ilisimatusarfik lektionskatalog forårssemester 2015 samf f-2015
Transcription
ilisimatusarfik lektionskatalog forårssemester 2015 samf f-2015
Version enligt 06.01.2015 ILISIMATUSARFIK Inuiaqatigiilerinermut Immikkoortortaq Afdeling for Samfundsvidenskab LEKTIONSKATALOG FORÅRSSEMESTER 2015 SAMF F-2015 1 Inuiaqatigiilerinermut Immikkoortortaq - Afdeling for Samfundsvidenskab -------------------------------------------------------------------------------------------------------------Lærerstaben Foråret 2015: Faste medarbejdere: Maria Ackrén Ph.D. Lektor, Afdelingsleder E-mail: [email protected] Kontor: D123 Tel.: +299- 38 56 63 Underviser i: Metode og Emnefag: Arctic Governance and Sustainable Development: Social and Environmental Challenges Modtagelsestid: Onsdag kl. 14-16 eller via aftale Tutor: Naja Carina Steenholdt Kandidatstuderende E-mail: [email protected] Tel.: +299- 58 37 47 Wolfgang Kahlig Lektor E-mail: [email protected] Kontor: D125 Tel.: +299- 38 56 68 Underviser i: Sociologi Annemette Nyborg Lauritsen Ph.D. Adjunkt E-mail: [email protected] Kontor: D233 Tel.: +299- 38 56 60 Underviser i: Emnefag: Kriminologi Page Wilson Ph.D. Adjunkt E-mail: [email protected] Kontor: D145 Tel.: +299-38 56 83 Underviser i: Videregående Politologi Tilknyttede forskere og gæsteprofessorer: Birger Poppel Projektchef: Survey of Arctic Living Conditions, SLiCA E-mail: [email protected] Kontor: C231 Tel.: +299-38 56 62 Mark Nuttall Professor, University of Alberta, Canada E-mail: [email protected] 2 Kontor: C227 Tel.: +299-38 56 64 Leder for forskningsprojektet: “Climate and Society” Samo Nielsen Ph.D.-studerende E-mail: [email protected] Kontor: D121 Tel.: +299-38 56 66 Forskningsprojekt: Decision-Making Process in Extractive Industry Development in Greenland Underviser i: Emnefag: Beslutningsprocesser Andreas Møller Jørgensen Ph.D.-studerende E-mail: [email protected] Kontor: D121 Tel.: +299-38 56 59 Forskningsprojekt: Demokratisk og teknologisk innovation: En undersøgelse af mulighedsbetingelserne for formel Grønlandsk e-Demokrati Underviser i: Emnefag: Materiel discourse, power and eDemocracy Gæstelærere: Baldur Thorhallsson Professor in Political Science and Jean Monnet Chair in European Studies University of Iceland E-mail: [email protected] Underviser i: Emnefag: Small States and European Integration Michael Driefer Nuup Bussii E-mail: [email protected] Underviser i: Mikroøkonomi Mattias Törnqvist TelePost E-mail: [email protected] Underviser i: Statistik Kurt Møller Pedersen, Jette Rygaard og Merete Watt Boolsen Kurt Møller Pedersen: E-mail: [email protected] Jette Rygaard: E-mail: [email protected] Merete Watt Boolsen: E-mail: [email protected] Underviser i: Metode Martin Christiansen Specialkonsulent, cand.scient.pol. E-mail: [email protected] 3 Underviser i: Forvaltningslære Birgit Pauksztat Assistant Professor Department of Management and Organization Hanken School of Economics E-mail: [email protected] Underviser i: Emnefag: Managing Negotiations Kathleen Kent MSc in Sustainable Development E-mail: [email protected] Underviser i: Emnefag: Business and Sustainable Development Cécile Pelaudeix, Ellen Margrethe Basse, Maria Ackrén og Pelle Tejsner: Cécile Pelaudeix: E-mail: [email protected] Ellen Margrethe Basse: E-mail: [email protected] Pelle Tejsner: E-mail: [email protected] Underviser i: Emnefag: Arctic Governance and Sustainable Development: Social and Environmental Challenges Fernando Ugarte og Helle Siegstad Fernando Ugarte: E-mail: [email protected] Helle Siegstad: E-mail: [email protected] Underviser i: Emnefag: Fisheries and hunting in Greenland; from biological advice to management Anders Mosbech Forsknings- og rådgivningschef E-mail: [email protected] Underviser i: Emnefag: Arctic Mineral Resources: Environmental Impacts and Prevention Jakob Mathiassen E-mail: [email protected] Underviser i: Offentlig Økonomi Gudmundur Alfredsson og Rachael Lorna Johnstone Gudmundur Alfredsson: E-mail: [email protected] Rachael Lorna Johnstone: E-mail: [email protected] Underviser i: Internationale Retsforhold Caroline Allheily og Susan B. Vanek: Caroline Allheily: E-mail: [email protected] Susan B. Vanek: E-mail: [email protected] Underviser i: Videregående Politologi Joan Nymand Larsen Senior Researcher E-mail: [email protected] 4 Underviser i: Makroøkonomi Fagudbud Foråret 2015: Fag Sociologi Mikroøkonomi Forvaltningslære* ECTS 15 101 7,52/103 Underviser Wolfgang Kahlig (WK) Michael Driefer (MD) Martin Christiansen (MC) 1. årg. 1. årg. 54 55 2. årg. 7,5 Samo Nielsen (SN) Andreas Møller Jørgensen (AMJ) Joan Nymand Larsen (JNL) Statistik Metode 2. årg. 2. og 3. årg. 15 7,5 Emnefag: Small States and European Integration Emnefag: Managing Negotiations BA 3. årg.+ Kand. BA 3.årg. + Kand. 7,5/106 Mattias Törnqvist (MT) Maria Ackrén (MA), Jette Rygaard (JR), Kurt Møller Pedersen (KMP) og Merete Watt Boolsen (MWB) Baldur Thorhallsson (BT) 7,5/107 Birgit Pauksztat (BP) Emnefag: Business and Sustainable Development Emnefag: Kriminologi BA 3.årg.+ Kand. BA 3. årg.+ Kand. Kand. 7,5/108 Kathleen Kent (KK) 7,5/109 7,5/1010 Kand. Kand. 7,5/1011 15 Kand. + 7,5/1012 Annemette Nyborg Lauritsen (ANL) Rachael Lorna Johnstone (RLJ) og Gudmundur Alfredsson (GA) Jakob Mathiassen (JM) Page Wilson (PW), Caroline Allheily (CA) og Susan B. Vanek (SBV) Cécile Pelaudeix (CP), Maria Emnefag: Beslutningsprocesser Emnefag: Materiel discourse, power and eDemocracy Makroøkonomi Internationale Retsforhold/International Law Offentlig Økonomi Videregående Politologi/Advanced course in Political Science Emnefag: Arctic Governance Årgång 1. og 2. årg. 1. årg. 1. og 2. årg. Periode Normalt forløb Normalt forløb Uge 6-14 02.02.30.03.2015 Normalt forløb Normalt forløb Intensivt forløb: Uge 19-21 Normalt forløb Normalt forløb + intensivt forløb (uge 19) Uge 16-17 13.-24. 04. 2015 Uge 8-11 16.02.-13.03. 2015 Normalt forløb Normalt forløb Uge 20-21 11.-23.05 2015 Normalt forløb Normalt forløb Uge 20-21 1 Enligt studieordning 2014! Enligt studieordning 2010! 3 Enligt studieordning 2014! 4 Årgang 1 vælger et emnefag under foråret 2015! 5 Årgang 1 vælger et emnefag under foråret 2015! 6 Enligt studieordning 2014 på kandidatniveau! 7 Enligt studieordning 2014 på kandidatniveau! 8 Enligt studieordning 2014 på kandidatniveau! 9 Enligt studieordning 2014 på kandidatniveau! 10 Enligt studieordning 2014 på kandidatniveau! 11 Enligt studieordning 2014 på kandidatniveau! 2 5 and Sustainable Development PhD Emnefag: Fisheries and Hunting in Greenland Emnefag: Arctic Mineral Resources Kand. +PhD Kand. + PhD 7,5/1013 7,5/1014 Ackrén (MA), Ellen Margrethe Basse (EMB) og Pelle Tejsner (PT) Fernando Ugarte (FU) og Helle Siegstad (HS) Anders Mosbech (AM) m.fl. 11.05.22.05.2015 Normalt forløb Uge 15-17 08.04.25.04.2015 Lektionsplan for årgang 1 (2. semester): Mandag/ Monday 8-9 Tirsdag/ Tuesday Forvaltningslære (MC)Lok.01 Forvaltningslære (MC) 9-10 Torsdag/ Thursday Fredag/ Friday Forvaltningslære (MC) 10-11 Forvaltningslære (MC) 11-12 Forvaltningslære (MC) 12-13 Frokost 13-14 Onsdag/ Wednesday Frokost 14-15 15-16 Materiel discourse, power and eDemocracy (AMJ) Lok.07 Materiel discourse, power and eDemocracy (AMJ) Materiel discourse, power and eDemocracy (AMJ) Frokost Sociologi (WK) Auditorium Sociologi (WK) Auditorium Sociologi (WK) Auditorium Forvaltningslære (MC) Lok.01 Forvaltningslære (MC) Forvaltningslære (MC) Frokost Mikroøkonomi (MD) Lok.04 Mikroøkonomi (MD) Mikroøkonomi (MD) Frokost Beslutningsprocesser (SN) lok.07 Beslutningsprocesser (SN) Beslutningsprocesser (SN) Lektionsplan for årgang 2 (4. Semester): Mandag/ Monday 8-9 Tirsdag/ Tuesday Forvaltningslære (MC) Lok.01 Onsdag/ Wednesday Torsdag/ Thursday Fredag/ Friday Forvaltningslære (MC) Lok.01 12 Enligt studieordning 2014 på kandidatniveau! Enligt studieordning 2014 på kandidatniveau! 14 Enligt studieordning 2014 på kandidatniveau! 13 6 9-10 10-11 11-12 12-13 13-14 14-15 15-16 Forvaltningslære (MC) Forvaltningslære (MC) Forvaltningslære (MC) Frokost Makroøkonomi (JNL) Lok.01 Uge 19-21 Makroøkonomi (JNL) Uge 19-21 Makroøkonomi (JNL) Uge 19-21 Statistik (MT) Lokale 04 Statistik (MT) Statistik (MT) Frokost Metode (MA, JR, KMP og MWB) Auditorium Metode (MA, JR, KMP og MWB) Metode (MA, JR, KMP og MWB) Frokost Sociologi (WK) Auditorium Sociologi (WK) Sociologi (WK Frokost Makroøkonomi (JNL) Lok.01 Uge 19-21 Makroøkonomi (JNL) Uge 19-21 Makroøkonomi (JNL) Uge 19-21 Forvaltningslære (MC) Forvaltningslære (MC) Forvaltningslære (MC) Frokost Makroøkonomi (JNL) Lok 05 Uge 19-21 Makroøkonomi (JNL) Uge 19-21 Makroøkonomi (JNL) Uge 19-21 Lektionsplan for årgang 3 (6. Semester): Mandag/ Monday Tirsdag/ Tuesday Onsdag/ Wednesday Torsdag/ Thursday Fredag/ Friday Small States and European Integration (BT) Uge 16-17.Lok 05 Small States and European Integration (BT) Uge 16-17 Lok.05 Small States and European Integration (BT) Uge 16-Lok 05 Uge 17/videok. Small States and European Integration (BT) Uge 16-17 Lok.videoK 10-11 Small States and European Integration (BT) Uge 16-17 Small States and European Integration (BT) Uge 16-17 Small States and European Integration (BT) Uge 16-17 11-12 Small States and European Integration (BT) Uge 16-17 Small States and European Integration (BT) Uge 16-17 Small States and European Integration (BT) Uge 16-17 12-13 Frokost Frokost Frokost Kriminologi (ANL) Lok. 05 (skyperum 03/uge16-18) -----------------------Small States and European Integration (BT) Uge 16- Lok 05 Uge17/Videok. Kriminologi (ANL) -----------------------Small States and European Integration (BT) Uge 16-17 Kriminologi (ANL) -----------------------Small States and European Integration (BT) Uge 16-17 Frokost 9-10 Small States and European Integration (BT) Uge 16-17 Small States and European Integration (BT) Uge 16-17 Frokost 7 Managing Negotiations (BP) Uge 8-11 13-14 Managing Negotiations (BP) Uge 8-11 Metode (MA, JR, KMP og MWB) Auditorium 14-15 Managing Negotiations (BP) Uge 8-11 Lok. Skype 03 Metode Managing (MA, JR, KMP og Negotiations MWB) (BP) Lok. Skype 03 Uge 8-11 Metode Managing (MA, JR, KMP og Negotations (BP) MWB) Uge 8-11 15-16 Managing Negotiations (BP) Uge 8-11 Business and Sustainable Development (KK) Lok.Sproglab. Managing Negotiations (BP) Uge 8-11 Business and Sustainable Development (KK) Managing Negotiations (BP) Uge 8-11 Lok. Skype 03 Business and Sustainable Development (KK) Managing Negotiations (BP) Uge 8-11 Torsdag/ Thursday Fredag/ Friday Lektionsplan for kandidatstudier (2. og 4. Semester): 9-10 Mandag/ Monday Tirsdag/ Tuesday Small States and European Integration (BT) Uge 16-17 Lok.05 ----------------------Arctic Governance and Sustainable Development (CP m.fl.) Uge 20 Lok.05 Small States and European Integration (BT) Uge 16-17 Lok. 05 ----------------------Internationale retsforhold (RLJ og GA) Uge 20-21 Lok.05 Onsdag/ Wednesday Small States and European Integration (BT) Uge 16-17 Lok.05 Uge 17 VideoK --------------------Internationale retsforhold (RLJ og GA) Uge 20-21 Lok.05 --------------------Arctic Governance and Sustainable Devlopment (CP m.fl.) Uge 20 Skype03 10-11 Small States and Small States and Small States and European European European Integration (BT) Integration (BT) Integration (BT) Uge 16-17 Uge 16-17 Uge 16-17 ----------------------- ----------------------- --------------------Arctic Governance Internationale Internationale and Sustainable retsforhold (RLJ retsforhold (RLJ Development (CP og GA) og GA) Kriminologi (ANL) Lok. 05 (skyperum 03/uge16-18) Offentlig Økonomi (JM) Lok. 07 ----------------------Small States and ------------------------ European Small States and Integration (BT) European Uge 16-17 VideoK Integration (BT) ----------------------Uge 16-17 Internationale retsforhold (RLJ Uge 16- Lok 05 og GA) VideoK Uge17/Videok. Uge 20-21 ----------------------Arctic Governance and Sustainable Development (CP m.fl.) Skype03 Uge 20 Kriminologi (ANL) Offentlig ------------------------ Økonomi (JM) Small States and ----------------------European Small States and Integration (BT) European Uge 16-17 Integration (BT) Uge 16-17 ----------------------- 8 Uge 20-21 Uge 20-21 --------------------Arctic Governance and Sustainable Development (CP m.fl.) Uge 20 11-12 Small States and European Integration (BT) Uge 16-17 ----------------------Arctic Governance and Sustainable Development (CP m.fl.) Uge 20 Small States and European Integration (BT) Uge 16-17 ----------------------Internationale retsforhold (RLJ og GA) Uge 20-21 Small States and European Integration (BT) Uge 16-17 --------------------Internationale retsforhold (RLJ og GA) Uge 20-21 Kriminologi (ANL) -----------------------Small States and European Integration (BT) Uge 16-17 12-13 Frokost 13-14 Videregående Politologi (PW, CA, SBV) Lok.04 ----------------------Managing Negotiations (BP) Uge 8-11Skype03 ----------------------Arctic Governance and Sustainable Development (CP m.fl.) Uge 20 Lok.05 Frokost Fisheries and Hunting in Greenland (FU and HS)Lok.05 ----------------------Arctic Governance and Sustainable Development (CP m.fl.) Uge 20 Skype03 Frokost Managing Negotiations (BP) Lok. Skype 03 Uge 8-11 --------------------Internationale retsforhold (RLJ og GA) Uge 20-21. Lok.05 --------------------Arctic Governance and Sustainable Development (CP m.fl.) Uge 20Skype03 Frokost Business and Sustainable Development (KK) Lok.Sproglab. -----------------------Internationale retsforhold (RLJ og GA) VideoK Uge 20-21 -----------------------Arctic Governance and Sustainable Devlopment (CP m.fl.) Uge 20 Skype03 m.fl.) Uge 20 Internationale retsforhold (RLJ og GA) Uge 20-21 ----------------------Arctic Governance and Sustainable Development (CP m.fl.) Uge 20 Offentlig Økonomi (JM) ----------------------Small States and European Integration (BT) Uge 16-17 ----------------------Internationale retsforhold (RLJ og GA) Uge 20-21 ----------------------Arctic Governance and Sustainable Development (CP m.fl.) Uge 20 Frokost Managing Negotiations (BP) Uge 8-11 Lok. Skype 03 ----------------------Arctic Governance and Sustainable Development (CP m.fl.) Uge 20 Skype03 9 14-15 Videregående Politologi (PW, CA, SBV) ----------------------Managing Negotiations (BP) Uge 8-11 ----------------------Arctic Governance and Sustainable Development (CP m.fl.) Uge 20 Fisheries and Hunting in Greenland (FU and HS) ----------------------Arctic Governance and Sustainable Development (CP m.fl.) Uge 20 Managing Negotiations (BP) Uge 8-11 --------------------Internationale retsforhold (RLJ og GA) Uge 20-21 --------------------Arctic Governance and Sustainable Development (CP m.fl.) Uge 20 Fisheries and Managing 15-16 Videregående Negotiations Hunting in Politologi (PW, (BP) Greenland (FU CA, SBV) Uge 8-11 ---------------------- and HS) ----------------------- --------------------Managing Negotiations (BP) Arctic Governance Internationale and Sustainable retsforhold (RLJ Uge 8-11 ----------------------- Development (CP og GA) Uge 20-21 Arctic Governance m.fl.) Uge 20 --------------------and Sustainable Arctic Development (CP Governance and m.fl.) Uge 20 Sustainable Development (CP m.fl.) Uge 20 Emnefag: Arctic Minerals mangler (delen i Nuuk) Business and Sustainable Development (KK) -----------------------Internationale retsforhold (RLJ og GA) Uge 20-21 Managing Negotiations (BP) Uge 8-11 ----------------------Arctic Governance and Sustainable Development (CP m.fl.) Uge 20 Business and Sustainable Development (KK) -----------------------Internationale retsforhold (RLJ og GA) Uge 20-21 Managing Negotiations (BP) Uge 8-11 ----------------------Arctic Governance and Sustainable Development (CP m.fl.) Uge 20 Årgang 1: Fagbeskrivelser, lektionsplaner og pensumlister: Sociologi: Underviser: Wolfgang Kahlig Fagbeskrivelse: Formålet med første del af faget er at give de studerende et bredt kendskab til sociologisk teori og metode samt færdigheder i at anvende teorier og metoder på sociologiske problemstillinger vedrørende sociale strukturer og processer i samfundet, udviklingen i livsformer og levevilkår samt kultur og kulturkonflikter. Samfundets institutioner såsom familie, uddannelse og arbejdsmarked behandles i lyset af teorier om disse institutioner og på grundlag af generelle sociologiske teorier. Der erhverves kendskab til teorier om hvorledes de enkelte individer socialiseres til mands-, kvindeog erhvervsroller, herunder indlæring af værdier og normer. Fagets anden del er 10 anvendelsesorienteret og knyttet til den faktisk førte uddannelses-, arbejdsmarkeds- og socialpolitik i Grønland og i andre samfund. De studerende løser i semestret tre opgaver, som fordrer konkret brug af de gennemgående metoder. Opgaverne skal være godkendt af underviser for at kunne gå til den afsluttende eksamen. a) Hver studerende afleverer et skriftligt referat (en sammenhængende, sammentrængt gengivelse af det væsentlige indhold af en tekst) af en af fagets pensumtekster. b) skriveøvelse, bunden (ved bunden prøve forstås, at prøvens spørgsmål er fastlagt af eksaminator). Administreres og bedømmes med bestået/ikke-bestået af lærer. Godkendelse nødvendig for at indstille sig til den afsluttende udprøvning. Intern prøve. c) Hjemmeopgave, bunden, 4 dage (kan stilles torsdag og afleveres mandag), max 10 sider ekskl. Databilag. Bedømmes med bestået/ikke-bestået af lærer. Godkendelse nødvendig for at indstille sig til den afsluttende udprøvning. Intern prøve. 2. Eksamen: mundtlig, 30 minutter, synopsis 3 – 5 sidder. 3. Eksamenstidspunkter: det skriftlige referat ligger i forløbet af E 14, den bundne skriveøvelse ligger i januar måned 2015. Den bundne hjemmeopgave ligger i februar/marts måned 2015 og den afsluttende prøve i juni måned 2015. Undervisning: 72 timer inkl. vejledning fordelt på 2 semester Pensum, vejledende sidetal: ca. 1500 Eksamen: Mundtlig, 30 minutter, med synopse Censur: Intern ECTS-point: 15 Karakter: GGS-skalaen, karakteren baseres på følgende kriterier: Aktivitet: 10% Hjemmeopgaver: 20% Diskussioner og gruppearbejde: 20% Eksamen: 50% Lektionsplan: Sociologi E 14/F15: Læsepensum til de enkelte mødegange. Lektion Læsepensum 1 Giddens, Anthony ( 1995 ): Sociologi. En kort, men kritisk introduktion. Reitzel Forlag, s. 11 – 31.( findes i kompendium ) Andersen, Heine: Sociologiens rødder og dannelse, i: Sociologi – en grundbog til et fag. Red. af Heine Andersen. Hans Reitzels Forlag, København 2011, s. 15 – 28. 2 Andersen, Heine: Funktionalisme og sociale systemer, i: Sociologi – en grundbog til et fag. Red. af Heine Andersen. Hans Reitzels Forlag, København 2011, s. 29 – 48. 11 Mortensen, Niels: Interaktionisme, fænomenologi og social samhandling, I: Sociologi – en grundbog til et fag. Red. af Heine Andersen. Hans Reitzels Forlag, København 2011, s. 49 – 68. Kaspersen, Lars Bo: Teorisynteser og nybrud i moderne sociologi, i: Sociologi – en grundbog til et fag. Red. af Heine Andersen. Hans Reitzels Forlag, København 2011, s. 69 – 91, 3 Beck, U. (1997): Risiko samfundet. Hans Reitzels Forlag, s. 27 – 67 og s. 68 – 113. 4 Anthony Giddens (1990, dansk 1994): Modernitetens konsekvenser. Hans Reitzels Forlag., s. 9 – 65 5 Anthony Giddens (1990, dansk 1994): Modernitetens konsekvenser. Hans Reitzels Forlag., s. 65 – 130 6 Thomas Højrup og Lone Rahbek Christensen: Introduktion til livsformsanalysens grundbegreber, i: Lone Rahbek Christensen: Livstykker. 12 studier af livsformer og vilkår, Ringe 1989, s. 155 – 168. Carsten Jørgensen: livsformer, i: i Ejrnæs, M. m.fl.. Sociologi og socialt Arbejde. Danmarks Forvaltningshøjskole, s. 101 – 138. 7 Filip Kruse (2001): Levekår og levekårsanalyse, i Ejrnæs, M. m.fl.. Sociologi og socialt Arbejde. Danmarks Forvaltningshøjskole, s. 71- 101 Filip Kruse (2001): Sociale klasser og sociale grupper, i Ejrnæs, M. m.fl.. Sociologi og socialt Arbejde. Danmarks Forvaltningshøjskole, s. 51 – 70. Birger Poppel ( 2006): Den arktiske levevilkårsundersøgelse, SLiCA – et komparativt og transnationalt projekt. I : Hanne Petersen ( red.): Grønland i Verdenssamfundet. Forlaget atuagkat/Ilisimatusarfik, s. 259 – 278. Erik Jørgen Hansen: Sociale klasser og social ulighed. i: Sociologi – en grundbog til et fag. Red. af Heine Andersen. Hans Reitzels Forlag, København 2011, s. 95 - 118. 8 Ahrenkilde Hansen, Ulla Norup Panild: Kulturens betydning for Pia kommunikationsprocessen, I: Pia Ahrenkilde Hansen, Ulla Norup Panild: Kultur /Retur. Om anvendelsen af interkulturel teori. Samfundsliteratur 1990, s. 93 - 100, 8 sider. Lippmann, W. (1929) Public Opinion, s. 53 – 100. 12 9 Hans Gullestrup (2003): Kulturanalyse - en vej til tværkulturel forståelse. Akademisk Forlag, s. 13 – 59 og 63 – 101. Kahlig, W. (1998): Interkulturel kommunikation på det grønlandske arbejdsmarked. I: Grønlandsk Kultur- og Samfundsforskning 98/99, side 217 – 232. 10 P. Gundelach og Niels Mortensen: Køn, i: Ind i sociologien, Gyldendal 1990, s. 98 – 113. Henning Bech ( 2005): Patriarkat. I: Henning Bech: Kvinder og Mænd.Hans Reitzels Forlag, s. 37 – 52. Wolfgang Kahlig (2003): Ligestillingsområdets institutionaliseringsprocess i Grønland. I: Grønlandsk Kultur- og Samfundsforskning 2003. Ilisimatusarfik/Forlaget Atuagkat. S. 111 – 128 11 Arnfred, Signe: Kvinder, mænd, arbejde og seksualitet i den grønlandske moderniseringsproces, i: Kvinder i Grønland – sammen og hver for sig. Atuakkiorfik 1991, s. 82 – 125. Mariekathrine Poppel (2005): Barrierer for grønlandske mænd på arbejdsmarkedet, i: i: Carlson, Aksel V. (red.) Arbejdsmarkedet i Grønland – fortid, nutid og fremtid. En antologi. Ilisimatusarfik, s. 125 – 140. 12 Arnfred, Signe: Kvinder, mænd, arbejde og seksualitet i den grønlandske moderniseringsproces, i: Kvinder i Grønland – sammen og hver for sig. Atuakkiorfik 1991, s. 82 – 125. Mariekathrine Poppel (2005): Barrierer for grønlandske mænd på arbejdsmarkedet, i: i: Carlson, Aksel V. (red.) Arbejdsmarkedet i Grønland – fortid, nutid og fremtid. En antologi. Ilisimatusarfik, s. 125 – 140. 13 Olesen, Henning Salling : Uddannelse: Samfundsmæssig menneskeproduktion i : Sociologi – en grundbog til et fag. Red. af Heine Andersen. Hans Reitzels Forlag, København 2011 , s. 197 – 216. Hansen, Erik Jørgen ( 2003): Uddannelses systemerne i sociologisk perspektiv. Hans Reitzels Forlag. - Social reproduktion, social arv og mønsterbrud: s. 113 - 135 - Køn og uddannelse: s. 136 - 147 14 Korsgaard, Ove (1999): Kundskabskapløbet. Uddannelse i videnssamfundet. Gyldendal, s. 19 – 36 og 170 - 190 Betænkning afgivet af selvstyrekommissionen, marts 2003: de menneskelige ressourcer, s. 67 – 86 15 Flora, Janne ( 2007): Tilknytning og selvstændighed – unges fravalg af uddannelse. I: Kahlig, Wolfgang og Banerjee, Nina ( red.): Børn og unge i grønland – en antologi. MIPI – Ilisimatusarfik – Milik Publishing, s. 148 – 162 13 Olesen, Rikke Høgh ( 2007): På vej mod en grønlandsk pædagogik. I: Kahlig, Wolfgang og Banerjee, Nina ( red.) ( 2007): Børn og unge i grønland – en antologi. MIPI – Ilisimatusarfik – Milik Publishing, s. 322 – 336. 16 17 2. midtvejsprøve Helge Hvidt og Niels Møller: Arbejde, produktion og samfund, i: Sociologi – en grundbog til et fag. Red. af Heine Andersen. Hans Reitzels Forlag, København 2011, s. 119 - 138. 18 Kahlig, W.(2005): Den grønlandske arbejdsmarkedsreform fra 1997 og nye arbejdsmarkedspolitiske udfordringer, i: Carlson, Aksel V. (red.) Arbejdsmarkedet i Grønland – fortid, nutid og fremtid. En antologi. Ilisimatusarfik, s. 46 – 61. Christel Lau (2005): Motivation og glæde i arbejdet, i: Carlson, Aksel V. (red.) (2005) Arbejdsmarkedet i Grønland – fortid, nutid og fremtid. En antologi. Ilisimatusarfik, s. 76 – 90. 19 Brejnrod, Poul ( 2009): Identitetsdannelse og socialisering. I: Poul Brejnrod: Sociologi. Gyldendal, s. 28 – 39. Peter L. Berger og Thomas Luckmann: Primærsocialisering, Sekundærsocialisering. I. Berger & Luckmann : Den samfundsskabte virkelighed. Lindhardt og Ringhof 1990, s. 153 – 171. 20 Eistrup, Jette og Kahlig, Wolfgang ( 2007): Magtrelationen mellem børn og voksne. I: Kahlig, Wolfgang og Banerjee, Nina ( red.) ( 2007): Børn og unge i grønland – en antologi. MIPI – Ilisimatusarfik – Milik Publishing, s. 18 – 28 Aksel V. Carlsen ( 2007): Undervejs til grønlandsk selvstyre- de unges politiske socialisering. I: Kahlig, Wolfgang og Banerjee, Nina ( red.) ( 2007): Børn og unge i grønland – en antologi. MIPI – Ilisimatusarfik – Milik Publishing, s. 30 – 48 Wulf, Steen ( 2007): Barnets ret til en tilstrækkelig levestandard. I: Kahlig, Wolfgang og Banerjee, Nina ( red.) ( 2007): Børn og unge i grønland – en antologi. MIPI – Ilisimatusarfik – Milik Publishing, s. 50 – 68 21 Wolfgang Kahlig og Jette Eistrup: Institutionalisering af indsats til forebyggelsen af selvmord i Grønland. Under udgivelsen 2012 Carsten Jørgensen (2001): Familien, i: Ejrnæs, M. m.fl.. Sociologi og socialt Arbejde. Danmarks Forvaltningshøjskole, s. 139 – 166. Mai Heide Ottosen: Familien. I : : Sociologi – en grundbog til et fag. Red. af Heine Andersen. Hans Reitzels Forlag, København 2011 , s.181 – 198. 14 22 Larsen, J.E. og Møller, I.H.(1998): Teorier om velfærdsstat og socialpolitik, i: Socialpolitik (1998), Kapitel 2, s. 21 -53. John Andersen og Jørgen Elm Larsen: Velfærdsstatens sociologi. I: Sociologi – en grundbog til et fag. Red. af Heine Andersen. Hans Reitzels Forlag, København 2011, s. 159 – 180. Henning Hansen (2001): Velfærdsstaten, i: i Ejrnæs, M. m.fl.. Sociologi og socialt Arbejde. Danmarks Forvaltningshøjskole, s. 274 – 291. 23 Aksel V. Carlsen ( 2007): Grønland: et holdningsskift i den post – koloniale velfærdspolitik? I: Gudbjörg Linda Rafndóttir ( red.): Arbejde, helse og Velfærd i Vestnorden. Reykjavik 2007, s. 57 – 75. Bislev, S.(1998): Socialpolitiske modeller, i: Socialpolitik (1998), Kapitel 5, s. 100 - 121. Hansen, Finn Kenneth ( 2001 ) : Fattigdom og social udstødning. I: Ejrnæs, M. m.fl.. Sociologi og socialt Arbejde. Danmarks Forvaltningshøjskole, s. 167 – 196. 24 Morten Ejrnæs ( 2001): Socialt Netværk. I: Morten Ejrnæs. m.fl. (2001). Sociologi og socialt Arbejde. Danmarks Forvaltningshøjskoles Forlag, s. 214 – 233. Nielsen, Klyver, Evald, Bager ( 2009): Socialt entreprenørskab. I: Nielsen, Klyver, Evald, Bager: Entreprenørskab i teori og praksis. Paradokser i spil. Syddansk universitetsforlag, s. 223 – 240. Pensumliste: Liste over bøger der skal anskaffes på forhånd ( købes) Heine Andersen (nyeste udgave): Sociologi – en grundbog til et fag. Hans Reitzels Forlag. Anthony Giddens (1990, dansk nyeste udgave): Modernitetens konsekvenser. Hans Reitzels Forlag Morten Ejrnæs. m.fl. (nyeste udgave). Sociologi og socialt Arbejde. Danmarks Forvaltningshøjskoles Forlag Carlson, Aksel V. (red.) (2005) Arbejdsmarkedet i Grønland – fortid, nutid og fremtid. En antologi. Ilisimatusarfik. Kahlig, Wolfgang og Banerjee, Nina ( red.) ( 2007): Børn og unge i Grønland – en antologi. MIPI – Ilisimatusarfik – Milik Publishing. 15 Nielsen, Klyver, Evald, Bager (2009): Socialt entreprenørskab. I: Nielsen, Klyver, Evald, Bager: Entreprenørskab i teori og praksis. Paradokser i spil. Syddansk universitetsforlag, s. 223 – 240. Mikroøkonomi: Underviser: Michael Driefer Fagbeskrivelse: Formålet med kurset er at indføre i den mikroøkonomiske teori. Mikroøkonomisk teori omhandler incitamenter og deres betydning for forbruger- og producentadfærd, og den omhandler markedets funktionsmåde. De velfærdsmæssige implikationer af markedets funktion diskuteres også. Økonomisk-politiske instrumenter såsom afgifter, subsidier og direkte pris- og mængderegulering behandles sammen med driftsøkonomiske aspekter af ledelsen af en virksomhed. De studerende løser i semestrets løb fire mindre opgaver, som fordrer konkret brug af de gennemgåede metoder. Disse skal være godkendt af underviseren før den studerende kan indstille sig til eksamen. Desuden er det en forudsætning for at indstille sig til eksamen at man aktivt har deltaget i mindst 75 % af undervisningen i Mikroøkonomi. Undervisning: 42 timer inkl. vejledning Pensum, vejledende sidetal: 600 Eksamen: Skriftlig, 4 timer, uden hjælpemidler Censur: Ekstern ECTS-point: 10 Karakter: GGS-skalaen, karakteren baseres på følgende kriterier: • Aktivitet: 10 % • Hjemmeopgaver: 20 % • Opgaver i klassen: 20 % • Eksamen: 50 % Pensumliste: Henrik Kjær og Morten Vibe-Pedersen: ”Mikroøkonomi”. 2. udgave 1. oplæg 2011. Hans Reitzels Forlag. ISBN: 978-87-7675-883-7. Kompendium ”Mikroøkonomi” af Niels Bruhn Christensen & Anders Poulsen. Peter Trier: Mikroøkonomi – opgaver. ISBN-13:9788741258485. Grønlands statistik: http://www.stat.gl/publ/da/SA/201303/pdf/2013%20statistik%20årbog.pdf Forvaltningslære: Underviser: Martin Christiansen Fagbeskrivelse: 16 Formålet med faget er at introducere forvaltningslærens begrebsapparat og tolkninger af forvaltningssystemet, herunder samspillet mellem politikere og embedsmænd, samt give indsigt i, hvordan den grønlandske forvaltning kan belyses ved hjælp af fagets modeller. Der kan være tale om såvel offentlige som private interesseorganisationers forvaltning. De studerende løser i semestrets løb to opgaver, som fordrer konkret brug af de gennemgåede teorier og approaches, fortrinsvis med udgangspunkt i en grønlandsk kontekst. Disse skal være godkendtaf underviseren før den studerende kan indstille sig til eksamen. Undervisning: 36 inkl. vejledning Pensum, vejledende sidetal: 600 Eksamen: Bunden hjemmeopgave, max. 15 sider ekskl. databilag af en uges varighed Censur: Ekstern Karakter: GGS-skalaen ECTS-point: 7,5*/10** *Enligt studieordning 2010 ** Enligt studieordning 2014 Læseplan for forvaltningslære: Introduktion (1. lektion) 2. lektion Asbjørn Sonne Nørgaard: Det institutionelle valg og dets konsekvenser Kapitel 7: Velfærdsstatens forvaltning og styring Politik og forvaltning, kapitel 1 og 2 3. lektion Jakobsen, Mads Leth Felsager (2008) ”Et blindt fokus på Danmark? En analyse af den grønlandske forvaltnings ideimport, Politica, 40. årg. Nr. 2 2008 Brochmann Helene og Hamann Bente (1990) ”Forvaltning i forandring”, Atuakkiorfik, Nuuk, kap. 5 og 6. 4. lektion Christensen, Jørgen Grønnegård; Peter Munk Christiansen og Marius Ibsen (2006). Politik og forvaltning, 2. udgave. Århus: Systime. Kapitel 9 Kjær, Ulrik (2005). Kommunesammenlægninger i Grønland set i et lokaldemokratisk lys. Strukturudvalget, Nuuk. Christiansen Martin (2008), ”Grønlandske kommer så store som Frankrig”, DJØF-bladet Status på strukturreformarbejdet – Foråret 2007. 17 5. lektion Christensen, Jørgen Grønnegård; Peter Munk Christiansen og Marius Ibsen (2006). Politik og forvaltning, 2. udgave. Århus: Systime. Kapitel 10, 11 og 13 Binderkrantz, Anne (2008). ”På Danske Hænder? Samspillet mellem grønlændere og danskere i den grønlandske forvaltning”, Politica 40 (2), 2008. Christiansen, Peter Munk og Lise Togeby (2003). ”Grønlands elite” i Gorm Winther (red.). Demokrati og magt i Grønland, Århus: Magtudredningen. 6. lektion Winter, Søren og Vibeke Lehmann Nielsen (2008). Implementering af politik. København: Academica. Kapitel 5,6,7 og 8. 7. lektion Christiansen, Peter Munk et al (2008). Budgetlægning og offentlige udgifter”, København: Academica. Kapitel 1,2, 4 og 5 Finanslov 2011 Politisk Økonomisk Beretning 2011 Det rådgivende udvalg vedrørende Grønlands Økonomi (2009). ”Den økonomiske udvikling i Grønland”. Kapitel 1 og 3. Christiansen, Peter Munk et al (2009). Budgetlægning og offentlige udgifter”. København: Academica. Kapitel 3 og 6. 8. lektion Hvad laver Finansudvalget? foredrag af sekretariatschef, tidl. udvalgssekretær for Finansudvalget Nikolai Sten Christensen. Emnefag: Beslutningsprocesser, 5 ECTS: Underviser: Samo J. Nielsen Fagbeskrivelse: Faget har til formål at give de studerende en introduktion til beslutningsprocesser og opnåelse af forståelse om hvor komplekst beslutningsproces er og at fuld forståelse er nødvendig for at kunne effektivt praktisere det. Faget følger E. Frank Harrisons grundbog der behandler emnet ud fra et perspektiv som er integreret og interdisciplinær beslutningsproces hvor rationelle beslutningstagere forfølger strategiske valg, der vil give vellykkede resultater inden for mærkbare grænser. Et af bogens hovedbidrag er at den fokuserer på beslutninger ved øverste led i organisationen på en multidisciplinær kontekst. 18 Eksamensformen i faget er et mundlig eksamen med synopse. De studerende skal undersøge og analysere en selvvalgt case og det forventes at de studerende selv indsamler empiri. Først skal synopse laves hvor de studerende baseret på et kvalitativt interview (som skal transskriberes) skal lave denne synopsis på 5-6 sider hvor der inkluderes; indledning med problemformulering, teorisamt metodeovervejelser i den valgte case, kort sammenfatning af de vigtigste resultater, konklusion, der skal perspektiveres og opstille en række videre undersøgelse samt opliste litteraturlisten. Synopse skal udformes så den er enkel at bruge til fremlæggelsen og evt. power point præsentation i punktform baseret på synopse. Læringsmål: - At give en forståelse af hvordan beslutningsprocesser i organisationer fungerer ud fra forskellige perspektiver. - At gøre de studerende er i stand til at integrere og interdisciplinært betragte beslutningsprocesser ud fra de forskellige perspektiver. - At de studerende kan arbejde teoretisk og analytisk med empiri fra en konkret, selvvalgt case. Underviser: PhD-studerende Samo J. Nielsen, Cand.Scient.Adm. E-mail: [email protected] Ilisimatusarfik – University of Greenland Eksamen: Aflevering af synopse: Ugen før eksamen, primo juni 2015. Mundtlig eksamen med synopse. Ca. 10 min. Præsentation med 10 min. Spørgetid. Dato medio juni 2015. Lektionsplan: Tema Præsentation af faget Beslutningstagning, Overblik, praksis Pensum Kapitel 1 Harrison + Buchanan & O´Connell Lektion 2 (uge 7) Beslutningsproces Kapitel 2 Lektion 3 (uge 8) Rationel beslutningstagning Kapitel 3 Lektion 4 (uge 9) Værdier for beslutningstagning Kapitel 4 + Lau Lektion 5 (uge 10) Eklektisk tilgang til beslutningstagning Psykologien af beslutningstagning Kapitel 5 + Petersen, ’Samfund uden overhoveder og dem med’ Kapitel 6 Lektion 1 (uge 6) Lektion 6 (uge 11) 19 Lektion 7 (uge 12) Sociologien af beslutningstagning Kapitel 7 Lektion 8 (uge 13) Social psykologien af beslutningstagning Politisk aspekt af beslutningstagning Strategisk beslutnings perspektiver Strategisk beslutnings fuldførelse Opsummering, case præsentationer Kapitel 8 Lektion 13 (uge 18) Case præsentationer Kapitler 13 og 14 hhv. Case nr. 2 og nr. 3 Lektion 14 (uge 19) Case præsentation Kapitel 15 Case nr. 4 Lektion 15 (uge 20) Spørgetime og evt. Lektion 9 (uge 14) Lektion 10 (uge 15) Lektion 11 (uge 16) Lektion 12 (uge 17) Kapitel 9 + Petersen, ’De gamle og de nye autoriteter i Grønland’ Kapitel 10 Kapitel 11 Case demonstration og Kapitel 12 case nr. 1 Pensumliste: Grundbog: Harrison, E. Frank 1999, The Managerial Decision-Making Process (5th ed.), Houghton Mifflin Company, Boston, 491 sider. Artikler: Buchanan, Leigh and O’Connell, Andrew 2006, A Brief History of Decision Making, Harvard Business Review, Boston, 8 sider Lau, Christel 2003, Ufaglærtes arbejdsværdier – en etnografisk undersøgelse af arbejdsværdier, arbejdsnormer og handlinger på en produktionsvirksomhed i Grønland, Feltrapport – Institut for Etnografi og Socialantropologi, Århus, side 28-55, 28 sider. Petersten, Robert 1970, ’De gamle og de nye autoriteter i Grønland’, Tidsskrift for Grønlands Retsvæsen, 6. årgang, nr. 1, sider 109-114, 6 sider Petersten, Robert 1993, ’Samfund uden overhoveder – og dem med’, Grønlandsk kultur- og samfundsforskning 93, Ilisimatusarfik, Nuuk, sider 121-138, 17 sider Supplerende litteratur: Petersten, Robert 1998, ’Om Ledelsesformer Før og Nu’ i Petersen, Hanne og Janussen, Jakob (eds.) 1998, Retsforhold og Samfund i Grønland: en antologi, Ilisimatusarfik, Nuuk, sider 25-35, 11 sider 20 Vanclay, Frank 2003, ‘International Principles For Social Impact Assessment’, Impact Assessment and Project Appraisal, vol. 21, no. 1, Beech Tree Publishing, Guildford, 15 sider, set 01-10-2014, <http://www.iaia.org/publicdocuments/sections/sia/IAIA-SIA-International-Principles.pdf> Naalakkersuisut 2009, Guidelines for Social Impact Assessments – for mining projects in Greenland. Nuuk, 20 sider, set 02-10-14, < http://www.govmin.gl/images/stories/minerals/sia_guideline/sia_guidelines.pdf> Emnefag: Networked Materiel Discourse and eDemocracy, 5 ECTS TEACHER: Andreas Møller Jørgensen, PhD fellow, Department of Social Science, Ilisimatusarfik COURSE DESCRIPTION: In conjunction with the spread of the internet the 1990s witnessed the emergence of the concept of eDemocracy, which is concerned with democratic prospects of digital communication technologies; the governing of the people by the people by technological means. As such, eDemocracy opens up a whole range of technologically conditioned key democratic questions: What role are citizens, politicians and the public administration to have and why? How should they relate to each other and by what means? By explicitly postulating some relation between technology and democracy, eDemocracy exemplifies a wider phenomenon which has to do with the interrelations between technology, social grouping and power. In the course we will explore, discuss, reflect upon and synthesize three theoretical perspectives on the interrelations exemplified by eDemocracy: 1) Foucault’s analysis of knowledge/power, which offers some tools to understand how knowledge and power operates in conjunction. 2) Laclau & Mouffe’s concept of hegemony that explains why and how social groups remain in a limbo struggling for unity in a world of radical particularity. 3) Latour’s Actor-Network Theory that substitute ontological distinctions between subject and object with an analysis of action as associations spun through networks of actors. In addition to discuss and reflect upon each perspective individually, we will begin the task of critically combining them into one coherent theory. Thus, throughout the course the student is invited and encouraged to participate in building a theory which, for lack of any better term, could be coined ‘network material discourse theory’. That is, a theory on the interrelations between technology, social grouping and power that facilitates an analysis of e.g. why different actors define the roles of the citizen, the politician and the public administration within an eDemocracy as they do. The phenomenon investigated in the course is initially disclosed by eDemocracy. Furthermore, eDemocracy serve throughout the course as illustrative example to which the theories will be applied and tested. However, the focus of the course is the theoretical elaborations which can help illuminate similar phenomena like eLearning (the IPad project in Qeqqata and Kujalleq is a recent example), online consumerism, architecture and city-planning. In the exam, the student is encouraged to explore an example of their own choosing on the interrelations between technology, social grouping and power. The course will be offered in Danish or English if required. 21 LEARNING OBJECTIVES: The goal of the course is that students are • Familiar with Foucault’s analysis of knowledge/power, Laclau & Mouffe’s concept of hegemony and Latour’s Actor-Network Theory • Able to reflect upon and discuss theoretical perspectives on discourse, power, hegemony and actor-network theory • Able to conduct networked material discourse analysis TEACHING: Combination of class discussions, student presentations, group work and class room lectures. STUDY LOAD: • 5 ECTS • 10 lectures, 3 hours each • 600 pages syllabus EXAM: Mundtlig, 30 minutter med synopse. CURRICULUM: #1 – Introduction Theoretical problem Winner, L. (1980) ‘Do Artifacts Have Politics?’, in Daedalus, vol. 109, no. 1, Modern Technology: Problem or Opportunity?, pp. 121-136 eDemocracy Vedel, T. (2006) ‘The Idea of Electronic Democracy: Origins, Visions and Questions’, Parliamentary Affairs, vol. 59, no. 2, pp. 226–235 Päivärinta, T. and Sæbø, Ø. (2006) ‘Models of E-Democracy’, Communications of the Association for Information Systems, vol. 17, Article 37, pp. 818-840 #2 – Actor-Network Theory Latour, B. (2007) Reassembling the Social – An Introduction to Actor-Network Theory, Oxford: Oxford University Press, pp. 27-87 #3 – Actor-Network Theory Latour, B. (1996) ‘On actor-network theory. A few clarifications plus more than a few complications’, in Soziale Welt, vol. 47, pp. 369-381 Latour, B. (1986) ‘The Powers of Association', Law (ed.) Power, action and belief: A New Sociology of Knowledge, London: Routledge and Kegan Paul, pp. 264-280 eDemocracy and ANT 22 Marres, N. (2004) ’Tracing the trajectories of issues, and their democratic deficits, on the Web’, Information Technology & People, vol. 17 Issue 2, pp. 124 – 149 #4 – Language as actions and games Austin, J. L. (1975) How to do things with words, 2nd ed., Oxford University Press, Oxford, pp. 124 & pp. 133-147 Wittgenstein, L. (1967) Philosophical investigations, 3rd ed., Basil Blackwell Ltd., Oxford, §§ 1-85, pp. 2-40 #5 – Knowledge/power Foucault, M. (1991) Discipline and Punishment – The birth of the prison, Penguin Books, London, pp. 195-228 Foucault, M. (1990) The history of sexuality – An introduction, Penguin, London, pp. 92-102 eDemocracy and pervasive power Johnson, J. A. (2007) ‘The Illiberal Culture of E-Democracy’, Journal of EGovernment, vol. 3, no. 4, pp. 85-112 Neubauer, T. Vuga, T. & Ilc, B. (2012) ‘ICT as the Facilitator of Postmodern and Empowered Forms of Citizenship: Myth or Reality?’, Charalabidis, & Koussouris (eds.) Empowering open and collaborative governance: Technologies and methods for online citizen engagement in public policy making, Springer, pp. 223-240 Additional readings Matthewman, S. (2014): ’Michel Foucault, Technology, and Actor-Network Theory’, Techné: Research in Philosophy and Technology, vol. 17, no. 2. #6 – Knowledge/power Foucault, M. (2009), Security, Territory, Population - LECTURES AT THE COLLÈGE DE FRANCE,1977-78, Picador; 1 edition, pp.16-110. Additional readings Collier, S. J. (2009) ‘Topologies of Power - Foucault’s Analysis of Political Government beyond ‘Governmentality’, Theory, Culture & Society, vol. 26, no. 6. #7 – Hegemony Laclau, E. & Mouffe, C. (2001) Hegemony and Socialist Strategy – Towards a Radical Democratic Politics, 2nd ed., Verso, London, pp. 93-148 eDemocracy and hegemony Mahrer, H. & Krimmer, R. (2005) ‘Towards the enhancement of e-democracy: identifying the notion of the ‘middleman paradox’’, Info Systems Journal, vol. 15, pp. 27–42 23 Price. V. (2012) ‘Playing Politics: The Experience pf E-Participation’, Connecting Democracy – Online Consultation and the Flow of Political Communication, Coleman & Shane (eds.), Cambridge: The MIT Press, pp. 125-149 #8 – Particularity and universality Lacalu, E. (1995) ‘Subject of Politics, Politics of the Subject’, d – i – f – f – e – r – e – n – c – e – s : A Journal of Feminist Cultural Studies, vol. 7, no. 1, pp. 146-164 Laclau, E. (2001) ‘Democracy and the Question of Power’, Constellations, vol. 8, no. 1, pp. 3-14 eDemocracy and agonistic pluralism: Barney, D. (2007) ‘Radical Citizenship in the Republic of Technology: A Sketch’, Radical Democracy and the Internet – Interrogating Theory and Practice, Dahlberg & Siapera (eds.), pp. 37-54 Dahlberg, L. (2007) Rethinking the fragmentation of the cyberpublic: from consensus to contestation, New Media Society, vol. 9, no. 5, pp. 827–847 #9 – eDemocracy revisited Agre, P. E. (2002) ‘Real-Time Politics: The Internet and the Political Process’, The Information Society: An International Journal, vol. 18, no.5, pp. 311-331 Barber, B. R. (1998-1999) ‘Three Scenarios for the Future of Technology and Strong Democracy’, Political Science Quarterly, vol. 113, no. 4, pp. 573-589 Ward, S. & Vedel, T. (2006) ‘Introduction: The Potential of the Internet Revisited’, Parliamentary Affairs, vol. 59, no. 2, pp. 210–225. #10 Clarifications, Questions & Evaluation Årgang 2: Fagbeskrivelser, lektionsplaner og pensumlister: Sociologi (se s. 10-15 enligt årgang 1) Statistik: Underviser: Mattias Törnqvist Fagbeskrivelse: Formålet er at opøve de studerendes kompetencer til analyser af kvantitative data, herunder udførelse og fortolkning af statistisk hypoteseprøvning. Binomialfordeling, normalfordeling, χ2 og lineær regression behandles blandt andet. 24 De studerende løser i semestrets løb seks mindre opgaver, som fordrer konkret brug af de gennemgåede metoder og teknikker. Disse skal være godkendt for at kunne gå til den afsluttende eksamen. Undervisning: 78 timer Pensum, vejledende sidetal: 1200 Eksamen: Hjemmeopgave, bunden 1 uge, max 15 sider ekskl. databilag Censur: Ekstern Karakter: GGS-skalaen ECTS-point: 15 Lektionsplan: Meddeles senere! Pensumliste: Kenneth Hansen & Charlotte Koldsø (2012): Statistik i økonomisk perspektiv. 2. udgave. København: Hans Reitzels Forlag. Makroøkonomi: Underviser: Joan Nymand Larsen Beskrivelse: Formålet er indføring i teorier vedrørende bestemmelse og udvikling af centrale makroøkonomiske størrelser: Den samlede produktion, indkomst, beskæftigelse og arbejdsløshed i økonomien samt prisniveauet. Modelrammen er dels den lukkede og dels den åbne økonomi – begge med en privat og en offentlig sektor, og er sker en trinvis introduktion af varemarked, pengemarked og arbejdsmarked. Makroøkonomisk politik for såvel den lukkede som den åbne økonomi behandles. Der vil også blive sat fokus på den arktiske økonomi. De studerende løser i semestrets løb fire mindre opgaver, som fordrer konkret brug af de gennemgåede metoder. Disse skal være godkendt for at kunne gå til den afsluttende eksamen. Karakter: Deltagelse: 10% Opgave: 10% Prøve: 20% Gruppe oplæg: 10% Afsluttende eksamen: 50% Pensumliste: Tekstbog: N. Gregory Mankiw. 2015. Principles of Macroeconomics, 7th Edition ISBN-10: 1285165918 | ISBN-13: 9781285165912 Huskey, L., Mӓenpӓӓ, I., and Pelyasov, A. (2014). „Economic Systems“. Chapter 4 in: Arctic Human Development Report: Regional Processes and Global Linkages (AHDR-II). Joan Nymand Larsen and Gail Fondahl (Editors). TemaNord. 2014:567. Copenhagen: Nordic Council of Ministers. (Kan downloades gratis fra January 2015 – NMR webside) Ikke pensum – men elever opfordres til at læse ekstra materiale: 25 Departementet for Finanser og Indenrigsanliggender. Politisk-økonomisk Redegørelse 2014. Naalakkersuisut.http://naalakkersuisut.gl/~/media/Nanoq/Files/Attached%20Files/Finans/DK/Politi sk%20Oekonomisk%20Beretning/POB%202014%20INT%20DK.pdf Larsen, J.N. and Huskey, L. (2010). „Material Well-being in the Arctic“. Chapter 3 in: Arctic Social Indicators. Joan Nymand Larsen, Peter Schweitzer, and Gail Fondahl (Editors). 26 TemaNord. 2010:519. Copenhagen: Nordic Council of Ministers. Website: http://norden.divaportal.org/smash/get/diva2:701571/FULLTEXT01.pdf Larsen, Joan Nymand. 2010.”Economies and Business in the Arctic Region”. Chapter in: Polar Law Textbook. Editor: Natalia Loukacheva. TemaNord 2010:538. Nordic Council of Ministers, Copenhagen, Denmark, 2010. Pages 81-101. Website: http://norden.divaportal.org/smash/get/diva2:701555/FULLTEXT01.pdf Larsen, J.N., and Huskey. L. (upcoming 2015). „The Arctic Economy in a Global Context“. Chapter In: The New Arctic. Birgitta Evengaard, Joan Nymand Larsen, and Öyvind Paasche (Editors). Springer Publishing. (Gøres tilgængelig i pdf). EMNER (foreløbige): INTRODUCTION TO ECONOMICS - Principles of Economics -Applications to the Northern Economy INTRODUCTION TO MACROECONOMICS -Measuring Economic Performance -The Circular Flow Diagram -How good are the GDP figures? Applications to the Northern Economy THE ARCTIC ECONOMY -Structure and Performance of the Arctic Economy -Case studies, including the Economy of Greenland THE REAL ECONOMY IN THE LONG RUN -Production and Growth -Why do Economies grow? Benefits and Costs of economic Growth -Saving, Investment, and the Financial System -The Natural Rate of Unemployment -Applications to the Northern Economy Metode: Underviser: Maria Ackrén, Jette Rygaard, Kurt Møller Pedersen og Merete Watt Boolsen Fagbeskrivelse: Formålet er at give de studerende kendskab til kvalitative og kvantitative metoder ved tilrettelæggelse og gennemførelse af undersøgelser af samfundsvidenskabelige problemstillinger. Forskningsprocessen fra problemformulering over dataindsamling og analyse til tolkning og præsentation af resultaterne behandles. Kurset omhandler både kvalitative og kvantitative metoder, herunder komparativ metode, diskursanalyse, survey, visuel metode, ’indigenous method’ og inddrager også simpel tabelmæssig, grafisk og anden præsentation af data. Faget berører kun kort egentlige statistiske teknikker og er således for samfundsfags vedkommende afgrænset fra faget statistik. De studerende løser i semestrets løb fire opgaver, som fordrer konkret brug af de gennemgåede metoder. Disse skal være godkendt for at kunne indstille sig til eksamen og hele vejen igennem kræves aktiv deltagelse og oplæg. OBS mindre ændringer i planen kan forekomme ☺ 27 Undervisning: 45 timer + seminar Pensum, vejledende sidetal: 1000 Eksamen: Mundtlig, 30 minutter, synopsis 3 til 5 sider. Censur: Intern Karakter: GGS-skalaen ECTS-point: 7,5 (SAMF)/10 (SLM) Pensumliste: Hovedbog: Alan Bryman (2012): Social Research Methods. Oxford: Oxford University Press. 766 sider. Bør købes! Bryman og øvrig litteratur stilles på semesterhylden og/eller lægges på S/drevet S/ MetodeF2015 Lektionsplan: Lektion Dato Emne Underviser Litteratur 1 3/2 Research Design: The Nature and Process of Social Research and Social Research strategies Maria Ackrén Alan Bryman (2008): Social Research Methods. Oxford. Part one: Chapter 1-2. 2 10/2 Kurt Møller Pedersen Alan Bryman (2008): Social Research Methods. Oxford. Part one: Chapter 4-5. 3 17/2 Maria Ackrén 4 24/2 Research Designs: Planning a research project and formulating research questions and getting started. Research Designs: Comparative Methods and Mixed Methods Qualitative Methods Opgave 1 Alan Bryman (2008): Social Research Methods. Oxford. Part one: Chapter 3 + Part four: Chapter 26-27. Alan Bryman (2008): Social Research Methods. Oxford. Part three: Chapter 17-18. 5 3/3 Ethics and Politics in Social Research Kurt Møller Pedersen 6 10/3 Indigenous research & Visual anthropology Jette Rygaard Maria Ackrén Alan Bryman (2008): Social Research Methods. Oxford. Part one: Chapter 6 + part two: Chapter 14. Norman K. Denzin, Yvonna S. Lincoln and Linda Tuhiwai Smith (2008): Handbook of Critical and Indigenous Methodologies. Sage Publications. Chapter 1-2, Chapter 17. 28 Sarah Pink: Doing Visual ethnography: Kap. 2: Planning and practicing ‘Visual Methods’. Alan Bryman (2008): Social Research Methods. Oxford. Part three: Chapter 19 + 24. 7 17/3 Ethnography and Participant Observation Opgave 2 Jette Rygaard 8 24/3 Jette Rygaard Alan Bryman (2008): Social Research Methods. Oxford. Part four: Chapter 28-29. 9 31/3 E-Research: Internet Research Methods and Writing Up Social Research Research Designs: Quantitative Research Kurt Møller Pedersen Alan Bryman (2008): Social Research Methods.Oxford. Part two: Chapter 7-8. 14/4 Quantitative Data Analysis Kurt Møller Pedersen 11 5/5 Interviewing and Asking Questions in Questionnaires Merete Watt Boolsen 12 6/5 Language in Qualitative Research Dokument & diskursanalyse Merete Watt Boolsen Alan Bryman (2008): Social Research Methods. Oxford. Part two: Chapter 15-16. Alan Bryman (2008): Social Research Methods. Oxford. Part two: Chapter 9-11 + Part three: Chapter 20-21. Alan Bryman (2008): Social Research Methods. Oxford. Part three: Chapter 22. 13 7/5 Content Analysis and Nvivo Merete Watt Boolsen 14 8/5 15 15/5 10 Alan Bryman (2008): Social Research Methods. Oxford. Part two: Chapter 13. Using Nvivo Merete Watt Alan Bryman (2008): Social Boolsen Research Methods. Oxford. Part three: Chapter 25. Untold stories seminar 11. maj kl. 14-19 + 12. maj kl. 14-20 Opsamlingsseminar: Maria Ackrén, Jette EksamensforbeRygaard & Kurt redelse / spørgetime Møller Pedersen Vejledning efter aftale 29 Årgang 3: Fagbeskrivelser, lektionsplaner og pensumlister: Metode (se s. 26-28 enligt årgang 2) EMNEFAG – Foråret 2015: Emnefag: Business and Sustainable Development Teacher: Kathleen Kent Description: This course will explore how the principles of sustainable development interact and influence organizations today. The ways in which social, ecological, and economic factors impact organizations will be examined. Concepts such as externalities, corporate social responsibility, accountability, and sustainability will be explored along with new economic thinking for wellbeing and prosperity. The emphasis is on the structure of the western multinational corporation and students will be encouraged to apply learnings to both the local and global business environments. Course Outline (undergrad with additional readings for postgrad)* Wk 1 2 Topic Introduction to Course - overview of course and a brief introduction to business Sustainable Development - focus on history and the present state 3 financial crisis, political change, and organizations 4 5 6 7 8 9 10 11 12 Recap and Review Readings #3 past & present sections #10, #1-ch1&2, #2 Main Readings* 30 # 1 2 3 4 5 6 7 8 9 10 11 12 13 Title Author The Corporation - The Pathological Pursuit of Profit and Power Joel Bakan Prosperity Without Growth - Economics for a Finite Planet Tim Jackson The Principles of Sustainability Simon Dresner Understanding Sustainable Development John Blewitt A brief theory of the market - ethically focused Ulrich Thielemann The case for corporate social responsibility Henry Mintzberg Conceptions of corporate social responsibility: the nature of managerial capture Brendan O'Dwyer Shifting paradigms for sustainable development: implications for management theory and research Gladwin et.al Accounting and corporate accountability George Benston The financial crisis in Europe: evolution, policy responses and lessons for the future Goddard et.al Towards a theory of stakeholder identification and salience: Defining the principle of who and what really counts Mitchell et.al The primordial stakeholder: advancing the conceptual consideration of stakeholder status for the natural environment Driscoll et.al The business of sustainability: McKinsey Global Survey results Bonini & Goerner Pub 2005 2011 2002 2008 2000 1983 2002 1995 1982 2009 1997 2004 2011 Pgs 196 215 180 249 26 12 30 26 16 16 30 13 10 Type Book Book Book Book Article Article Article Article Article Article Article Article report *The course outline and readings are subject to change. Emnefag: Managing Negotiations BA level (7.5 ECTS) and MA level (7,5/10 ECTS) 16.2.-13.3.2015 Teacher Office hours Email Birgit Pauksztat, Assistant Professor, Department of Management and Organization, Hanken School of Economics, Helsinki, Finland To be announced [email protected] Aim of the course The aim of this course is to enhance participants’ knowledge and skills for managing negotiations in a broad array of situations and settings. This includes negotiations with coworkers, bosses, buyers, suppliers, and other organizations. The course will introduce participants to the subject both from a theoretical and a practical perspective. Throughout the course, we will use role-play negotiation exercises to apply insights from the lectures and course literature, and gain some practical experience. Some of the role plays will take place during the lectures; some will take place out of class. At the end of the course, you are expected to be able to: 1. describe the key aspects of negotiation situations, the challenges they present, as well as strategies for dealing with them; 2. explain how contextual, cognitive, and emotional factors affect negotiations; 3. analyze negotiation situations and select appropriate negotiation strategies. Course level and language The course is intended as an introduction to negotiations, and is suitable for students at both BAand MA-level. The lectures and course materials will be in English, so a good command of English is desirable. Written assignments can be submitted in Danish or English. 31 Course description I. Lectures Together with the course readings, the material covered in the lectures provides the foundation for other elements of the course, including out-of-class role play exercises and assignments. As part of the lectures, we will discuss participants’ experiences with the role play negotiation exercises. The discussion will be based on two key elements: (1) setting participants’ experiences in relation to concepts and models introduced in the lectures and the course readings, and (2) learning from each other by comparing the strategies used by different participants, and their negotiation outcomes. This requires active participation from everyone. II. Role play exercises In a negotiation role play, participants are assigned to groups of two (and sometimes more) negotiators. Each participant is assigned a role (for instance, a seller or a buyer), and given “role instructions” - confidential information about the case and his or her role. This reflects the situation in real-world negotiations, where negotiators do not have complete access to the information of the other party. In preparing for the negotiation, carefully read the information and prepare a strategy for the negotiation. Do not reveal your role instructions. The information provided in the role instructions is confidential. This reflects real-world situations where you would not have complete access to the information your counterpart has. As in real-world negotiations, you can choose to reveal or discuss some of this during the negotiation as part of your negotiation strategy. However, never show or reveal your full role instructions to someone with another role, either before, during or after a negotiation, unless explicitly requested to do so by the instructor. To allow us to use the cases in the future, please do not discuss details of the cases with anyone who is not participating in this course. III. Out-of-class role play exercises Everyone is expected to participate in all role play exercises. If, for important reasons, you are unable to participate in an out-of-class role play, please inform the instructor and (if you have already been assigned a partner for the role play) him/her immediately. NB. Because students’ role play participation affects not only themselves, but also their counterparts in the role play, the instructor reserves the right to exclude students from further role plays if they fail to turn up for a scheduled role play without informing their counterpart in due time, if they cannot be reached by their counterpart to schedule an appointment, or if they are completely unprepared for a negotiation. IV. Role Play Essays In the role play essays, course participants analyze one of the out-of-class role play negotiations; each essay focuses on a different role play. Detailed instructions will be provided at the start of the course. Please submit each essay by the deadline given in the course programme below. V. Research Assignment Detailed instructions for the assignment will be provided at the start of the course. Please submit the assignment by the deadline given in the course programme below. 32 VI. Presentations During the lectures, each participant will give a short presentation. Topics will be agreed upon on first day of course. At the BA level, each participant will give a short (ca 5-10 min) presentation, explaining a negotiation concept or strategy based on the course readings. Participants who wish to get credit for this course at the MA level will read a research article related to the topic of one of the lectures, and present a short summary of the findings (ca 10 min). Important general information Plagiarism Please note that plagiarism - the theft or use of someone else’s work without proper acknowledgement, presenting the material as if it were your own - is a serious offence. Detailed information on citations and referencing is provided in the instructions at Ilimmarfik’s homepage. Please read this information carefully; references must be included in accordance with these instructions. Privacy Learning from each other’s experiences requires active participation in class discussions from everyone. It also requires a sense of trust. The class should be a safe place to try out new styles of negotiating and new ways of thinking. Therefore, I would like to ask you to exercise higher than normal discretion in talking about the experiences, behaviour, or comments of others. This is particularly important when you are speaking to those outside of the course. I will do the same. Readings The required readings for the course are: Lewicki, R.J., B. Barry and D.M. Saunders, 2010. Negotiation. New York: McGraw-Hill/Irwin (6th edition or later). Fisher, R., W. Ury and B. Patton, 1991. Getting to yes: Negotiating an agreement without giving in. London: Random House Business Books (2nd edition or later). Subramanian, G., 2009. Deal design: Negotiation? Auction? A dealmaker’s guide. Harvard Business Review (Dec), 101-107 The following readings are required for MA level, and optional for BA level: Adam, H., A. Shirako and W.W. Maddux, 2010. Cultural variance in the interpersonal effects of anger in negotiations. Psychological Science, 21, 882-889. Barron, L.A., 2003. Ask and you shall receive? Gender differences in negotiators’ beliefs about requests for a higher salary. Human Relations, 56, 635-662. Eisenhardt, K.M., 1989. Agency theory: an assessment and review. Academy of Management Review, 14, 57-74 Emerson, R.M., 1962. Power-dependence relations. American Sociological Review, 27, 31-40. Kim, P.H., R.L. Pinkley and A.R. Fragale, 2005. Power dynamics in negotiation. Academy of Management Review, 30, 799-822. 33 Kramer, R.M. and R.J. Lewicki, 2010. Repairing and enhancing trust: Approaches to reducing organizational trust deficits. Academy of Management Annals, 4, 245-277. Malhotra, D. and M.H. Bazerman, 2008. Psychological influence in negotiation: An introduction long overdue. Journal of Management, 34, 509-531. Mayer, R.C., J.H. Davis and F.D. Schoorman, 1995. An integrative model of organizational trust. Academy of Management Review, 20, 709-734. Thompson, L.L., J. Wang and B.C. Gunia, 2010. Negotiation. Annual Review of Psychology, 61, 491-515. The following readings are optional: Allas, T. and N. Georgiades, 2001. New tools for negotiators. McKinsey Quarterly, 2, 86-97. Brett, J.M., R. Friedman and K. Behfar, 2009. How to manage your negotiation team. Harvard Business Review (Sep), 105-109. Coutu, L., 2002. Negotiating without a net: A conversation with NYPD’s Dominick J. Misino. Harvard Business Review (Oct), 49-54. Faure, G.O., 1998. Negotiation: the Chinese concept. Negotiation Journal, 14, 137-148. Lander, M.W. and L. Kooning, 2013. Boarding the aircraft: trust development amongst negotiators of a complex merger. Journal of Management Studies, 50, 1-30. Lewis, J., 2005. The Janus face of Brussels: Socialization and everyday decision making in the European Union. International Organization, 59, 937-971. Malhotra, D., 2013. How to negotiate with VCs. Harvard Business Review (May), 84-90. Sebenius, J.K., 2002. Caveats for cross-border negotiators. Negotiation Journal, 18, 121-133. Course programme Topic Lecture General introduction 1 Introduction to distributive bargaining MA Group meeting with MA students Lecture Distributive bargaining 2 Introduction to integrative negotiation Out-of-class role play “The PowerScreen Problem” Lecture Discussion of “The PowerScreen Problem” 3 Integrative negotiation (cont.) MA Readings Lewicki et al. 2010: Ch 1-2 MA: Thompson et al. 2010 Optional: Coutu 2002; Faure 1998 Lewicki et al. 2010: Ch 2-4; Fisher et al. 1991 Lewicki et al. 2010: Ch 2-3; Fisher et al. 1991: Ch 7 Group meeting with MA students Out-of-class role play “Aerospace Investment” Lecture Discussion of “Aerospace Investment” 4 Relationships Lecture Goals 5 Power and influence Lecture Power and influence (cont.) 6 27.2. Deadline: Role Play Essay I MA Group meeting with MA students Lewicki et al. 2010: Ch 10 MA: Kramer & Lewick 2010; Mayer et al. 1995 Optional: Lander & Kooning 2013; Malhotra 2013 Lewicki et al. 2010: Ch 7-8 MA: Emerson 1962; Kim et al. 2005; Malhotra & Bazerman 2008 Optional: Allas & Georgiades 2001 See Block 5. 34 Lecture Norms 7 Introduction to multi-party negotiations Out-of-class role play “Costless Warehouse” Lecture Discussion of “Costless Warehouse” 8 Negotiations with agents 6.3. Deadline: Role Play Essay II Lecture Auctions vs negotiations 9 Out-of-class role play “Restaurant” Lecture Discussion of “Restaurant” 10 Student project presentations Conclusions MA Group meeting with MA students 13.3. Deadline: Role Play Essay III 10.4. Deadline: Research Assignments Lewicki et al. 2010: Ch 9, 11 (only p 323-325), 1213 MA: Adam et al. 2010; Barron 2003 Optional: Brett et al. 2009; Sebenius 2002 Lewicki et al. 2010: Ch 11 MA: Eisenhardt 1989 Optional: Lewis 2005 Subramanian 2009 Evaluation In order to pass the course, you need to: 1. get at least 50 points in total; 2. get at least 50 % of the points in each of the sub-parts marked * in the table below; 3. attend at least 8 of the 10 lectures, and 4. participate in at least three of the four out-of-class role plays. The maximum number of points is 100, broken down as follows: Points (BA level) Points (MA level) Attendance at lectures Max 40 points (4 points per lecture) Max 10 points (1 points per lecture) Role Play Essays *Role Play Essay I *Role Play Essay II *Role Play Essay III Max 14 points Max 14 points Max 14 points Max 14 points Max 14 points Max 14 points *Research assignment Max 14 points Max 42 points Presentation Max 4 points Max 6 points Late submissions: • Role Play Essays: for an essay that is submitted late, 2 points will be deducted from the final course grade. • BA Research Assignment: if the assignment is submitted late, 2 points will be deducted from the final course grade. • MA Research Assignment: if the assignment is submitted late, 5 points will be deducted from the final course grade. 35 Emnefag: Small States in the European Union and the Nordic Nations in the European Integration Process Ilisimatusarfik - University of Greenland - 36 hours - April 2015 - 7,5/10 ECTS credits Lecturer: Baldur Thorhallsson, Ph.D. Professor of Political Science and Jean Monnet Chair in European Studies Faculty of Political Science and the Centre for Small State Studies University of Iceland [email protected] General Information The main aim of the course is to examine small states in the European integration process. The course is divided into five themes. The course starts with a couple of sessions focusing on ‘definitions’ and addressing the following questions: What is the European Union (EU) and what does it offer to states in specific terms of survival, strategy and security? How can states exercise their powers within the EU? What is a 'small state'? The second part deals with small states in the EU. It deals with questions such as: How do small states work within the decision-making processes of the EU? Do small states behave differently than large ones? To what extent are small states able to influence the day-to-day decision-making of the Union? Are small states able to influence the EU treaties? The third part examines the present position of small states in the EU in the context of the latest economic crisis. An attempt will be made to answer the question whether the EU provides small states with political and economic shelter and – if so – what are the costs and benefits of such a shelter for small states. The fourth part covers how the four Nordic states (Denmark, Norway, Sweden, Iceland and Finland) have responded to European integration. The course will focus specifically on the debate on whether national identity or economic interest provides a better explanation of their responses to the European integration process. Finally, the course examines Greenland and the Faroe Islands in the European integration process. It covers their responses to the process since the late 1950s and early 1960s and analyses to what extent they are engaged – or are planning a different kind of engagement – in it at present. Students will be asked to place Greenland as a small entity within the EU and other international organizations in order to evaluate its ability to defend its interests and influence decision-making within them. Learning outcomes for students: The aim of the course is to provide a theoretical and practical understanding of the position of small states in the European integration process. It examines how small states work within the EU and their power potential within the Union. As a regional and comparative case study, it analyses in detail the participation of Greenland, Iceland, the Faroe Islands, Denmark, Sweden, Norway and Finland in the integration process. At the end of the course students should have good knowledge of the relevance of the EU to small states’ agendas and their strategic options; of the potential influence of small states within the EU; and of the specific 36 reactions of North European nations to the integration process. Also, students should be able to evaluate the role of Greenland within the EU and other international organizations. Organization The course will be taught from Monday 13 April until Friday 24 April. Classes take place from 9 to 12 or 13. The class work – classroom Students are required to participate actively in discussions in the classroom, i.e. students are required to read particular texts before each class (see course schedule below). Students will be required to answer specific questions and work in groups. Please come to class prepared to listen, learn, and discuss. The teacher will give lectures between discussions. We will make an attempt to place Greenland into the small states’ theoretical frameworks in every class. Accordingly, students will be required to work on short projects related to Greenland as a small entity/state within the small state literature on a daily basis. Attendance and participation in discussions account 40 per cent of the final grade. Readings All required readings are to be found on the course website. It is compulsory to complete all assigned readings prior to the class in which the readings will be explained, discussed, and debated. Exam There is a 24 hours ‘take-home’ exam in the course. The exam accounts for 60 per cent of the final grade. The exam will take place Friday 24 to Saturday 25 April. Course Schedule: I PART: The Literature, Small States, and the EU Monday 13 April Time: 9 to 13 Introduction to the course. What is a 'small state'? Does the concept of ‘size’ help to understand the status and role of member states in the EU? Archer, Clive & Nugent, Neill (2002) “Introduction: Small States and EU” in Current Politics and Economics of Europe, Vol. 11, No. 1., pp. 1-10. Keohane, Robert P. (1969) “Lilliputians´Dilemmas: Small States in International Politics” in International Organization, Vol. XXIII, No. 1., pp. 291-310. Vital, David (1967) “The Inequality of States, A Study of the Small Power in International Relation”. Oxford: Clarendon Press. 37 Ólafsson, Björn (1998) “Introduction and definition of a small state” in Small States in the Global System (Ashgate). Further readings: The Mission of the Small States by Fridhjof Nansen. ‘Small States’: A Theme in Icelandic Political Science and Politics, Bailes and Thorhallsson in Reveu Nordiques, June 2014. Tuesday 14 April Time: 9 to 13 Size of states in the EU. Historical evaluation and position of small states in the European integration process What is the EU and what does it offer to states in specific terms of survival, strategy and security? Decision-making in the EU Member States by Laffan B., & Stubb A., in Bomberg & Stubb (eds.) The European Union: How Does it work (Oxford University Press 2003), pp. 69-87. Small States in a Big Union: Facing Structural Disadvantages by Diana Panke in Small States in the European Union (Ashgate 2010), pp. 12-18. Small States in the European Union: What Do We Know and What Would We Like to Know? By Baldur Þórhallsson & Anders Wivel, Cambridge Review of International Affairs, vol. 19, nr. 4, 2006, pp. 651-658. The Size of States in the EU: Theoretical and Conceptual Perspectives by Thorhallsson, Baldur in Journal of European integration, Vol. 28, No. 1., pp. 7-31. How Did We Get Here? By Dinan, Desmond, in Blomberg, Peterson & Corbet The European Union: How does it work (Oxford University Press). The EU’s Institutions by Blomberg, Peterson & Corbet in The European Union: How does it work in (Oxford University Press). II PART: Small States in the Decision-Making Processes of the EU? Can Small States have a say in the EU? Wednesday 15 April How do small states work within the EU? Time: 9-12 The Administrative Working Procedures in the CAP and the Regional Policy by Baldur Thorhallsson in The Role of Small States in the European Union (Ashgate 2000), pp. 74-113. The Relationship between Member States and the European Commission by Baldur Thorhallsson in The Role of Small States in the European Union (Ashgate 2000), pp. 113-160. Denmark and the European Commission: Entering the Heart of the Union by Caroline Howard Gron, in Wivel & Miles (eds). Denmark and European Union. London: Routledge (forthcoming). 38 Further reading: Diana Panke Small States in the European Union (Ashgate 2010). Thursday 16 April Time: 9-12 To what extent are small states able to influence the day-to-day decision-making of the EU? Conclusions by Diana Panke in Small States in the European Union (Ashgate 2010), pp. 201-214. From Small State to Smart State: Devising a Strategy for Influence in the European Union by Anders Wivel in Small States in Europe: Challenges and Opportunities (Ashgate 2010), pp.15-29. Maximizing influence in the EU after Lisbon Treaty: From Small State policy to smart state strategy by Anders Wivel and Caroline Gron in Journal of European integration, 2011, vol. 33 (5). Further reading: Diana Panke Small States in the European Union (Ashgate 2010). Friday 17 April Time: 9-12 Examine successes and failures of small states within the Union. Are small states reactive or proactive within the EU? Are small states able to influence new EU treaties? Are decision-making procedures of the EU institutes beneficial or unfavorable to small states? Norm advocacy: a small state strategy to influence the EU by Annika Björkdahl in Journal of European Public Policy 15:1 (2008), pp. 135-154. Conclusions by Gunnhildur Lily Magnúsdóttir Small States’ Power Resources in EU Negotiations: The Case of Sweden, Denmark and Finland in the Environmental Policy of the EU (PhD thesis University of Iceland 2009). page. 237- 254. The Influence of Small States on the Institutional Structure of the European Union by B. Thorhallsson and B.D. Peterssson in Rannsóknir í Félagsvísindum VI, 2005. Page. 525-538. The Treaty of Nice and ‘Small’ Member States by D. Galloway in Current Politics and Economics of Europe, Vol. 11, No. 1, pp. 11-29. Small States in the European Union: What Do We Know and What Would We Like to Know? By Baldur Þórhallsson and Anders Wivel, Cambridge Review of International Affairs, vol. 19, nr. 4, 2006. From page 660. Further reading: Diana Panke Small States in the European Union (Ashgate 2010). III PART: The EU as a Multilateral Organization: Monday 20 April Time: 9-12 Does the EU provide small states economic and political shelter? Costs and benefits of multilateral shelter 39 The cases of Ireland, Iceland and Scotland – and the four smallest European states Domestic buffer versus external shelter: viability of small states in the new globalised economy by Thorhallsson, Baldur in European Political Science, Symposium, European Consortium for Political Research, vol. 10, 2011, pp. 324-336. Financial crisis in Iceland and Ireland: Does EU and Euro membership matter? By Baldur Thorhallsson and Peadar Kirby in Journal of Common Market Studies, vol. 50, no. 5, September 2012, pp. 801-818. Scotland as an Independent Small State: Where would it seek shelter?, by Bailes, Thorhallsson and Johnstone in Sjórnmál og stjórnsýsla, vol. 9, no. 1, June 2013, pp. 1-20. EUROPE: Small states prefer partial EU integration, in Oxford Analytica, Global Strategic Analysis, August 2010. Tuesday 21 April Time 9-13 Domestic arrangements versus external shelter The cases of Iceland and Estonia Neo-Liberal Small States and Economic Crisis: Lessons for Democratic Corporatism by Baldur Thorhallsson and Rainer Kattel in Journal of Baltic Studies, vol. 44, no. 1, March 2013, pp. 83-103. The Icelandic economic collapse: How to overcome constrains associated with smallness? by Baldur Thorhallsson in the Journal of European Political Science, 2013. Iceland’s external affairs in the Middle Ages: The shelter of Norwegian sea power. In Stjórnmál og stjórnsýsla, vol. 1, no. 8, June 2012, pp. 5-37 Iceland’s External Affairs from 1400 to the Reformation: Anglo-German Economic and Societal Shelter in a Danish Political Vacuum, with Þorsteinn Kristinsson in Stjórnmál og stjórnsýsla, vol. 9, no. 1, June 2013, pp. 113-137. IV PART: Nordic Nations and European integration Wednesday 22 April Time: 9-13 How have Denmark, Norway, Sweden and Finland responded to European integration? Why have they been reluctant to take an active part in the European integration process? The Nordic Countries: Still Reluctant Europeans? (163-184) by Gowland D., Dunphy R., and Lythe C., in The European Mosaic (Pearson 2006). CHAPTERS 1, 2, 6, 7 and 8 (pages 3-47 and 112-197) in The Nordic States and European Unity by Christine Ingebritsen 40 A short collection of three papers: The Nordic States and European Unity by Iver Neumann, Nordic Integraion Policy from Abroad by Teija Tiilikainen and When Do Culture and History Matter? A Response to Neumann and Tiilikainen by Christine Ingebritsen. Chapter 4 This little piggy stayed at home: Why Norway is not a member of the EU by Iver. B. Neumann in European integration and national identity: The challenge of the Nordic states Hansen L., and Wæver O., pp. 88-129. Thursday 23 April Time: 9-13 Which factors explain the rejection of EU membership in Iceland since the 1960s? CHAPTERS 1, 2, 3, 5 and 11 in Iceland and European Integration: On the Edge, ed. by Baldur Thorhallsson Iceland’s Economic Crash and Integration Takeoff: An End to EU Scepticism? By Baldur Thorhallsson and Christian Rebhan in Scandinavian Political Studies, 2011, vol. 34 (1), pp. 53-73. Europe: Iceland Prefers Partial Engagement in European Integration. A short analytical paper published by the Centre for Small State Studies, June 2014. Iceland’s contested European Policy: The Footprint of the Past – A Small and Insular Society’, in Jean Monnet Occasional Paper Series, 02/2013, Institute for European Studies, University of Malta. Further reading: The influence of ideology on the European policy of the Independence Party, by Thorhallsson in Johannesson, G. and Bjornsdóttir, H. (ed.) Rannsóknir í félagsvísindum IX, University of Iceland 2008. Friday 24 April Time: 9-13 Which factors explain the rejection of EU membership in Greenland and the Faroe Islands since the 1970s? Parts of the thesis North Atlantic Euroscepticism: The rejection of EU membership in the Faroe Islands and Greenland Greenland, an unpublished PhD thesis by Christian Rebhan. Emnefag: Kriminologi Underviser: adjunkt Annemette Nyborg Lauritsen Fagbeskrivelse Formålet med kurset er, at give de studerende indblik i enkelte kriminologiske teorier og eksempler på metodiske tilgange til at studere kriminologiske problemstillinger. Den alvorligste kriminalretlige sanktion i Grønland er frihedsberøvelse. De studerende vil gennem kurset opnå viden om, frihedsberøvelsens samfundsmæssige funktion, hvad der sker under fuldbyrdelse af foranstaltninger, og hvilke regler, der regulerer fuldbyrdelsen. Der vil blive lagt vægt på det 41 grønlandske foranstaltningssystem, og hvorledes det adskiller sig fra straffuldbyrdelse i andre nordiske lande, samt baggrunden herfor. Kriminallovens foranstaltninger vil blive gennemgået med hovedvægt på frihedsberøvelse, som er den alvorligste sanktion, der kan idømmes. Kurset skal desuden give de studerende en forståelse for sammenhængen mellem kriminel adfærd, afvigelser og normbrud – og samfundets reaktioner herpå. Der gives en indføring i. - Teorier Former for foranstaltninger Kriminalitetsstatistik Fuldbyrdelsesopgaven Særlige persongrupper Undervisningsform Undervisningen vil være en vekselvirkning mellem forelæsninger, studenterfremlæggelser, gruppeopgaver og diskussioner. Ligesom det bestræbes at inddrage eksterne aktører fra det grønlandske samfund og evt. studiebesøg til relevante institutioner. I enkelte tilfælde må der påregnes, at studiebesøg kan henlægges til andre tidspunkter end de skemalagte timer. Foreløbig pensum Balvig, Flemming (2000): ”Det er mennesker der dømmes” i: Det voldsomme samfund Bind II, Jurist- og Økonomforbundets Forlag, København, s. 341-387 Balvig, Flemming (2000): ”Skal fanger trives?” i Det voldsomme samfund Bind II, Jurist- og Økonomforbundets Forlag, København, s. 329-340 Betænkning om det grønlandske retsvæsen; Den grønlandske Retsvæsenskommission, Betænkning nr. 1442/2004, Brochmann, Helene (1997): Anstalt, tilsyn og pension, Den Grønlandske Retsvæsenskommission, Rapport nr. 4 Christie, Nils (2001) Hvor tett et samfund? Christie, Nils (2004): En passende mængde kriminalitet, Clausen, Susanne (2013): ”Forbrydelse og straf” i Jacobsen, Michael Hviid og Anne-Stina Sørensen (red.), Kriminologi – en introduktion, Hans Reitzels Forlag, Engbo, Hans Jørgen (2005): Straffuldbyrdelsesret, Jurist- og Økonomforbundets Forlag, København, kapitel 1 og 2 s. 17-51, kapitel 4 s. 77-86 og kapitel 6 s. 95-97 (56 sider 42 Frantzsen, Evy (2007); Grønlandske Herstedvester-fanger, Forskningsafdeling III, Det juridiske Fakultet, Københavns Universitet Frantzen, Evy (2012): ”Deportasjon tur-retur. Grønlandsk tidsubestemt dom” i: Materialisten, Tidsskrift for Forskning, fagkritikk og teoretisk debatt, 2/3-12, 39. årgang, s. 27-50 Goldschmidt, Verner (1954): ”Den grønlandske kriminallov og dens sociologiske baggrund” i: Nordisk tidsskrift for kriminalvidenskab, årgang 42, København, s. 242-268 Goffman, Erving (1967): ”Anstalt og menneske”, Paludans Fiol-Bibliotek, København Hauge, Ragnar (2001): Kriminalitetens årsaker, Universitetsforlaget, Oslo. Høigård, Cecilie (2007): ”Realistiske inspirasjoner. Noen grønlandske erfaringer” i: Brott i välfärden. Om brottslighet, utsatthet och kriminalpolitik – Festskrift til Henrik Tham, Kriminologiska institutionen, Stockholm universitet, Rapport 2007: 1, Stockholm, s. 85-121 Høigård, Cecilie (2007): ”Kriminalitetsbilder og kriminalstatistikk” i Finstad og Høigård (red.) Kriminologi, Pax Forlag, Oslo, s. 67-88 Larsen, Finn Breinholt (2003): Kriminaliteten i Grønland, Kapitel 1 ”Den registrerede kriminalitet – omfang og udvikling”, Rapport nr. 7, Den grønlandske Retsvæsenskommission, s. 12-37 Lauesen, Torkil (1998): Fra forbedringshus til parkeringshus – om magt og modmagt i Vridsløselille Statsfængsel, Hans Reitzels Forlag, Kbh. s. 134-204 Lauritsen, Annemette Nyborg (2012): ”Den grønlandske anstalt” i: Materialisten, Tidsskrift for Forskning, fagkritikk og teoretisk debatt, 2/3-12, 39. årgang, s. 11-26 (15 sider) Minke, Linda Kjær (2012): Fængslets indre liv, Jurist- og Økonomforbundets Forlag, København, kapitel 8-9, s. 161-220 Ugelvik, Thomas (2010): Å være eller ikke være fange – Frihet som praksis i et norsk mannsfengsel, Ph.d-afhandling, Institutt for kriminologi og rettsssosiologi, Universitetet i Oslo, Del IV, kapitel 3, s. 235-268 (33 sider) Ødegaardshaugen, Anka (2005): En materiell prisoniseringsprosess? I Materialisten, Tidsskrift for forskning, fagkritikk og teoretisk debatt, nr. 33. s. 37-58 (21 sider) Kandidatuddannelsen: Internationale Retsforhold: Underviser: Gudmundur Alfredsson og Rachael Lorna Johnstone Fagbeskrivelse: 43 Her behandles traktatsretten, menneskerettighedsreguleringen og grundlæggende aspekter af EUretten. I forhold til traktatsretten kan særligt nævnes havrettens/havmiljøets ressortområde og råstofforhold. Orientering om andre retsystemer kan indgå. Undervisning: 30/36* timer inkl. vejledning Pensum, vejledende sidetal: 900 Eksamen: Mundtlig, 30 minutter, med forberedelse, med hjælpemidler eller skriftlig hjemmeopgave, 1 uges varighed Censur: Ekstern Karakter: GGS-skalaen ECTS-point: 7,5/10* *Enligt studieordningen fra 2014! Lektionsplan: Pensumliste: Offentlig Økonomi: Underviser: Jakob Mathiassen Fagbeskrivelse Med udgangspunkt i bogen Den offentlige sektors økonomi gives en nærmere beskrivelse af de offentlige indtægter og udgifter på sektorer (finansloven), konkrete og teoretiske beskatningsformer af personer og selskaber samt af fornybare og ikke-fornybare ressourcer (som fx rejer henholdsvis mineraler) mm. Analysermetoder som cost-benefit analyser gennemgås og illustreres med konkrete eksempler. Der tages i høj grad udgangspunkt i grønlandske problemstillinger og faget relaterer sig til mikroog makroøkonomi samt MOSA. Der vil i løbet af semestret kunne tages aktuelle problemstillinger op på baggrund af artikler, rapporter etc. Undervisningsformen vil være en blanding af forelæsninger, studenterfremlæggelser, diskussioner og løsning af opgaver, hvoraf nogle skal forberedes hjemme. Klasseopgaver kan løses som gruppeopgaver. Omfang: 40 lektioner fordelt på 13 uger med afsluttende opsamling/spørgetime efter nærmere aftale. Eksamensform: Bunden hjemmeopgave under en uges varighed, max. 15 sider ekskl. Databilag. ECTS-point: 7,5/10 beroende på studieordning. Grundbøger: 44 G&J: Den offentlige sektors økonomi, 2. udgave Redigere af Bent Greve og Jesper Jensen Hans Reitzels Forlag FL2015 og FFL 2015: Forslag til finanslov for 2015 og finanslov 2015 (hvis/når den foreligger.) Statistikbanken (www.stat.gl ): kendskab til Grønlands Statistik, herunder anvendelse af statistikbanken forudsættes. Artikler udleveres (så vidt muligt elektronisk). Undervisningstimer: 42 inkl. vejledning Pensum, vejledendesidetal: 750 Eksamen: En uges bunden hjemmeopgave, max. 15 sider ekskl. databilag Censur: Ekstern Karakter: GGS-skalaen ECTS-point: 7,5/10* *Enligt studieordningen fra 2014! Lektionsplan: Lektion (3 timer) 1 2A 2B 3 Emne Litteratur Principper for den offentlige sektors økonomi – Den offentlige sektor og regulering af markedsøkonomien Sundhed og omsorg og Sociale ydelser G&J kap. 1-2-3 Befolkningspyramide og indkomstfordeling Opbygning af forslag til finanslov og -hvis den foreliggerfinansloven 2015 Uddannelse og forskning G&J kap. 4 G&J kap. 5 Antal sider 70 20 17 ~ 10 Statistikbanken FFL 2015*, side 4-19; 79-135; 136-161 (ekstensivt); 162-163, udvalgte budgetbidrag (ca. 50 sider) FL2015 138 FFL 2015/FL 2015 (Klasseopgaver) ~10 * Sideangivelser refererer til FFL 2015,der blev fremlagt i august. Pga. valget 28.11.2014 vides det ikke pt., hvornår finansloven for 2015 bliver vedtaget. G&J kap. 6 19 45 FFL 2015 (Klasseopgaver) G&J kap. 7 ~10 23 G&J kap. 8 23 5A FFL2015 Arbejdsmarkedets institutioner og dynamik Offentlig regulering og planlægning Offentlige indtægter G&J kap. 9 20 5B Skattesystemet i Grønland Noter uddeles ~10 6 Skattesystemet i Grønland Klasseopgaver 4A 4B 7 9A 9B Skatte- og Velfærdskommissionens anbefalinger (sammenfatningen) (ekstensivt) ~12 Aktuel økonomisk politik Økonomisk Råds rapport 2014 31 Naturressourcer som vækststrategi Ressourcerente Royalty Økonomisk Råds rapport 2012, sammenfatning og kap.3 42 The World Bank: Mining Royalties, side 49-55 (http://elibrary.worldbank.org/doi/pdf/10.1596/97 8-0-8213-6502-1 ) Vejledning i udarbejdelse af samfundsøkonomiske konsekvensvurderinger. Finansministeriet 1999. (Udleveres) Cost-Benefit Analysis of the Greenland Offshore Shrimp Fishery Niels Vestergaard, Kristiana A. Stoyanova, Claas Wagner. February 2010. (Udleveres) (Udredning fra Selvstyret afventes) 6 ~50 FFL2015/FL2015 Klasseopgaver G&J kap. 10-11 34 PØB 2015 (Politisk Økonomisk Beretning 2015) ~65 Diverse aktuelle artikler o.l. 100 I alt (ekstensivt pensum er medregnet som 50%) 840 10 Samfundsøkonomiske analyser 11 Case – Cost Benefit Analyse 12 Krydssubsidiering i samfundsøkonomien 13 Samfundsøkonomiske udfordringer 14 Opsamling/spørgetime (1 time) 90 40 46 Videregående Politologi/Advanced Course in Political Science: Underviser: Page Wilson, Caroline Allheyli og Susan B. Vanek Lecturers: Dr Page Wilson [email protected] (International Security Theories, Arctic Security and Governance) Caroline Allheily [email protected] (European Union) Susan Vanek [email protected] (Nation-State, Nationalism, Nation-Building) Course Description This course explores in depth four important themes within the broad discipline of political science: (1) Theories of International Security; (2) Arctic Security and Governance; (3) the European Union and (4) the Nation-State, Nationalism, and Nation-Building. Drawing on students' existing undergraduate knowledge of these areas, the course will provide an opportunity to attain a more comprehensive understanding of these themes, and to practise their research and analytical skills in preparation for their masters' dissertation. Learning Outcomes Upon completion of the course, students should be able to: (1) Identify, explain and apply the main concepts (including strengths and weaknesses), issues and challenges for each theme covered by the course; (2) Demonstrate a thorough understanding of each theme, and critically analyse the significance of each theme within the present international system; (3) Demonstrate a capacity for independent, in-depth research on a particular topic relevant to the course, as well as an ability to think critically about their own research methods. Resources For the 'Theories of International Security' classes, the main textbooks will be: Alan Collins, Contemporary Security Studies (3rd ed)(Oxford University Press, 2013); and Paul D Williams, Security Studies: An Introduction (2nd ed)(Routledge, 2013). Copies will be ordered for the library. For themes (1) and (2) more generally, other readings not freely available online will be made available to students by the lecturer. For the ‘European Integration’ class, the main textbooks will be: Michelle Cini, Nieves Perez-Solorzano Borragan, European Union Politics (3rd ed)(Oxford University Press, 2010); and Erik Jones, Anand Menon and Stephen Weatherill, The Oxford Handbook of the European Union 47 (Oxford University Press, 2012). Both of these are available in the library. For the ‘Nation-State, Nationalism, and Nation-Building’ section: John Coakley, Nationalism, Ethnicity & the State: Making & Breaking Nations (Sage, 2012). All other readings will be available online through the lecturer. Class Structure Each class will run for 2 hours, twice a week. Oral presentations will take place in the second class of each week (see 'Assessment', below). Other than this, students will be advised by the relevant lecturer at the start of each theme how she intends to run her section of the course. Assessment All written work should comply with the Oxford citation referencing style: http://guides.is.uwa.edu.au/content.php?pid=385139&sid=3156552 Research Essay: 40% Students will complete a 20 page/9000 word research project addressing a question that falls within the subject-matter of the course. Students may choose whichever area of the course they like, but the precise project question must be authorised by the relevant course lecturer by 1 March 2015. A list of references in support of the research project must be submitted to the relevant course lecturer by 29 March 2015. Students are recommended to identify which theme of the course is of most interest to them, and to email the lecturer responsible for that theme 2-3 possible project questions. Students are further recommended to do this well in advance of the 1 March deadline, so that there is time for adjustments to be made to the final question, if necessary. ESSAY DUE DATE: 31 May 2015 Methods Statement: 10% On completion of their research project, students will also complete a 1250 word statement on the approaches and methods adopted for their research project, its strengths and limitations, and other lessons learned from the course. METHODS STATEMENT DUE DATE: 7 June 2015 Oral Presentation: 25% Each student will give an oral presentation in class providing a critical analysis of a set text. The critical analysis will be according to the following format: First part: Student identifies the text's thesis and argument (or arguments). 48 Second part: Student responds to the text's thesis and argument/s. Third part: Student responds to the text as a whole (ie any other parts of the text not adequately discussed in previous parts). In the second and third parts of the critical analysis, students may draw on examples from the text in support of their responses. At the end of their presentation, students are expected to chair a wholeclass discussion of the topic and issues raised in their critical analysis, and by the text more generally. It is therefore recommended that, in advance of their presentation, the student prepare some follow-on questions to pose to the other seminar participants. The presentation itself should be 15 minutes long. The follow-on discussion should be 10-15 minutes long. Once student numbers are finalised at the start of the course, students will be given an opportunity on a first-come, first-serve basis to choose the topic/week that they will make their oral presentation. Seminar Participation: 25% Students will also be assessed on the quantity and quality of their contributions in class. This includes their participation in discussions following presentations (see above), but also in activities and discussions led by the lecturer. Lively, informed discussions are the goal of seminars – active engagement with the readings and each other's views will significantly deepen your understanding of the issues raised. For this reason, and in light of the assessment structure, it is very important that you attend class. If, for some extraordinary reason, you are unable to attend class, please give the relevant lecturer notice in advance of your absence. Outline of Class Schedule Class Week Starting Title 1.1 1.2 2 February Introduction to the course + Introduce yourself! Lecture: Theories of International Security 1: Realism, Liberalism, Constructivism 2.1 2.2 9 February Seminar: Theories of International Security 1 Lecture: Theories of International Security 2: Critical Theory, Feminism, Human Security 3.1 3.2 16 February Seminar: Theories of International Security 2 Lecture: Arctic Security 4.1 4.2 23 February Seminar: Arctic Security Lecture: Arctic Governance 49 5.1 5.2 2 March 6.1 9 March Seminar: Arctic Governance Theme wrap-up Seminar: Historical Context of the Development Towards A European Union Seminar: European Integration Theories 6.2 7.1 7.2 16 March Lecture: EU Institutions and Actors Seminar: EU Competencies and Policy Process 8.1 8.2 23 March Lecture: Member States and Personalities conflicts Lecture: EU Home Affairs/Foreign/Security and Defence Policies 1-7 April: Easter Break 9.1 9.2 13 April 10.1 10.2 20 April Lecture: The Future of the EU: Issues and Debates Seminar: Sum-up and Conclusion of the EU part 11.1 27 April Seminar/Lecture: Problematizing the Nation-State (Introduction to Section III) Lecture/Seminar: Approaches to the State I: Classical 4 May Lecture/Seminar: Approaches to the State II: Contemporary Lecture/Seminar: Ethnicity, Race, and the Nation 11 May Seminar/Lecture: The Nation, Nationalism, and Modernity Lecture/Seminar: Banal Nationalism & Nationbuilding 18 May Lecture/Seminar: National Culture and National Identity Seminar/Lecture: The Production and Consumption of the Nation 25 May Seminar/Lecture: Stateless Nations Seminar/Lecture: Crisis of the Nation-State? 11.2 12.1 12.2 13.1 13.2 14.1 14.2 15.1 15.2 Seminar: The EU and the Arctic Lecture : Greenland-EU Relations Class Schedule in Detail: Readings and Questions 50 Class 1.2 Theories of International Security 1: Realism, Liberalism, Constructivism Realism Collins, chapter 2 Williams, chapter 2 Robert Gilpin, 'The Theory of Hegemonic War', Journal of Interdisciplinary History (Spring 1998) 18(4): 591-613. Kenneth Waltz, 'The Origins of War in Neorealist Theory', Journal of Interdisciplinary History (Spring 1998), 18(4): 39-52 Liberalism Collins, chapter 3 Williams, chapter 3 Barry Buzan, 'From International System to International Society: Structural Realism and Regime Theory Meet the English School', International Organization (Summer 1993) 47(3): 327-352. G John Ikenberry, 'Institutions, Strategic Restraint and the Persistence of the American Postwar Order', International Security (Winter 1998-1999) 23(3): 43-78. A Moravcsik, 'Taking Preferences Seriously: A Liberal Theory of International Politics', International Organization (1997) 51(4): 513-553. Constructivism Collins, chapter 7 Williams, chapter 5 T Hopf, 'The Promise of Constructivism in International Relations Theory', International Security (1998) 23(1): 171-200. Nina Tannenwald, 'Stigmatizing the Bomb: Origins of the Nuclear Taboo', International Security (Spring 2005) 29(4): 5-49. http://belfercenter.ksg.harvard.edu/files/intsec29-4_tannenwald.pdf A Wendt, 'Anarchy is What States Make of It: the Social Construction of Power Politics', International Organization (1992) 46(2): 391-425. Questions: How do each of these approaches further our understanding of security? What are the strengths and weaknesses of each approach? Which approach do you find most convincing, and why? Class 2.2 Theories of International Security 2: Critical Theory, Feminism, Human Security Critical Theory Collins, chapter 6 Williams, chapter 7 Ken Booth, 'Security and Self Reflections of a Fallen Realist', YCISS Occasional Paper No. 26 (October 1994) http://yorkspace.library.yorku.ca/xmlui/bitstream/handle/10315/1414/YCI0073.pdf?sequence=1 K Krause, 'Critical Theory and Security Studies: The Research Programme of 'Critical Security Studies'', Cooperation and Conflict (1998) 33(3): 298-333. Feminism 51 Collins, chapter 9 Williams, chapter 8 Mia Bloom, 'Female Suicide Bombers: A Global Trend', Daedalus (Winter 2007) 136(1): 94-102. J Ann Tickner, 'Feminist Responses to International Security Studies', Peace Review: A Journal of Social Justice (2004) 16(1): 43-48. Martin Van Creveld, Men, Women and War: Do Women Belong in the Front Line? (Cassell, 2001). Human Security Collins, chapter 8 Williams, chapter 19 Roland Paris, 'Human Security: Paradigm Shift or Hot Air?' International Security (Fall 2001) pp. 87-102. http://aix1.uottawa.ca/~rparis/Paris.2001.IS.Human%20Security.pdf Security Dialogue (2004), volume 35, issue 3 – special section on human security, see short comments by leading scholars about this concept – both positive and negative. Questions: How do each of these approaches further our understanding of security? What are the strengths and weaknesses of each approach? Which approach do you find most convincing, and why? Class 3.2 Arctic Security Scott G Borgerson, 'Arctic Meltdown: The Economic and Security Implications of Global Warming' Foreign Affairs (March-April 2008) 87(2): 63-77 Franklyn Griffiths, 'Arctic Security: The Indirect Approach' in James Kraska (ed) Arctic Security in an Age of Climate Change (Cambridge Univesity Press, 2011). Helga Haftendorn, 'NATO and the Arctic: Is the Atlantic Alliance a Cold War Relic in a Peaceful Region Now Faced with Non-Military Challenges?' European Security (2011) 20(3): 337361. PS Hilde, 'Armed Forces and Security Challenges in the Arctic'. In Tamnes and Offerdal (eds), Geopolitics and Security in the Arctic (Routledge, 2014). Rob Huebert, 'Welcome to a New Era of Arctic Security', Globe and Mail, 24 August 2010 http://www.cdfai.org/PDF/Welcome%20to%20a%20new%20era%20of%20Arctic%20Security.pdf Pauli Jarvenpaa and Tomas Ries, 'The Rise of the Arctic on the Global Stage', in James Kraska (ed), Arctic Security in an Age of Climate Change (Cambridge Univesity Press, 2011). Christian Le Miere and Jeffrey Mazo, 'Chapter Three: The Arctic as a Theatre of Military Operations' and 'Chapter Four: Paramilitary and Constabulary Activity'. In Arctic Opening: Insecurity and Opportunity, (IISS, 2013). Page Wilson, 'Between a Rock and a Cold Place? NATO and the Arctic' 15 January 2014 NATOSource http://www.atlanticcouncil.org/blogs/natosource/between-a-rock-and-acoldplace-nato-and-the-arctic O R Young, 'Whither the Arctic? Conflict or Cooperation in the Circumpolar North', Polar Record (2009) 45 (232): 73-82 Questions: What is 'Arctic Security'? Does it differ from the collection of national foreign, defence and security policies promulgated by the Arctic states? 52 Virtually all Arctic fora for cooperation are limited to discussing non-military issues. Does this matter? Why/why not? Commentators are split on whether the Arctic is more likely to be a future arena for conflict or for cooperation. What do you think, and why? Class 4.2 Arctic Governance AH Hoel, 'The Legal-Political Regime in the Arctic'. In Tamnes and Offerdal (eds), Geopolitics and Security in the Arctic (Routledge, 2014). Christian Le Miere and Jeffrey Mazo, 'Chapter Six: The Future of Arctic Governance'. In Arctic Opening: Insecurity and Opportunity, (IISS, 2013). OS Stokke, 'International Environmental Governance and Arctic Security'. In Tamnes and Offerdal (eds), Geopolitics and Security in the Arctic (Routledge, 2014). Page Wilson, 'Asia Eyes the Arctic' The Diplomat 26 August 2013 http://thediplomat.com/2013/08/asia-eyes-the-arctic/ Page Wilson, 'Society, Steward or Security Actor? Three Visions of the Arctic Council' [forthcoming]. Questions: What are the strengths and weaknesses of a 'soft law' vs a 'hard law' approach to Arctic governance architecture? Which do you find most convincing, and why? Is there a role (or roles) for non-Arctic actors to play in Arctic governance? If so, what is it/are they? Should there be such a role for them? Is current Arctic governance fit for purpose? Why/why not? Class 5.2: readings for this class will be assigned closer to time Class 6.1 Seminar: Historical context of the development towards a European Union Cini, Part One: Historical context. Jones, '12. The Constitutional and Lisbon Treaties'. In Erik Jones, Anand Menon, and Stephen Weatherill, The Oxford Handbook of the European Union (Oxford University Press 2012). Milan Kundera, “The Tragedy of Central Europe,” Translated from the French by Edmund White, The New York Review of Books (pre-1986) (April 26, 1984); 31(7): 33-38 . Cini, Introduction. Treaty of Lisbon (full text): http://www.consilium.europa.eu/documents/treaty-of-lisbon?lang=en 'The Meaning of Victory', 'Europe in 1945', and '1. Europe in the Aftermath of War' (pp. 571-598). In J.M. Robert, The Penguin History of Europe (Penguin Books, 1997). From 'Polish Revolution' to 'European Disorder' (pp. 636-661). In J.M. Robert, The Penguin History of Europe (Penguin Books, 1997). Class 6.2 – Seminar: Theories and perspectives on European integration 53 Cini, Part Two: Theories and Conceptual Approaches. Steven Blockmans, 'The Prize is more Peace: The EU should consolidate its enlargement process'. CEPS Commentary. November 8, 2012. http://www.ceps.be/book/prize-more-peace-eu-shouldconsolidate-its-enlargement-process Ian Cooper, 'The euro crisis as the revenge of neo-functionalism'. EUobserver (September 21, 2011). http://euobserver.com/opinion/113682 Additional reading Jones, '3. Constructivist Perspectives', '4. Sociological Perspectives on European Integration' and '5. Multilevel Governance'. Class 7.1 – Lecture: Institutions and Actors Cini, chapters 8 (The European Commission), 9 (The Council of the European Union), and 10 (The European Parliament). Robert Ladrech. 'Europeanization of Domestic Politics and Institutions: The Case of France'. Journal of Common Market Studies 32: 69-88, 1994. Piotr Maciej Kaczyński and Adriaan Schout, 'Capital Brussels: What kind of political actor will the Lisbon EU be?' CEPS Commentary (February 26, 2010) http://www.ceps.be/book/capital-brusselswhat-kind-political-actor-will-lisbon-eu-be Anand Menon and John Peet, 'Beyond the European Parliament: Rethinking the EU’s democratic legitimacy'. Center for European Reform (December 2010). http://www.cer.org.uk/publications/archive/essay/2010/beyond-european-parliament-rethinking-eusdemocratic-legitimacy Additional reading Cini, chapters 11 (The Courts of the European Union), and 12 (Interests Groups and the European Union). Jones, '25. The European Court of Justice and the Legal Dynamics of Integration', '27. External Scrutiny Institutions', '28. European Union Agencies' Class 7.2 – Seminar: EU competencies and policy process Cini, chapters 16 (The Single Market), 20 (Economic and Monetary Union) John McCormick, 'The EU Policy Process'. In Understanding the European Union (5th ed.) (Palgrave Macmillan, 2011). Additional reading Jones, '30. Trade Policy', '31. Competition Policy'. 54 Class 8.1 – Lecture: Member States and Personalities conflicts Jones, '18. Large Versus Small States: Anti-Hegemony and the Politics of Shared Leadership', '19. Old Versus New', '20. Rich Versus Poor'. Matthew Gabel and Simon Hix, 'Defining The EU Political Space. An Empirical Study of the European Elections Manifestos, 1979-1999'. Comparative Political Studies 35 (8), October 2002. http://personal.lse.ac.uk/HIX/Working_Papers/Gabel-Hix-CPS-2002.pdf Jürgen Habermas, 'Democracy is at stake'. Excerpt from Suhrkamp, 'On Europe's Constitution – An Essay'. Voxeurop (October 27, 2011) http://www.voxeurop.eu/en/content/article/1106741-juergenhabermas-democracy-stake Anita Nissen, 'The UK and Denmark: growing public euroscepticism'. Opendemocracy (May 7, 2014) https://www.opendemocracy.net/can-europe-make-it/anita-nissen/uk-and- denmark-growingpublic-euroscepticism Additional reading Jones, '21. Coordinated Versus Liberal Market Economies', '22. Leaders and Followers: Leadership amongst member States in a Differentiated Europe' Jones, '13. The founding fathers', '14. Dynamic Franco-German Duo: Giscard-Schmidt and Mitterand-Kohl', '15. Problematic Partners: de Gaulle, Thatcher, and their Impact' Class 8.2 – Lecture: The EU Home Affairs / The EU Foreign, Security, and Defense Policy Jones, '42. The Shadow of Schengen', '43. Justice and Home Affairs', '45. The Common Foreign and Security Policy' Joseph Jupille, 'The EuropeanUnion and International Outcomes' International Organization 53 (2): 409-425. Spring, 1999. http://www.jstor.org/stable/2601394 Nick Witney, Mark Leonard, François Godement, Daniel Levy, Kadri Liik and Vessela Tcherneva. 'Rebooting EU Foreign Policy'. European Council on Foreign Relations (September 2014) http://www.ecfr.eu/page/-/ECFR114_EU_BRIEF_SinglePages_(1).pdf Additional reading Jones, '41. Defense Policy' Class 9.1 – Seminar: The EU and the Arctic Michał Łuszczuk. 'Climate Change in the Arctic and its Geopolitical consequence – The Analysis of the European Union Perspective' Papers on Global Change, 18, 93–100, 2011 55 http://www.degruyter.com/view/j/igbp.2011.18.issue-1/v10190-010-0008-3/v10190-010-00083.xml?format=INT Cecile Pelaudeix and Thierry Rodon, 'The European Union Arctic Policy and National Interests of France and Germany: Internal and External Policy Coherence at Stake?' The Northern Review 37 (Fall 2013): 57–85. http://journals.sfu.ca/nr/index.php/nr/article/view/285 Additional reading Adele Airoldi, 'The European Union and the Arctic. Main developments July 2008–July 2010' Nordic Council of Ministers, 2010 http://www.diva-portal.org/smash/get/diva2:702010/FULLTEXT01.pdf Adele Airoldi, 'The European Union and the Arctic. Policies and actions' Nordic Council of Ministers, 2008 http://www.diva-portal.org/smash/get/diva2:701329/FULLTEXT01.pdf Class 9.2 – Lecture: Greenland-EU relations Ulrik P. Gad, “Greenland: A post-Danish sovereign nation state in the making.” Cooperation and Conflict 2014 49: 98-118. (Available in the library) European Commission, '4.7 EU-Greenland Partnership Instrument (ABB 21.07)', Management Plan 2014. Directorate-General for Development and Cooperation — EuropeAid (January 30, 2014), p. 69-74. http://ec.europa.eu/atwork/synthesis/amp/doc/devco_mp_en.pdf European Council, 'COUNCIL DECISION 2014/137/EU of 14 March 2014 on relations between the European Union on the one hand, and Greenland and the Kingdom of Denmark on the other' Official Journal of the European Union (March 15, 2014), p.1-5. http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/? uri=OJ:L:2014:076:FULL&from=EN Class 10.1 – Lecture: The future of the EU : Issues and debates Jones, '50. Public Opinion and Integration', '57. Europeanization' Gerard Delanty, 'Introduction: Perspectives on crisis and critique in Europe today' European Journal of Social Theory 2014, 17: 207-218. http://est.sagepub.com/content/17/3/207.full.pdf+html Lucie Spanihelova and Brandon C. Zicha. 'Party Responsiveness on European Union Integration in Transition Democracies of Central and Eastern Europe' Journal of Common Market Studies (2012), 50 (5): 764-782. http://onlinelibrary.wiley.com/doi/10.1111/j.1468- 5965.2012.02261.x/abstract Paul Taggart, 'A touchstone of dissent: Euroscepticism in contemporary Western European party system' European Journal of Political Research (1998) 33: 363-388. Class 10.2 – Sum-up and conclusion 56 Gerard Delanty, 'Conceptions of Europe: A Review of Recent Trends' European Journal of Social Theory 6(4): 471–488. 2003. http://www.uk.sagepub.com/suder/Chapter%201%20-%20Delanty.pdf Class 11.1 - Seminar/Lecture: Problematizing the Nation-State (Introduction to Section III) Coakley. Chapter 1: 'The Study of Nationalism' pp. 3-26. David McCrone, 'The Sociology of a Nation' in Understanding Scotland: The Sociology of a Nation (Routledge, 2001) pp. 175-195. Additional reading Ana Maria Alonso, 'The Politics of Space, Time and Substance: State Formation, Nationalism and Ethnicity' Annual Review of Anthropology (1994) 23: 379-405. David McCrone, 'The Making of Modern Scotland' in Understanding Scotland: The Sociology of a Nation [as above] pp. 5-30. [background on Scotland] Class 11.2 - Lecture/Seminar: Approaches to the State I: Classical Aradhana Sharma and Akhil Gupta (eds), 'Introduction: Rethinking Theories of the State in an Age of Globalization' and 'Part 1: Theoretical Genealogies' [Weber, Gramsci, and Althusser]. In The Anthropology of the State (Blackwell, 2006) pp. 1-111. Additional reading Begona Aretxaga, 'Maddening States' Annual Review of Anthropology (2003) 32: 393-410. Roland Axtmann, 'The State of the State: The Model of the Modern State and its Contemporary Transformation' International Political Science Review (2004) 25(3): 259-279. Class 12.1 - Lecture/Seminar: Approaches to the State II: Contemporary Aradhana Sharma and Akhil Gupta (eds), 'Part 1: Theoretical Genealogies' [Abrams and Foucault]. In The Anthropology of the State [as above] pp. 112-143. Additional reading Phillip Corrigan and Derek Sayer, 'Introduction'. In The Great Arch: English State Formation as Cultural Revolution (Blackwell, 1985) pp. 1-13. Timothy Mitchell, 'The Limits of the State: Beyond Statist Approaches and their Critics' American Political Science Review (1991) 85: 77-96. James C. Scott, 'Introduction' and 'Part 1: State Projects of Legibility and Simplification'. In Seeing 57 Like a State: How Certain Schemes to Improve the Human Condition Have Failed (Yale University Press, 1998) pp. 1-84. Class 12.2 - Lecture/Seminar: Ethnicity, Race, and the Nation Coakley, Chapters 2: 'Nationalism, race and gender'; Chapter 3: 'Nationalism and language'; Chapter 4: 'Nationalism and religion' pp. 27-93. Thomas Hylland Eriksen, 'Nationalism'. In Ethnicity and Nationalism: Anthropological Perspectives (Third Edition Pluto Press, 2010) pp. 117-146. Additional reading Richard Jenkins, 'Arguments'. In Rethinking Ethnicity: Arguments and Explorations (2nd ed) (Sage, 2008) pp. 1-90. Anthony D. Smith, 'Introduction' and 'Are nations modern?'. In The Ethnic Origin of Nations (Blackwell, 1988) pp. 1-20. Class 13.1 - Seminar/Lecture: The Nation, Nationalism, and Modernity Coakley. Chapters 5: 'Nationalism and history' pp. 94-115. Benedict Anderson, 'Introduction'. In Imagined Communities: Reflections on the Origin and Spread of Nationalism (revised ed.)(Verso, 1991) pp. 1-7. Ernest Gellner, 'Introduction'. In Nations and Nationalism (Basil Blackwell, 1983) pp. 1-7. Additional Reading Akhil Gupta, 'Imaging Nations'. In A Companion of the Anthropology of Politics (Blackwell, 2007) pp. 267-281. Class 13.2 - Lecture/Seminar: Banal Nationalism and Nation-building Coakley. Chapter 6: 'Nationalism and public culture'; Chapter 7: 'Nationalism and social structure'; Chapter 8: 'Types of nationalist mobilizations' pp. 116-192. Michael Billig, 'Introduction'. In Banal Nationalism (Sage, 2010) pp. 1-12. Additional reading Eric Hobsbawn, 'Introduction: Inventing Traditions'. In The Invention of Tradition (Cambridge University Press, 2009) pp. 1-14. 58 Class 14.1 - Lecture/Seminar: National Culture and National Identity Coakley. Chapter 9: 'Explaining Nationalism' pp. 193-218. Richard G. Fox, 'Introduction'. In Nationalist Ideologies and the Production of National Cultures (American Anthropological Association, 1990) pp. 1-14. Jonas Frykman. 'Becoming the Perfect Swede: Modernity, Body Politics, and National Processes in Twentieth-Century Sweden' Ethnos (1993) 3-4: 259-274. Additional reading Orvar Löfgren, 'The Nationalization of Culture' Ethnologia Europaea (1989) 19: 5-23. Class 14.2 - Seminar/Lecture: The Production and Consumption of the Nation Lila Abu-Lughod, 'Ethnography of a Nation'. In Dramas of Nationhood: The Politics of Television in Egypt (University of Chicago Press, 2004) pp. 3-28. Robert J. Foster, 'Introduction: Everyday Nation Making: The Case of Papua New Guinea'. In Materializing the Nation: Commodities, Consumption, and Media in Papua New Guinea (Indiana University Press, 2002) pp. 1-22. Richard Wilk, 'Food Politics and the Making of a Nation'. In Home Cooking in the Global Village: Caribbean Food from Buccaneers to Ecotourists (Berg, 2006) pp. 128-154. Additional reading Arlene Dávila, 'El Kiosko Budweiser: The Making of a 'National' Television Show in Puerto Rico' American Ethnologist (1998) 25(3): 452-470. Garth L. Green, ''Come to Life': Authenticity, Value, and the Carnival as Cultural Commodity in Trinidad and Tobago' Identities (2007) 14:203-224. Class 15.1 - Seminar/Lecture: Stateless Nations Coakley, Chapter 10: 'Nationalism and state structure'; Chapter 11: 'Nation and state in perspective' pp. 219-250. Michael Keating, 'Nations and Sovereignty'. In Plurinational Democracy: Stateless Nations in a Post-Sovereignty Era (Oxford University Press, 2001) pp 1-28. Additional reading Hannah Arendt, 'The Decline of the Nation-State and the End of the Rights of Man'. In The Origins 59 of Totalitarianism (Brace and Company, 1951) pp. 267-302. Montserrat Guibernau, 'Introduction'. In Nations Without States: Political Communities in the Global Age (Polity, 1999) pp. 1-12. Class 15.2 - Seminar/Lecture: Crisis of the Nation-State? Anders Linde-Laursen, 'Introduction: Bordering'. In Bordering: Identity Processes between the National and Personal (Ashgate, 2010) pp. 1-9. Liam O’Dowd, 'From a ‘borderless world’ to a ‘world of borders’: ‘bringing history back in’' Environment and Planning D: Society and Space (2010) 28: 1031-1050. John Schwarzmantel, 'Nationalism and Fragmentation Since 1989'. In The Blackwell Companion to Political Sociology (Blackwell, 2004) pp. 386-394. Additional reading Anna Tsing, 'The Global Situation' Cultural Anthropology (2000) 15(3): 327-360. Aiwa Ong, 'Introduction'. In Flexible Citizenship: The Cultural Logics of Transnationality (Duke University Press, 1999) pp. 2-26. Andreas Wimmer and Nina Glick-Schiller, 'Methodological Nationalism and Beyond: Nation-State Building, Migration and the Social Sciences' Global Networks (2002) 2(4): 301-334. Emnefag (se s. 28-43 enligt årgang 3) Emnefag: Fisheries and Hunting in Greenland; from biological advice to management Underviser: Fernando Ugarte and Helle Siegstad, Greenland Institute of Natural Resources 1. Examination: The course will be finished with a written essay, to be evaluated by the responsible lecturers and an external evaluator (Grading: Pass or Fail) 2. Course description: Hunting and fisheries have a high social and economic significance in the Greenland Society. The course will introduce the underlying biology and the management of living resources in Greenland. The course is targeted social science students at undergraduate level but is also open for graduate students and professionals. The upper limit of participants is 25 and students should comprise at least 50% of the participants. The lectures will comprise a mixture of traditional lectures, colloquia and discussions. The overall aim of the course is that the participants will: 60 • • • Aquire knowledge about the biology of species that are relevant for the Greenland Society Be able to use concepts of sustainable use of living resources Understand the process leading from monitoring, assessing and advising to managing fisheries and hunting. The course participants will learn the basic biology and biogeography of selected wildlife that is important for the Greenland society. They will also learn about the legislation for the harvesting and protection of wildlife and about the international agreements signed by Greenland, or by Denmark in behalf of Greenland. The course will briefly introduce students to the research and monitoring needed for population assessments and biological advice, and to the process leading to management decisions. Students will be given basic instruction on the fishing and hunting techniques used in Greenland today, and will be introduced to management tools, such as quotas, protected areas and harvest seasons. Students will also be made familiar with the stakeholders involved in management, conservation and utilization of wildlife in Greenland. The course will cover the following themes: • Biology and biogeography of fishing and hunting resources • Legislation and management tools for the conservation and harvesting of wildlife in Greenland • Fishing and hunting methods used in Greenland today • Stakeholders in Greenland and abroad: local and foreign NGOs, international agreements and international organizations • Biological assessments and advice: Marine mammals, fisheries, hearing process and setting of quotas • Implementation of advice Emnefag: Arctic Governance and sustainable development: social and environmental challenges Spring 2015 Coordinator: Cécile Pelaudeix Teachers: Cécile Pelaudeix, Ellen Margrethe Basse, Maria Ackrén, Pelle Tejsner Number of lectures: 12 Teaching period: weeks 20 and 21. Exam: week 24 Objectives As climate change not only has environmental impacts but also dramatic social and economic impacts on Arctic societies, opening the way to further development of natural resources and shipping, this course intends to provide Master students from both natural science or social science background, with a general understanding of the governance challenges in the Arctic region. The course will provide tools for an understanding of governance processes. Indeed, whereas a holistic approach of many changes affecting the Arctic is more and more recognized, the education 61 of scientists and of the future employees of the Greenlandic authorities to governance issues is paramount. Content The course is theoretically rooted in the field of governance studies. Described as a more encompassing phenomenon than government, the concept of governance refers to the process through which conflicting or diverse interests may be accommodated and co-operative action taken. It allows analyzing complex societies and network of actors and also serves to enlighten the role of non-state actors in the mechanisms of political regulation. The geographical area covered by the course is the Arctic region, with a specific focus on Greenland. The course will explain the various interests, concerns and strategies of actors in the Arctic when dealing with climate change and economic development, focusing on indigenous communities, national and regional governments, corporations, but also on NGO’s. The course will also analyze and discuss the role of natural and social science knowledge in the governance processes, in particular in the regulatory settings and public consultation processes. Learning outcomes and competences Upon course completion, students should be able to: Know basic concepts of the course (governance, sustainable development) Know the principles of main law instruments applying to the Arctic (environmental law and indigenous peoples rights) Identify key actors and issues of an Arctic local governance process Analyze the political context and refer to the relevant public policies Describe the legal framework at stake Use these learned materials and articulate these abilities in a synthetic report Final exam Home exercise in form of a written report, max. 15 pages excl. appendix, and an oral presentation. Course requirements Lecture participation 40 % Report (max 15 pages, excl. appendix) 40 % Report presentation 20 % ECTS: 7.5/10 List of literature TBA Lectures Duration 1 3h 2 3h Weeks 20 20 Teacher Cecile Cecile Location Nuuk Nuuk 3 20 Cecile Nuuk 3h Content Introduction Governance: a concept to understand complex societies. Relevance for the the Arctic region, (Good governance, multi-level governance…) Sustainable development. Part I Critical analysis of the concept 62 4 3h 20 Cecile Nuuk 5 3h 20 Cecile Nuuk 6 3h 20 Maria Nuuk 7 3h 20 Maria Nuuk 8 3h 21 Ellen E-learning 9 3h 21 Ellen E-learning 10 3h 21 Pelle E-learning 11 3h 21 Cecile E-learning 12 20 mn 24 Cecile E-learning Sustainable development. Part II. Challenges in the Arctic. Subsistence and globalized market economies. Arctic Regulatory framework: international law and domestic law Governance in Greenland: Self-rule government in an era of globalization Resource exploration and exploitation projects and consultation processes in Greenland Fragmentation of law – Greenlandic law, Danish Law, and International /EU law The role of scientist knowledge in design and use of legal norms Community-based monitoring programs: ethic and scientific dimensions Network of actors in regulatory processes – Presentation of case studies Oral exam Emnefag: Arctic Mineral Resources Underviser: Anders Mosbech m.fl. Course plan spring 2015: Kursen forventes afholdt som E-learning i store deler! Lecture Time: 13-15 1 Course intro. EIA Teacher Pernille Anders Time: 15-17 Land based mines Mine EIA group work Teacher Pernille 2 Lis Janne BAT and BEP Mine EIA group work Janne Pernille Pernille Mine EIA group work Pernille Lottermoser: Chapter 2 and 5 Jens Pernille Mine EIA group work Pernille Lottermoser: Chapters 2.1.-2.3. (pp. 43-60), 2.7. (pp. 80-92) and 3.6. (pp. 159-161) + Chapter 4. 3 4 Environmental chemistry Env. management Sulfide waste charactersitics Cyanide waste Geochemical test work Tailings handling Literature EIA guidelines for exploration drilling and for mines Lottermoser: Chapter 1 EU legislation and OSPAR definition 63 5 Dust handling Radioactive waste Gert Mine EIA group work Pernille 6 Process water handling Closing, recultivation Mine EIA hearing answers and presentation prepare Intro Seismic Pernille Mine EIA group work Pernille Pernille Hearing answers presentation Pernille Janne Jacob Intro to Oil EIA Oil EIA group work Janne Arctic oil investigation and exploration Environmental impacts monitoring Janne Oil EIA group work Janne Susse Oil EIA group work Janne Fate of oil in the sea Oil spill modelling Offshore oil spill response Oil spill sensitivity atlas Net environmental benefit analysis, NEBA Oil EIA hearing answers and prepare response to answers Janne Mads Oil EIA group work Janne David Susse Oil EIA group work Janne “Oil spill sensitivity atlas” and “Strategic Environmental Impact Assessments”, AMOP 2013 Janne Prepare response to answers Time for questions for the exam. Janne Oil EIA hand in on… Hearing questions hand in on… 7 8 9 10 11 12 13 Handbook for Dust Control in Mining Lottermoser: Chapter 6/URAN folder (in DK/GL) Lottermoser: Chapter 3 Designing for closure of an open pit in the… Mine EIA hand in on… Hearing questions hand in…. Tyack, 2009 and “Guidelines to environmental impact assessment of seismic activities in Greenland” Arctic oil and gas 2007, AMAP: Chapter II Boremudderstrategi (Strategy of drilling mud) Larsson & Purser, 2011 Potter et.al.: Chapter 1 and 3-5 Final exam: oral exam, special day. 64 Lecturers: Pernille Erland Jensen, Arctic Technology Center, DTU: [email protected] Anders Mosbech, DCE, AU: [email protected] Lis Bach Olsen, DCE, AU: [email protected] Janne Fritt-Rasmussen, DCE, AU: [email protected] Jens Søndergaard, DCE, AU: [email protected] Gert Asmund, DCE, AU: [email protected] Jacob Tougaard, DCE, AU: [email protected] Susse Wegeberg, DCE,AU: [email protected] David Boertmann, DCE, AU: [email protected] Lis of literature: TBA Ilisimatusarfiks regler for citation og kildehenvisninger ved eksamen: Se følgende link: http://www.uni.gl/Portals/0/Dokumenter/Ilisimatusarfiks%20regler%20for%20citation%20og%20ki ldehenvisninger%20ved%20eksamen.pdf Eksamenstilmelding: Du kan kun melde dig til eksamen, når du også er tilmeldt til holdet i det pågældende fag. Sidste frist for tilmelding til eksamen er 30. november og 30. april. Tilmelding sker elektronisk via studentermatriklen, som du får adgang til via forsiden på www.uni.gl. Frist for framelding er 14 dage før eksamens start. Denne regel gælder for alle uddannelser. Hvis du ikke framelder dig rettidigt, koster det et eksamensforsøg. Info om Studieservice: E-mail adresse: [email protected] (alle henvendelser bedes påført fulde navn, cpr. nr. og afdeling) Studiechef NN: har det overordnede og koordinerende ansvar for Studieservice, herunder Internationalt kontor, eksamenskontor samt skrankebetjeningen. E-mail: [email protected] Tel.: +299-38 56 09. Kontorfuldmægtig, Petrine Ostermann, Ekspedition i Studieserviceskranken. Sagsbehandler for de studerende på: KS, SLM, SAMF og Teologi vedr. studiestøtte, herunder frirejser, statusændringer til KAF, samt vejledning med til- og afmelding til hold og eksamener i studentermatrikel. E-mail: [email protected] Tel.: +299-38 56 20. 65 Kontorfuldmægtig, Michael Lennert, Ekspedition i Studieserviceskranken. Sagsbehandler for de studerende på: Professionsbachelor-uddannelserne vedr. studiestøtte, herunder frirejser, statusændringer til KAF, samt vejledning med til- og afmelding til hold og eksamener i studentermatrikel. Ajourføring af fraværslister. E-mail: [email protected] Tel.: +299-38 56 17. Kontorfuldmægtig: Nina Brandt, Eksamenskontor og ekspedition i Studieserviceskranken. Tager sig af alt vedrørende eksamen og eksamensafholdelse. E-mail: [email protected] eller [email protected] Tel.: +299-38 56 19. Internationalt kontor: Per Thomsen, International koordinator og kommunikation. Tager sig af alt vedrørende ind- og udgående gæstestuderende, deltagelse i internationale programmer og partnerskabsaftaler samt kommunikation. E-mail: [email protected] Tel.: +299-38 56 24. Åbningstider i Studieserviceskranken: Mandag -tirsdag: 9-13 Onsdag: 11-15 Torsdag: 13 – 16 Fredag: - Lukket Åbningstiderne bedes venligst overholdt, da der ikke foregår ekspedition af studerende på administrationsgangen. Kalender: • Januar 2015: • • • Eksamensmåned 15. januar 2015 frist for aflevering af Bacheloropgaver og kandidatspeciale, der ønskes bedømt inden dimissionen Februar o Semesterstart første mandag- forår o Dimissionsfest – sidste fredag i februar 66 o Emnefag starter • Marts o Sommertid begynder sidste søndag i marts • April o Eksamenstilmelding - sidste frist 30. april 2015 o Påske ferie • • • Maj o Eksamensperioder starter medio maj o Arbejdernes internationale kampdag (halv fridag), 1. maj o o o Bededag Pinse Kristi Himmelfartsdag Juni o Eksaminer i hele juni o Undervisningen slutter medio juni: se de enkelte kurser o Grønlands nationaldag, 21. juni Juli og August o Sommerferie o Evt. re-eksamen / sygeeksamen 67