environmental law. We will discuss its sources (formal and informal) and general principles, along with the emerging principles (sustainable development, precautionary principle, etc.) We will evaluate the role of international and non-governmental organizations, as well as examine the negotiation, conclusion, and implementation of international environmental agreements. Problem areas to be examined include global warming, stratospheric ozone depletion, exports of hazardous substances, transboundary pollution, trade and environment, and development and environment. RECOMMENDED PREREQ: students have completed POLISCI 101 and/or INTNLREL 140A

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.

Designing a Policy Framework to Facilitate Information Exchange between INTERPOL and Private Sector. Today, the international community faces increasingly complex security challenges arising from transnational criminal activities. Effective international cooperation among national police agencies is critical in combatting cross-boundary criminal threats like terrorism, human and drug trafficking, and cybercrime. INTERPO---the world's largest international police organization---has aggressively worked to counter criminal networks across the globe by facilitating international police cooperation through global information sharing via its criminal databases. To conduct cross-border investigations and tackle organized crime, the law enforcement agencies around the globe can instantly access millions of records on fingerprints, DNA, stolen motor vehicles, firearms, and travel documents stored in INTERPOL's databases. Only the designated law enforcement agencies from INTERPOL's member countries are authorized to share and add information to these databases. Advances in digital technologies and proliferation of communication platforms have created new challenges for the law enforcement. Criminal actors increasingly use private corporate entities, like Internet Service Providers, other telecommunications entities, and social media platforms, to coordinate criminal activities, such as trafficking in persons, terrorism, or cybercrime. Those private sector actors also are potentially critical repositories of information about criminal activity, including communications about members of criminal networks and financial information. Effective law enforcement operations accordingly often depend on information exchange with private sector. Law enforcement authorities face difficulty in effectively accessing, analyzing, and utilizing information from private sector actors in third countries. INTERPOL strives to innovate to adequately respond to the evolving threat landscape and remain at the forefront of global policing efforts. Therefore, it is committed to reviewing and improving its policies on collecting, handling, and sharing data from private sector sources, particularly sources in the technology industry. Under the supervision of the faculty, students in this practicum will work with INTERPOL to enhance its role in cooperating with private sector actors to better fight cyber-crime, terrorism, and other forms of transnational crime. Students will conduct comparative analysis on how select INTERPOL member countries and other relevant international law enforcement agencies exchange information with private sector while safeguarding privacy and protecting civil liberties. Based on this in-depth comparative research, the team will then propose a policy guidance for INTERPOL on information exchange with private sector. This practicum takes place for two quarters (Fall and Winter). Although students may enroll for either one or both quarters, preference is given to students who agree to enroll for both quarters. Students will work directly with INTERPOL clients (via video-conferencing and email) and may have opportunities to travel to INTERPOL headquarters in Lyon over the Spring Break for meetings with clients to develop our policy guidance and provide policy briefings. Selected students in the practicum may also have the opportunity to pursue internships and/or externships at the Office of Legal Affairs, INTERPOL General Secretariat in Lyon, France and/or at INTERPOL Global Complex for Innovation in Singapore. This Practicum is open to students from the Law School (both JDs/LLMs/JSMs/JSDs), the Graduate School of Business, International Policy Studies, the School of Communications, the Computer Science Department, and other graduate students outside of the SLS. Practicum will meet weekly on Wednesdays, from 9:00-10:30 am and hold regular discussion sessions with senior INTERPOL officials via VCT. Elements used in grading: Attendance, Class participation, Written Assignments, Oral Briefings, Final Paper. NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. 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. Policy lab is offered for three units. Students may enroll in this policy lab for one or two units only in agreement with the instructors. In Spring Quarter, the policy lab is offered for one or two units. Cross-listed with International Policy (INTLPOL 255) in Autumn and Winter.

(Formerly Law 455) Modern energy systems aim to deliver a supply of reliable, low-cost, and clean energy; in turn, they require massive capital investments in infrastructure projects, some of which have the features of a natural monopoly and therefore require ongoing economic regulation. The U.S. energy system today is subject to a complex regime of state and federal laws. We will examine the historical role of state-level electric utility regulation, tracing its evolution into the various forms of regulated and deregulated energy markets now in use in the U.S. electricity and natural gas sectors. Contemporary energy law increasingly involves a delicate federalist balance where state and federal regulators share overlapping authority in contested policy areas that are subject to major technological and economic change, as changes in the supply and costs of renewable and fossil energy resources alike transform the U.S. energy sector. Finally, we will interrogate the contested ideals of regulation and competition, which private, non-profit, and governmental stakeholders all deploy in legal and political fora to advance private gain and public goods--most recently in a series of transformative proposals to use federal emergency powers to provide financial bailouts to legacy fossil and nuclear power plants. Students who complete the class will gain a historical understanding of how economic regulation of the energy sector has evolved since the early 20th century, a durable conceptual framework for understanding modern energy law and policy debates, and a practical understanding of energy law designed for future practitioners. Non-law students interested in energy issues are highly encouraged to take this course, as energy law literacy is essential to careers in the sector. Elements used in grading: class participation (20%), short written assignments (40%), and a one-day take-home final exam (40%). Cross-listed with Environment and Resources (ENVRES 226).

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).

(Formerly Law 255) This course examines various aspects of the Fourteenth Amendment, with special attention paid to equal protection and substantive due process. We will examine many contested constitutional questions, including, for example: How did gay and lesbian relationships go so quickly from being subject to criminal prohibition to being eligible for marriage? What justifies the Supreme Court's striking down a law mandating segregated schools, when it had upheld an analogous law half a century earlier? Must the law treat all individuals identically, or may and should it grant special protections to members of historically disadvantaged groups? To what sources might (and should) a judge look to give content to vague constitutional terms like "equal protection" and "due process"? How can we distinguish "law" from "politics" in this area? Readings will include judicial opinions and some scholarly commentary. Class discussion will be supplemented with group exercises of various sorts. Elements used in grading: Class participation and exam.

In order to affect broad-based change in the health of populations, advocates must look upstream to the social and economic factors that impact health. Most powerful among these factors are the policies that shape our lives and the context in which we make individual and collective decisions. This course gives students the skills and tools to influence the policy process through various avenues, including legislative and media advocacy. Students select a current community health issue of interest and track relevant policy initiatives and media coverage of the issue to serve as the foundation for the application of real-time advocacy strategies. Prerequisites: MED 257A or consent of instructor.

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.

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.

Economic issues permeate all that happens in government. This topics-based course will exam a variety of historic and current issues on the political agenda where economics is central to decision making. It is taught by faculty who served at the White House in either the Clinton or George W. Bush Administration.

Guest lectures by departmental practitioners. Emphasis is on links among theory, application, and observation. Environmental, national security, and health policy; marketing, new technology, and new business strategy analyses. Comparisons between domains and methods.

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, 51.

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.

Explores the relation between technology, war, and national security policy from early history to modern day, focusing on current U.S. national security challenges and the role that technology plays in shaping our understanding and response to these challenges. Topics include the interplay between technology and modes of warfare; dominant and emerging technologies such as nuclear weapons, cyber, sensors, stealth, and biological; security challenges to the U.S.; and the U.S. response and adaptation to new technologies of military significance.

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.

In a globalized world, managers and investors are increasingly realizing that politics matter as much as economic fundamentals. Micro-level decisions made by local politicians in Brazil or India, national-level strategies of countries like China and Russia, and multi-national regimes, policies, and norms are all affecting global businesses in significant and often surprising ways. This course examines the full array of political risks confronting businesses today, from creeping expropriations to sudden shocks like national debt defaults and coups to emerging threats like cyber exploitation. Students will learn about impediments to assessing political risk and how to tackle them; develop strategies for managing political risk in a systematic way; and craft tools for mitigating the downside effects of political risk to business. Each session will include customized case studies and mini-simulations for students to walk in the shoes of senior managers confronting these challenges.

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.

(Formerly IPS 230) This course explores the different dimensions of development - economic, social, and political - as well as the way that modern institutions (the state, rule of law, and democratic accountability) developed and interacted with other factors across different societies around the world.

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.

America's public schools are government agencies, and virtually everything about them is subject to political authority--and thus to decision through the political process. This seminar is an effort to understand the politics of education and its impacts on the nation's schools. Our focus is on the modern era of reform, with special attention to the most prominent efforts to bring about fundamental change through accountability (including No Child Left Behind), school choice (charter schools, vouchers), pay for performance, and more and more to the politics of blocking that has made genuine reform so difficult to achieve.

This course provides an overview of core ethical problems in international politics, with special emphasis on the question of what demands justice imposes on institutions and agents acting in a global context. It is divided into three sections. The first investigates the content of global justice, and comprises of readings from contemporary political theorists and philosophers who write within the liberal contractualist, utilitarian, cosmopolitan, and nationalist traditions. The second part looks at the obligations which global justice generates in relation to a series of real-world issues of international concern: global poverty, human rights, poverty and development, climate change and natural resources, international migration, and the well-being of women. The final section asks whether a democratic international order is necessary for global justice to be realized.

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.

Focuses on healthcare policy at the national, state, and local levels. Includes sessions on international models, health insurance, the evolution of healthcare policy in the U.S., key U.S. healthcare topics (Patient Protection and Affordable Care Act, Medicare, Medicaid, public employee retiree health care), the role of technology, reform proposals (single payer, national health care, consumer-based systems, regulated markets, state and local reform efforts), efficiency/cost drivers and prospects for future policy. The course includes sessions on effective memo writing and presentation of policy proposals.

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. Prerequisite: Econ 1A or permission of instructor.

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: race and police brutality incidents; national security (including cyber threats); the Iran nuclear agreement; Brexit; non-profit organizations in the policy and US landscape; sexual harassment networks; 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. *Public Policy majors taking the course to complete the core requirements and students taking the course for Ways credit must obtain a letter grade. Other students may take the course for a letter grade or C/NC.

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)n(Same as LAW 7020) The objective of the course is to explore the increasing 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. We will unravel the factors contributing to the seemingly pervasive failure of ethics today among organizations and leaders across all sectors: business, government, non-profit, and academia. A framework for ethical decision-making underpins the course. There is significant space for personal reflection and forming your own views on a wide range of issues. Prominent guest speakers will attend certain sessions interactively. The relationship between ethics and culture, leadership, law, and global risks (inequality, privacy, financial system meltdown, cyber-terrorism, climate change, etc.) will inform discussion. A broad range of international topics might include: designer genetics; civilian space travel (Elon Musk's Mars plans); social media (e.g. Facebook Cambridge Analytica, on-line sex trafficking, monopolies); new devises (e.g. Amazon Alexa in hotel rooms); free speech on University campuses; opioid addiction; AI (from racism to the work challenge and beyond); corporate and financial sector scandals (Epi pen pricing, Theranos, Wells Fargo fraudulent account creation, Volkswagen emissions testing manipulation); and non-profit sector ethics challenges (e.g. NGOs engagement with ISIS and sexual misconduct in humanitarian aid (Oxfam case)). 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. Please note that this course will require one evening session on a Wednesday or Thursday in lieu of the final class session the first week of June, so the course will end before Memorial Day. 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. The course offers credit toward Ethics in Society, Public Policy core requirements (if taken in combination with PUBLPOL 103E or PUBLPOL 103F), and Science, Technology and Society majors and satisfies the undergraduate Ways of Thinking¿Ethical Reasoning requirement. The course is open to undergraduate and graduate students. Undergraduates will not be at a disadvantage. Everyone will be challenged. Distinguished Career Institute Fellows are welcome and should contact Dr. Susan Liautaud directly at susanl1@stanford.edu. *Students taking the course for Ways credit and Public Policy majors taking the course to complete the core requirements must obtain a letter grade. Other students 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.

(Same as LAW 7057). The frequency of American elections means that we¿re never that far away from the next contest. This course is situated shortly after the conclusion of the 2018 midterm elections at the very start of the invisible primary that precedes the 2020 presidential campaign. It will provide students with a behind-the-scenes understanding of how campaigns work. Each week, we will explore a different topic related to high-profile campaigns -- policy formation, communications, grassroots strategy, digital outreach, campaign finance -- and feature prominent guest speakers who have served and will serve in senior roles on both Democratic and Republican campaigns. Our goal is to discern the lessons learned from the 2018 midterm elections, and how they will inform our understanding of what will happen in the 2020 presidential contest

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.

Focus is on the ideal of a just society, and the place of liberty and equality in it, in light of contemporary theories of justice and political controversies. Topics include financing schools and elections, regulating markets, discriminating against people with disabilities, and enforcing sexual morality. Political Science majors taking this course to fulfill the WIM requirement should enroll in POLISCI 103.

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.

Applied policy exercises in various fields. Multidisciplinary student teams apply skills to a contemporary problem in a major policy exercise with a public sector client such as a government agency. Problem analysis, interaction with the client and experts, and presentations. Emphasis is on effective written and oral communication to lay audiences of recommendations based on policy analysis.

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

(Graduate students register for 249.) Recent research and theory on the urban underclass, including evidence on the concentration of African Americans in urban ghettos, and the debate surrounding the causes of poverty in urban settings. Ethnic/racial conflict, residential segregation, and changes in the family structure of the urban poor.

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 successive phases of market reform; the evolution of ownership and the nature of property rights; corporate restructuring and corporate governance; corruption and anti-corruption campaigns; strengths and weaknesses of the national development model.

Cities and real estate generate lively public discussions, passionate community meetings, and political shouting matches. But how does a project actually get proposed and built? We explore the key actors and influencers in the urban built environment, ranging from urban planners to real estate developers to community advocates. This intensive d.school experience aims to deepen our insights about stakeholders, so that we gain a more empathetic understanding of how a city is built, and identify potential opportunities for improving the process of urban intervention and regeneration to be more responsive to citizens and responsible to society. Enrollment by application only. Find more info and apply at dschool.stanford.edu. (Cardinal Course certified by the Haas Center). Course meets at the d.school in Studio 2.

An investigation into urban planning as a democratic practice for facilitating or mitigating change in society and the built environment. We will engage in professional planning practices in focused sessions on transportation, design, housing, environmental policy, demographic research, community organizing and real estate development. Strong emphasis on developing an understanding of the forces that shape urban and regional development, including cultural trends, real estate and labor economics, climate change and the environment, and political organizing and power dynamics.

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)

Service-learning course that exposes students to sustainability concepts and urban planning as a tool for determining sustainable outcomes in the Bay Area. Focus will be on the relationship of 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 team-based projects in collaboration with local community partners and take part in significant off-site fieldwork. Prerequisites: consent of the instructor. (Cardinal Course certified by the Haas Center.)

Environmental, economic, and equity aspects of urban transportation in 21st-century U.S. Expanded choices in urban and regional mobility that do not diminish resources for future generations. Implications for the global environment and the livability of communities.

Much of the recent academic discussion of the future of urban mobility has stressed the likelihood of a concentration of all urban functions in dense urban centers. The need for sustainability, so the argument goes, will make cities ¿more like Manhattan¿ with high-rise clustering, residences close to work, pedestrian and bicycle pathways, and a heavy emphasis on mass transit. But a recent US Census report indicates that center-city urban growth in America has begun to level off while suburbs continue to grow vigorously, and the suburban residential option remains highly attractive both to the established middle-class populations in the advanced industrial nations and to the emerging middle-classes in Asia and Latin America. As a result, the real urban sustainability challenge of the future will be the task of greening the suburbs with the use of mobility policies that are necessarily very different from those needed in dense urban centers. In addition, the automobile industry will face two very different design and marketing challenges ¿ one for center cities and quite another for more spatially diffuse suburbs.Working together, students in this undergraduate seminar will explore these issues, hear from suburban planners and developers concerned about sustainability challenges, and engage in the re-design of suburbs and suburban mobility options for the future.