In a Global Environmental Politics class, I devoted several weeks to the different issues concerning the nature of contemporary global food systems. As part of their study of these systems, students partnered with Parsons Family Farm, an urban organic farm in Olympia, Washington. They spent 15-20 hours during the semester helping them grow food, which we subsequently donated to community food banks. This community-based activity provided a useful window into alternative agro-ecological food systems and helped them examine the different ways local farms are addressing environmental issues and hunger in their community.

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The curriculum materials in this packet are intended to provide middle- and high-school teachers with the background and basic tools they need to develop and incorporate lessons about Indian-white relations in Washington into existing lessons about the history of the United States and Washington. This packet focuses on the treaty negotiations and the establishment of reservations on the Olympic Peninsula that took place in the last half of the 19th century, but it also provides a broad overview of how relations between Indian nations and the United States government evolved in the first hundred years of the nation's history.

Hodges’ Health Career (Care Domains) Model provides a conceptual framework upon which users can map problems, issues and solutions across four knowledge domains: Interpersonal; Sociological; Scientific; & Political (Autonomy). The public may also be taught to use the model, enabling engagement, understanding and concordance in planning and outcome evaluation.

Brian Hodges' original notes, a resources page and links (800+) are included. Additional material on health informatics and the potential role of visualization in care assessment and evaluation can also be found.

In April 2006 a blog related to Hodges' model was created: 'Welcome to the QUAD':

http://hodges-model.blogspot.com/

The blog includes a bibliography and a growing archive of posts that are also tagged. There are plans to create a new website using the content management system Drupal. There is an eclectic mix posts that includes examples of using the domains of the model.

You can contact Peter Jones at h2cmng @ yahoo.co.uk and through twitter:

http://twitter.com/h2cm

"All human beings are born free and equal in dignity and rights." This is what it says in the very first Article of the Universal Declaration of Human Rights. The idea of Human Rights is one of the most important fundaments of human co-existence. At the same time human rights are subject to fierce debates and Human Rights violations are common all over the world.But what exactly are Human Rights? Who is responsible for protecting them? And do they really apply to all people? These are the question the newest animated Video clip in the WissensWerte series deals with.

This course provides a rigorous and critical introduction to the foundation, structure and operation of the international human rights movement, as it has evolved through the years and as it impacts the United States. The course introduces students to the key theoretical debates in the field including the historical origin and character of the modern idea of human rights, the debate between universality and cultural relativism, between civil and human rights, between individual and community, and the historically contentious relationship between the West and the Rest in matters of sovereignty and human rights, drawing on real life examples from current affairs.

Selecting one environmental situation students will learn about some basic human rights norms and then analyze that environmental situation in terms of those human rights norms.

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Students will identify how Martin Luther King Jr's dream of nonviolent conflict-resolution is reinterpreted in modern texts. Homework is differentiated to prompt discussion on how nonviolence is portrayed through characterization and conflict. Students will be formally assessed on a thesis essay that addresses the Six Kingian Principles of Nonviolence.

Earl Ubell is a pioneer among science and health writers in America. After a long, distinguished career at The New York Herald Tribune from 1943 to 1966, he went on to work at both CBS and NBC News. Prominent in the emerging scientific writing community in the 1950s and early 1960s, he was a recipient of the Lasker Medical Journalism Award 1957. Milton Stanley Livingston was a leading physicist in the field of magnetic resonance accelerators. Working first with professor Ernest O. Lawrence at the University of California, Livingston was instrumental in the development of the Berkeley cyclotron. Moving to Cornell in 1938, Livingston was part of the core group who established nuclear physics as a field of study. Choosing to stay with the Cornell cyclotron rather than follow colleagues onto the Manhattan Project, Livingston was involved in the production of radioisotopes for medical purposes. At the time of this interview, Livingston was director of the Cambridge Electron Accelerator, a joint project of Harvard University and MIT.In this program segment Louis Lyons quizzes Earl Ubell about the lack of public knowledge and the perception of the nuclear bomb, while pressing Professor Livingston to explain exactly what nuclear fallout is, and the danger it presents.

Inaugural address of Governor George Wallace, which was delivered at the Capitol in Montgomery, Alabama on January 14, 1963. In the speech Wallace makes his famous statement against integration: "Today I have stood, where once Jefferson Davis stood, and took an oath to my people. It is very appropriate that from this Cradle of the Confederacy, this very Heart of the Great Anglo-Saxon Southland, that today we sound the drum for freedom as have our generations of forebears before us done, time and again through history. Let us rise to the call of freedom-loving blood that is in us and send our answer to the tyranny that clanks its chains upon the South. In the name of the greatest people that have ever trod this earth, I draw the line in the dust and toss the gauntlet before the feet of tyranny...and I say...segregation now...segregation tomorrow...segregation forever."

This seminar has three purposes. One, it inquires into the causes of military innovation by examining a number of the most outstanding historical cases. Two, it views military innovations through the lens of organization theory to develop generalizations about the innovation process within militaries. Three, it uses the empirical study of military innovations as a way to examine the strength and credibility of hypotheses that organization theorists have generated about innovation in non-military organizations.

This course will explore the organization and functions of the U.S. Intelligence Community, its interaction with national security policymakers, key issues about its workings, and the challenges it faces in defining its future role. The events of 9/11 and the invasion of Iraq have focused new attention on national intelligence, including the most significant reorganization of the community since the National Security Act of 1947. The course will highlight some of the major debates about the role, practices, and problems of national intelligence.

Students are assigned unique roles and work independently to solve a complex problem from the perspective of their role (i.e. sociologist, educator, historian, etc.) Students then work collaboratively to present their findings and action plan to the "tribal council".

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This workshop is designed to introduce students to different perspectives on politics and the state of the world through new visualization techniques and approaches to interactive political gaming (and selective ’edutainment’). Specifically, we shall explore applications of interactive tools (such as video and web-based games, blogs or simulations) to examine critical challenges in international politics of the 21C century focusing specifically on general insights and specific understandings generated by operational uses of core concepts in political science.

This course is designed to acquaint beginning students with some of the fundamental principles of international relations such as realism and idealism. Realism, for example is based on the assumption that the state constitutes the most important actor in the international system. The course will also explore the nature of idealism, which emphasizes the role of international norms and ethics, such as the preservation of human rights, as a means of realizing international justice. The course will also analyze international political economy and various theories ranging from mercantilism to dependency theory.

The aim of this course is to introduce and analyze the international relations of East Asia. With four great powers, three nuclear weapons states, and two of the world’s largest economies, East Asia is one of the most dynamic and consequential regions in world politics. This course will examine the sources of conflict and cooperation in both periods, assessing competing explanations for key events in East Asia’s international relations. Readings will be drawn from international relations theory, political science and history.

At age twenty-seven, physicist Philip Morrison joined the Manhattan Project, the code name given to the U.S. government's covert effort at Los Alamos to develop the first nuclear weapon. The Manhattan Project was also the most expensive single program ever financed by public funds. In this video segment, Morrison describes the charismatic leadership of his mentor, J. Robert Oppenheimer, and the urgency of their mission to manufacture a weapon 'which if we didn't make first would lead to the loss of the war." In the interview Morrison conducted for War and Peace in the Nuclear Age: 'Dawn,' he describes the remote, inaccessible setting of the laboratory that operated in extreme secrecy. It was this physical isolation, he maintains, that allowed scientists extraordinary freedom to exchange ideas with fellow physicists. Morrison also reflects on his wartime fears. Germany had many of the greatest minds in physics and engineering, which created tremendous anxiety among Allied scientists that it would win the atomic race and the war, and Morrison recalls the elaborate schemes he devised to determine that country's atomic progress. At the time that he was helping assemble the world's first atomic bomb, Morrison believed that nuclear weapons 'could be made part of the construction of the peace.' A month after the war, he toured Hiroshima, and for several years thereafter he testified, became a public spokesman, and lobbied for international nuclear cooperation. After leaving Los Alamos, Morrison returned to academia. For the rest of his life he was a forceful voice against nuclear weapons.

I was inspired by approaches from UDL and Open Pedagogy, in particular. I'm trying to apply the idea of shifting away from 'disposable' assignments by eliminating my Final Exam for PS 355U and replacing it instead with the Group Case Profile Project. According to the UN, Africa consists of 54 states (excluding dependencies and disputed territories). In my approach to teaching PS 355U, I present detailed case studies of 10 states, meaning that 44 cases are not covered in depth. I've always felt pressured to cast a wider net in my coverage of cases, but given the time constraints of a 10-week term and the sheer breadth of African politics, I've had to reconcile myself to the fact that I simply can't cover everything I'd like to. So, the idea with the Case Profile Group Project is to have the students, in groups of 4-5, select a country case that isn't already covered and create both a written profile addressing the substantive topics covered in the course (for example, history, ideology, sovereignty, ethnicity and religion, etc.) along with a group presentation. The class typically enrolls around 30 students, so each term I would then have 6-7 new case profiles. I plan to compile these (with the students permission) in a Case Profile Reader that will then become an accompaniment to the existing course materials, ideally as an Open Text. If I teach the course several times, I will reduce the student choice of cases so we don't have repeats. My reason for this is that eventually the Reader could cover all 44 missing country cases.

Learning Objectives:
Write and speak about African politics in an informed, thoughtful and coherent way
Critically scrutinize academic accounts and media representations of the African continent
Analyze the ways in which international politics and the colonial legacy shape contemporary African politics
Interrogate contemporary African politics across various levels of analysis, multiple issue areas, and through the application of different theoretical and conceptual lenses

This course provides an introduction to the causes of international conflict and cooperation. Topics include war initiation, crisis bargaining, international terrorism, nuclear strategy, interstate economic relations, economic growth, international law, human rights, and environmental politics.

This course is intended as an introduction to the field of political economy. It is the first part of a two-part sequence in political economy, along with 14.773 Political Economy: Institutions and Development. Combined, the purpose of the two classes is to give you both a sense of the frontier research topics and a good command of the tools in the area.