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Environment and Development
Tuesdays & Thursdays 11:10 – 12:30 in Forestry 301
NRSM 475.01
Spring 2014
Instructor:
Instructor’s office:
Contact:
Office hours:
Libby Khumalo, Ph.D., Department of Society & Conservation
443 Charles H. Clapp Building (CHCB)
Use Moodle, or email me at kathryn.khumalo@umontana.edu;
phone: (406) 243-4958
T/Th 12:30-2:00 or by appointment
“The single story creates stereotypes, and the problem with stereotypes is not that they are
untrue, but that they are incomplete. They make one story become the only story.”
― Chimamanda Ngozi Adichie
Course Description
Environmental problems in the Global South are well-publicized, whether the focus is rapid
population growth, deforestation, rapidly increasing consumption, or biodiversity loss. Yet the
root causes of these problems are often removed in time and space from their points of impact,
and their political and social dimensions concealed. In this course, we examine international
development paradigms - the models through which environment and development problems
are framed and “solved” - to identify roots of environmental degradation and human inequality
associated with development. We explore how assumptions about the nature of environment
and development problems have dictated their “solutions”, and how those solutions have
created their own set of social and environmental problems. Discovering how global actors and
institutions have designed responses to new and old sets of problems in a quest for
sustainability, we investigate the opportunities and challenges emerging from their approaches.
The emphasis in this course is on learning to understand, think, and write critically about social
forces especially associated with environment, development, and conservation rather than on
surveying all of the major environmental issues or conservation strategies in the world today.
Course readings, videos, discussions and assignments confront head on underlying micro and
macro processes across multiple spatial and temporal scales. For many students, taking a
multi-scaled approach is very challenging, as is studying big, complex processes such as
capitalism, modernization, development and sustainable development; it is particularly
challenging to take a critical perspective. The latter refers to understanding social1
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environmental interactions and change from various perspectives including 1) forces that
cannot be directly observed but need to be understood through interrogating underlying
meanings and struggles over meanings and 2) people and social movements representing
concerns of poor families, politically marginalized ethnic groups, communities and/or genders.
The subject matter and approach taken in this class is complex and may make you
uncomfortable at times, but I am here to help explain difficult and new concepts, and ground
them in current issues and real life experiences. I expect that by enrolling in this class you are
agreeing to do your best to undertake this challenge and to let me know when you do not
understand something or wish to examine it further or in a different way.
Course Outcomes
After completing this course, you will be able to:
 Describe key social forces influencing society-environment-development interactions
and strategies;
 Analyze different perspectives on the origins, consequences and potential management
of environment including major debates in sustainable development; and
 Evaluate the opportunities and challenges of current conservation, environment and
development strategies, as variably impacted by peoples, cultures, and environments
with different and often unequal social and ecological characteristics and histories.
My Teaching Philosophy
I seek to inspire, challenge, and equip students to make informed and meaningful social and
environmental contributions throughout their lives. As a lifelong learner who is drawn to
illuminating and challenging social marginalization and environmental degradation, I intend
that students will complete my courses with new ideas about the world. My courses will
challenge students’ assumptions and provide them with the skills necessary to identify and
challenge social inequality and environmental degradation. I strive to imbue critical thinking,
professional communication, and problem-solving skills, along with core content from multiple
disciplines. I aim that students will emerge from my courses with increased hope and
confidence in their abilities to engage with the world.
Course Structure and Expectations
We will participate in the following types of activities in class: full class discussions, short
writing and reflection exercises, small group break-out and report-back sessions, role-play
activities, debates, and concept-mapping exercises. I will also routinely offer presentations to
provide background and to highlight the reading material. I expect students to engage in all
course activities, take responsibility for their own educational development, and contribute
towards a healthy learning community.
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Expectations for reading-based reflection and discussion:
Classroom time is structured around students’ engagement with the assigned readings (see
below), so it is imperative you read and critically reflect on all material before each class so you
are prepared to contribute to professional discussion. I encourage you keep a journal of your
reflections and to bring your journal and a copy of the day’s readings to each class. In your
journal, I encourage you to respond to the following three questions for each assigned reading:
1. What questions do you have about this reading?
2. How does this reading challenge your assumptions? (Describe your “aha!” moments.)
3. How does this reading connect to other readings in this course?
I expect you to contribute your ideas, questions, and insights from the readings, assignments,
videos, and presentations in class discussions. All views are welcome in class but they must be
communicated in a civil and never hostile manner.
Please note that the readings are numerous, and they are not evenly distributed over the
semester. Consequently, I expect you to look ahead in the syllabus and plan your reading
accordingly. While you may find the readings challenging, I encourage you to bring your
questions to class where our in-depth discussions and other learning activities will assist
comprehension of the material.
Required reading materials:
Required readings are listed by class subject in the section entitled “Topics and Reading
Assignments”, below. Please note that while most of the readings are available by download
from Moodle, you will need to acquire one book (available for purchase at the bookstore):

Elliott, J.A. 2013. An Introduction to Sustainable Development (4th ed.). Routledge.
I also recommend, but do not require, that you obtain a copy of:

McMichael, P. 2012. Development and Social Change: A Global Perspective (5th ed.).
Thousand Oaks: SAGE Publications.
Grading:
CLASS PARTICIPATION (10% of final grade):
Participation includes attendance, punctuality, attentiveness, effort, completing all readings
prior to class, and offering your thoughts, ideas, opinions, and questions during discussion.
Your participation grade is not based on knowing the "right" answers or the quantity or length
of your comments but rather your willingness to contribute, evidence that you have completed
and thought through material presented in the reading, and the increasing quality of your
contributions.
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VIDEO CRITIQUES (15% of final grade):
We will view seven videos during the semester. You are required to submit critiques of three of
the films. I will use the following criteria to grade your critiques: excellent (correct summary,
critical application of theory and insightful questions), good (good attempt to summarize, apply
theory and raise questions but room for improvement) and unsatisfactory (did not summarize
correctly, engage with the readings and/or raise good questions as noted in the guidelines
below).
IN-CLASS EXAMS (2) (40% of final grade):
In-class exams consist of short answer and/or essay questions.
CASE STUDY ANALYSIS AND EVALUATION (35% of final grade):
Each student is required to conduct independent research on an environment/conservation or
sustainable development initiative or organization and prepare an analysis and evaluation. As
part of your case study grade, you will submit an abstract with five references, as well as an
initial draft of your paper. Part of your grade will also consist of your peer review of another
student’s first draft.
Grading Policy and Assignments:
Please mark assignment due dates and exam dates on your calendar and plan accordingly.
Please note that extensions require my prior approval and that in the absence of such approval
(and presuming no serious emergency), a zero will be given if you fail turn in an assignment or
exam on time.
Please note, this class is offered for traditional letter grade only; it is not offered under the
credit/no credit option.
Grading Scale
Grades will be allocated using the following scale:
A
AB+
B
BC+
C
CD+
D
DF
93-100
90-92
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
59 & below
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Important Dates Restricting Opportunities to Drop a Course Spring 2014:
To 15th instructional
day
16th to 45th
instructional day
Beginning 46th
instructional day
Students can drop classes on Cyberbear
Drop requires form with instructor and advisor
signature, a $10 fee from registrar’s office,
student will receive a ‘W’.
Students are only allowed to drop a class under
very limited and unusual circumstances. Not
doing well in the class, deciding you are
concerned about how the class grade might
affect your GPA, deciding you did not want to
take the class after all, and similar reasons are
not among those limited and unusual
circumstances. If you want to drop the class for
these sorts of reasons, make sure you do so by
the end of the 45th instructional day of the
semester.
February 14 = last
day
February 18
through April 7
April 8
Academic Conduct
All students must practice academic honesty. Academic misconduct is subject to an academic
penalty by the course instructor and/or a disciplinary sanction by the University. All students
need to be familiar with the Student Conduct Code. The Code is available for review online at:
http://life.umt.edu/vpsa/student_conduct.php. Academic misconduct may result in being given
a zero on any/all work and expelled from this course.
Advising
I encourage you to e-mail, phone, or come to my office during office hours. I also welcome you
to make an appointment outside of my office hours (schedules permitting). I encourage you to
talk with me if you have questions or difficulties with the material.
The University of Montana Writing Center offers students in all disciplines free support as they
write for any course. Welcoming all students, The Writing Center provides a comfortable
environment where students can engage in supportive conversations about their writing and
receive feedback at any point during a writing process. To make an appointment and learn
more about The Writing Center’s by-appointment and drop-in hours, visit
www.umt.edu/writingcenter or call 243-2266.
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Detailed Expectations for Assignments
Video Critiques:
Due date: each critique is due in hard copy in the class immediately after the one
in which the video was shown)
The purpose of the video critiques is to critically apply theory and raise insightful questions.
Each video critique will entail two double-spaced pages (12 point font, 1 inch margins). Please
follow this format:
1. Title: Write the video title on the top of the first page.
2. Description: Very briefly summarize the major theme or points of the video (one
paragraph).
3. Analysis: Discuss how the video engages two key concepts or theories discussed in
class.
4. Evaluation: Drawing on your analysis, judge the video in terms of its application of (or
failure to consider) a particular theory or body of knowledge, or its major conclusions or
recommendations. Provide ample evidence and clear reasoning for your evaluation.
5. Questions: List three specific questions inspired by the video that are related to the
course and your ongoing reflection on what you are learning.
Examples of key concepts and theories:
social constructionism
symbolic meaning
myth
(under)development
colonialism
sustainable development
modernization theory
dependency theory
world system theory
Malthusian theory
Hardin’s theory (derived from Tragedy of the Commons)
globalization
capitalism
neoliberalism
environmental externality
environmental justice
traditional ecological knowledge
free vs. fair markets
debates over protected areas and community-based
conservation
human exemptionalist paradigm
new ecological paradigm
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Case Study Analysis and Evaluation:
Due dates:
March 20
April 29
May 1
May 9, 6 pm
– Abstract
– Draft 1
– Peer review
– Final draft
Purpose:
The purpose of the final paper is for you to assess a current conservation or sustainable
development initiative or organization and describe, analyze, and evaluate it according to
criteria, lessons and evidence learned from class and your own readings, videos and
discussions. The assignment will also enhance your professional peer editing skills, as we will be
editing colleagues’ first drafts of the assignment.
Selecting a topic:
Please select an initiative or organization as the focus of your case study analysis and
evaluation. Pick an organization or initiative that has an explicit concern for
environment/conservation/sustainable development. If the scope of the initiative or
organization is very large, it is important to select a smaller program or project associated with
it. You may choose something that is operating internationally, in the USA, or in Montana. You
may make your selection based on the novelty of the initiative or organization’s approach, a
noteworthy project, its geographical location, or prior experience with the organization. I
encourage you to choose a topic that you would like to know more about and/or even
volunteer or work for in the future. Do not select an initiative or organization with scant
information as you will not be able to complete the assignment. I have included a list of
possible initiatives and organizations in this syllabus. The listed initiatives and organizations are
just suggestions; you do not have to pick from this list.
Abstract:
The purpose of the abstract is to ensure that you have selected an initiative or organization that
is in keeping with the objective of the assignment and which you can find sufficient information
to complete it. Summarize, in one, double-spaced page, the initiative or organization you have
selected for your case study analysis and evaluation and provide a very brief description what
you plan to examine. The latter should specify if you are focusing on the overall initiative or
organization or a particular dimension or project or regional application. Include five references
you will use in completing the requirements for the case study.
Final Case Study Analysis and Evaluation:
You must follow the format below; label each section as outlined. The final case study should
be 8-10 pages (12 point font, 1 inch margins). You are welcome to discuss your paper with class
members or anyone else with knowledge about the initiative or organization. However, the
analysis, evaluation, and writing of the final paper must be your own individual work. The case
study and evaluation must have the following sections:
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1. Contact Information: At the top of the first page provide the name and contact information
for the initiative or organization, including its website, mailing address, and phone number.
2. Description: Building on your abstract, very briefly describe the initiative or organization and
its overall mission or the particular project you have chosen. This section should be around
two pages.
3. Analysis: In this section, I expect you to examine what the initiative or organization claims
to be doing and why. Interrogate their assumptions, claims, and contradictions. The point of
this analysis is to dive beyond face value acceptance of what is listed on an organization’s
web page or pamphlets. It will require your critical analysis using class readings, lectures
and discussions. To do the analysis, select two of the key concepts we have used in class
appropriate to your topic and use them as a basis for the analysis, including how the
initiative or organization defines its problem, selects an approach towards a solution(s) and
explains its successes or failures. Use the knowledge you have gained in the course to
critically examine and ask questions of the organization and its projects, even if you do not
know the answer. This section should be around 3 pages.
4. Evaluation: Drawing on your analysis, briefly evaluate or judge what you see as the
initiative/organization/project’s major strengths and/or limitations. This could be related to
their framing of problems and mission, chosen strategy, practical accomplishments or
ongoing struggles. Be as specific as possible with regard to your reasoning and the evidence
you provide for your evaluation. Be attentive to real social and ecological conditions so your
suggestions are feasible and practical. This section should be around 3 pages.
5. Literature cited: I expect you to cite all the literature you use to describe, analyze, and
evaluate the organization. It is fine to use material from class as well as additional readings
(e.g. website and internet resources, reports, articles, book chapters, information from key
informant interviews). Please follow conventional social science citation protocols (author
last name and year in parentheses in the text and a complete bibliography at the end,
including the full web address for any online resource).
Please note that the analysis and evaluation sections are the most important; they should
take up over half of the paper. You will need to do both original research and thinking.
Search the library and internet for information about your organization and its activities.
There may be formal evaluations available for larger organizations. Closely examine its
website and other relevant sites. You are likely to need to email your chosen organization.
Email someone involved with the initiative or associated with your organization early on
with a concise list of questions, or if local, try to contact them by phone. Be polite and
persistent, but realize that they are busy and may not respond immediately; hence the need
to email them early and possibly often.
Peer editing:
The peer editing activity is designed to a) help you develop and practice your
communication skills, and b) enhance your ability to provide constructive feedback to
colleagues. The peer review is designed in such a way that you will not in any way lower a
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colleague’s grade, but rather can only help improve his/her grade. It is also my hope that
while editing your colleague’s case study, you will also gain insights about how to improve
your own case study. You will be graded on how well you provide feedback to your
colleague(s). I will provide specific guidance on the peer review process in class.
Note that I expect you to invest full effort in the first draft of your case study, but I will not
be assigning a grade to the draft because it is an opportunity for you to glean feedback and
improve your paper and to assist your colleague without fear of negative repercussions.
However, if there is evidence to suggest you did not invest reasonable effort in the first
draft, I will deduct 20% from your final case study grade.
Accommodation for Students with Disabilities
Students with disabilities may request reasonable modifications by contacting me. The
University of Montana assures equal access to instruction through collaboration between
students with disabilities, instructors, and Disability Services for Students. “Reasonable” means
the University permits no fundamental alterations of academic standards or retroactive
modifications.
Course Flexibility and Adaptation
I want this course to stay relevant to student interests and current international and
environmental news, so I reserve the right to modify the required readings, assignments, and
grading criteria outlined in this syllabus over the course of the semester.
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Suggested Environment/Conservation/Sustainable Development Organizations
International NGOs (including initiatives)
World Wildlife Fund (WWF)
Conservation International (CI)
The Nature Conservancy (TNC)
Corporate Watch
Inter-American Foundation
Global Exchange
Earthjustice
Friends of the Earth
Community Conservation, Inc.
Food First
Coral Cay Conservation
Wetlands International
Population Institute
Borneo Project
La Via Campesina
Highlander Research and Education Center
Women’s Environment & Development
Organization (WEDO)
Community Forestry International
Fair Trade Federation
Catholic Relief Services
CARE
SmartWood
U.S. NGOs
Sonoran Institute
Yellowstone to Yukon (Y2Y)
Defenders of Wildlife (US)
Greater Yellowstone Coalition
Rainforest Alliance
Pesticide Action Network
Alternate Energy Research Organization (AERO)
Trust for Public Land
National Network of Forest Practitioners
Sand County Foundation
Sustainable Northwest
Land Trust Alliance
The Wilderness Society
Institute for Local Self-Reliance
Natural Resources Defense Council
National Wildlife Federation
Montana (including initiatives)
Women’s Voices for the Earth (WVE)
Clark Fork Coalition
Institute for Biomimicry
Five Valleys Land Trust
Wildlands CPR
National Center for Appropriate Technology
NGO Directories
Citizens for a Livable Montana (CALM)
Environmental Grantmakers Association
Blackfoot Challenge (Blackfoot Community
http://www.ega.org/ngos/profile.php?op=list Project)
WANGO (Global)
Garden City Harvest
http://www.wango.org/resources.aspx?sectio Northwest Connections (Montana Legacy
n=ngodir
Project)
Central and Eastern Europe
Swan Ecosystem Center
http://www.rec.org/rec/databases/ngodirecto Montana Land Reliance
ry/ngofind.html
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TOPICS AND READING ASSIGNMENTS
Introduction
January 28
Welcome to the course
January 30
Society, Environment, and Development: Intersections
 King, L., and D. McCarthy. 2005. Introduction: Environmental problems require social
solutions. In: Environmental sociology: from analysis to action. ed. L. King and D.
McCarthy, xi –xxi. Rowman & Littlefield Publishers.
 Greider, T. and L. Garkovich. 1994. Landscapes: the social construction of nature and the
environment. Rural Sociology 59(1):1–24.
From National Development to Globalization
February 4
Setting the Context: Nature and Society Interactions
 Crow, M.M. 2007. None dare call it hubris: the limits of knowledge. Issues in Science and
Technology Winter: 1-4.
 Ellis, E.C. 2013. Overpopulation is not the problem. New York Times. September 13,
2013. (2 pgs)
Video #1: Cadillac Desert: Mulholland’s Dream
February 6
Colonialism, Post-Colonialism, and the Emergence of Development
 McMichael, P. 2012. Chapter 2: Instituting the development project. In: Development
and Social Change: A Global Perspective (5th ed.), 26–54. Thousand Oaks: SAGE
Publications.
February 11 National Development Project: Modernization and Markets
 McMichael, P. 2012. Chapter 3: The Development project. In: Development and Social
Change: A Global Perspective (5th ed.), 55–79. Thousand Oaks: SAGE Publications.
Feburary 13


Political Economy of Development; or Creating Dependency and
Underdevelopment
Nadal, P. 2012. Underdevelopment and historicism: W.W. Rostow and Andre Gunder
Frank. Downloaded from: http://belate.wordpress.com/2012/06/18/review-summaryof-rostow-frank/. (5 pgs)
Mitchell, T. 1991. America’s Egypt: Discourse of the development industry. Middle East
Report 169:18–36.
Video #2: Controlling Interests: The World of the Multinational Corporation
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February 18 Development Aid, the (First) Green Revolution: Social and Environmental
Concerns
 Oasa, E.K., and B.H. Jennings. 1982. Science and authority in international agricultural
research. Bulletin of Concerned Asian Scholars 14(4):30–44.
 Norgaard, R.B. 1988. Chapter 23: The rise of the global exchange economy and the loss
of biological diversity. In: E.O. Wilson. Biodiversity, 206–211. National Academy Press.
 Bittman, M. 2013. How to Feed the World. New York Times. October 14, 2013. (4 pgs).
February 20 What “Counts” in Development?
 Zencey, E. G.D.P.R.I.P. New York Times. August 9, 2009. (4 pgs).
 Revkin, A.C. 2005. A new measure of well-being from a happy little kingdom. New York
Times. November 4, 2005. (7 pgs).
Video # 3: Who’s Counting? Sex, Lies, and Global Economics
February 25 From Development to Globalization
 McMichael, P. 2012. Chapters 5 – 6. In: Development and Social Change: A Global
Perspective (5th ed.), 112–181. Thousand Oaks: SAGE Publications.
February 27 Population, Development and Theory
 Bell, M. 2004. Chapter 4: Population and development. In: An Invitation to
Environmental Sociology (2nd ed.), 78–104. Pine Forge Press.
 Hardin, G. 1968. The tragedy of the commons. Science 162:1243–1248.
March 4
Exam #1
Global Capitalism, Transnational Corporations and Environmental Change
March 6
Privatizing Public Services: GM and the Rise of US Automobile Dependency
 Greider, W. “Citizen” GE. In: J. Mander and E. Goldsmith. 1996. The case against the
global economy, 323–334. San Francisco: Sierra Club Books.
Video #4: Taken for a Ride
March 11

Forest Conflict in the US Pacific Northwest: Class, Corporations & Cultural
Identity
Foster, J.B. 1993. The limits of environmentalism without class: lessons from the ancient
forest struggle in the Northwest. A Monthly Review/Capitalism, Nature, Socialism
Pamphlet, pgs. 3–34.
Assignment: Review final paper guidelines and begin exploring a final paper topic.
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March 13
Tropical Forest Change and Degradation: Root Causes versus Symptoms
 Vandermeer, J. and I. Perfecto. 1995. Rethinking rain forests: biodiversity and social
justice. Food First Backgrounder. Summer 1995: 1–8.
 Geist, H.J. and E. F. Lambin 2002. Proximate causes and underlying driving forces of
tropical deforestation. BioScience 52(2): 143–150.
March 18
Politics of Knowledge: Traditional Ecological Knowledge and Practice (TEKP)
 Berkes, F. 1999. Context of traditional ecological knowledge. In: Berkes, F. 1999. Sacred
Ecology, 3–15. Taylor and Francis.
Video #5: Taking Root: The Vision of Wangari Maathai
March 20
Environmental Justice: Race, Class and Gender
 Taylor, D. 2005. American environmentalism: the role of race, class and gender in
shaping activism 1820-1995 In: King, L. and D. McCarthy (eds.). 2005. Environmental
Sociology: From Analysis to Action, 87–106. Rowman and Littlefield Publishers.
 Watch and prepare to discuss: “Bird Like Me”, episode #16013 at thedailyshow.com
Due: Abstract for final paper
March 25
Exam #2
Sustainable / Resilient Futures
March 27
Introducing Sustainable Development and Sustainability
 Elliott, J.A. 2013. Chapter 1: What is sustainable development? In: An Introduction to
Sustainable Development (4th ed.), 8–56. Routledge.
Spring Break: March 31 – April 4
April 8

Global Challenges of Sustainable Development, part 1: Global Climate Change,
Resource Scarcity, Energy, Water
Elliott, J.A. 2013. Chapter 2: The global challenges of sustainable development. In: An
Introduction to Sustainable Development (4th ed.), 57–77. Routledge.
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April 10


Global Challenges of Sustainable Development, part 2: Population, Poverty,
Inequality
Elliott, J.A. 2013. Chapter 2 (continued): The global challenges of sustainable
development. In: An Introduction to Sustainable Development (4th ed.), 77–119.
Routledge.
Stiglitz, J. E. 2013. Inequality is holding back the recovery. New York Times. January 19,
2013. (5 pgs).
April 15
Actors and Actions in Sustainable Development
 Elliott, J.A. 2013. Chapter 3: Actors and actions in sustainable development. In: An
Introduction to Sustainable Development (4th ed.), 120–189. Routledge.
April 17
Sustainable Urban Livelihoods
 Elliott, J.A. 2013. Chapter 5: Sustainable urban livelihoods. In: An Introduction to
Sustainable Development (4th ed.), 249–301. Routledge.
 Holt-Gimenéz, E., 2010. Food security, food justice or food sovereignty? Food First
Backgrounder 16(2): (4 pgs).
April 22
Wilderness, Working Landscapes and the Politics of Parks/Protected Areas
 Adams, W.M. 2009. Chapter 10: The politics of preservation. In: Green development:
Environment and sustainability in a developing world (3rd ed.), 275–298. Routledge.
 Chapin, M. 2004. A Challenge for Conservationists. World Watch.
November/December: 17–31.
 Roberts, C.S., and C. Hails. 2005. From the World Wildlife Fund (WWF). World Watch
18(1):6.
 McCormick, S.J. 2005. From The Nature Conservancy. World Watch (18)1:7.
April 24
Rural Conflicts Over Land/Resources Use: U.S. South West
 Snow, D. 2001. Coming home: an introduction to collaborative conservation. In: Brick,
P., D. Snow, and S. Van de Wetering. Across the Great Divide, 1–11. Island Press.
 McCloskey, M. 1996. The Skeptic: Collaboration has its limits. High Country News 28(9).
(3 pgs).
Video #6: Whose Home on the Range?
April 29
Case study peer review day
DUE: First draft of the final paper. Bring both a hard copy of your paper to class, as
well as an electronic copy on a flash drive. Bring a laptop or ipad to class, if possible.
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May 1
The Promise of Community-Based Conservation: Ecotourism
 Berkes, F. 2004. Rethinking community-based conservation. Conservation Biology
18(3):621–630.
 Belsky, J.M. 1999. Misrepresenting communities: the politics of community-based rural
ecotourism in Gales Point Manatee, Belize. Rural Sociology 64(4): 641–666.
 Jaffe, E. Good gone wild. Science News, vol. 170. Sept 30, 2006: 218–220.
DUE: Peer review submitted electronically both to the case study author and to me.
May 6



Market-Based Solutions: Free Trade, Fair Trade/Product & Certification
Schemes
The Economist. Why greens should love free trade. The Economist. October 9, 1999:17–
18.
Daly, H.E. 1996. Free trade: the perils of deregulation. In: Mander, J. and E. Goldsmith.
The case against the global economy and for a turn toward the local, 229–238.
Conniff, R. 2012. What’s wrong with putting a price on nature? Guardian Environment
Network. (4 pgs).
Video #7: Buyer Be Fair
May 8
Sustainable Rural Livelihoods
 Elliott, J.A. 2013. Chapter 4: Sustainable rural livelihoods. In: An Introduction to
Sustainable Development (4th ed.), 189–248. Routledge.
Class evaluations
May 9
The final draft of your case study is due by 6:00 pm on Friday, May 9. Submit an electronic
version of your case study through Moodle.
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