ilisimatusarfik lektionskatalog forårssemester 2015 samf f-2015

Transcription

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
Tel.: +299- 58 37 47
Wolfgang Kahlig
Lektor
Kontor: D125
Tel.: +299- 38 56 68
Underviser i: Sociologi
Annemette Nyborg Lauritsen
Ph.D. Adjunkt
Kontor: D233
Tel.: +299- 38 56 60
Underviser i: Emnefag: Kriminologi
Page Wilson
Ph.D. Adjunkt
Kontor: D145
Tel.: +299-38 56 83
Underviser i: Videregående Politologi
Tilknyttede forskere og gæsteprofessorer:
Birger Poppel
Projektchef: Survey of Arctic Living Conditions, SLiCA
Kontor: C231
Tel.: +299-38 56 62
Mark Nuttall
Professor, University of Alberta, Canada
2
Kontor: C227
Tel.: +299-38 56 64
Leder for forskningsprojektet: “Climate and Society”
Samo Nielsen
Ph.D.-studerende
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
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
Underviser i: Emnefag: Small States and European Integration
Michael Driefer
Nuup Bussii
Underviser i: Mikroøkonomi
Mattias Törnqvist
TelePost
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.
3
Underviser i: Forvaltningslære
Birgit Pauksztat
Assistant Professor
Department of Management and Organization
Hanken School of Economics
Underviser i: Emnefag: Managing Negotiations
Kathleen Kent
MSc in Sustainable Development
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
Underviser i: Emnefag: Arctic Mineral Resources: Environmental Impacts and Prevention
Jakob Mathiassen
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
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!
3
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
8
9
10
11
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
Lok.01
Frokost
Mikroøkonomi
(MD) Lok.04
Mikroøkonomi
(MD)
Mikroøkonomi
(MD)
Frokost
Beslutningsprocesser
(SN) lok.07
(SN)
(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
14
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
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
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
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
European
Integration (BT)
Uge 16-17
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
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
and Sustainable
Development (CP
m.fl.)
Uge 20 Lok.05
Frokost
Fisheries and
Hunting in
Greenland (FU
and HS)Lok.05
and Sustainable
Development (CP
m.fl.)
Uge 20
Skype03
Frokost
Managing
Negotiations
(BP) Lok. Skype
03
Uge 8-11
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
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
and Sustainable
Development (CP
m.fl.)
Uge 20
Frokost
Managing
Negotiations (BP)
Uge 8-11
Lok. Skype 03
and Sustainable
Development (CP
m.fl.)
Uge 20 Skype03
9
14-15 Videregående
Politologi (PW,
CA, SBV)
----------------------Managing
Negotiations (BP)
Uge 8-11
and Sustainable
Development (CP
m.fl.)
Uge 20
Fisheries and
Hunting in
Greenland (FU
and HS)
and Sustainable
Development (CP
m.fl.)
Uge 20
Managing
Negotiations
(BP)
Uge 8-11
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
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
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
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.
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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)
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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
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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.
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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
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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
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
Eksamen: Hjemmeopgave, bunden 1 uge, max 15 sider ekskl. databilag
Censur: Ekstern
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
Eksamen: Mundtlig, 30 minutter, synopsis 3 til 5 sider.
Censur: Intern
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
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
Part one: Chapter 3 + Part four:
Chapter 26-27.
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
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’.
Part three: Chapter 19 + 24.
7
17/3
Ethnography and
Participant
Observation
Opgave 2
Jette Rygaard
8
24/3
Jette Rygaard
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
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
Part two: Chapter 15-16.
Part two: Chapter 9-11 + Part
three: Chapter 20-21.
Part three: Chapter 22.
13
7/5
Content Analysis and
Nvivo
Merete Watt
Boolsen
14
8/5
15
15/5
10
Part two: Chapter 13.
Using Nvivo
Merete Watt
Boolsen
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
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
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
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
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:
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:
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
Eksamen: Mundtlig, 30 minutter, med forberedelse, med hjælpemidler eller skriftlig
hjemmeopgave, 1 uges varighed
Censur: Ekstern
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
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
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
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
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
6/URAN folder (in
DK/GL)
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.
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.
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.
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

ilisimatusarfik lektionskatalog forårssemester 2015 samf f-2015

Transcription

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