THE INTERNATIONAL BUSINESS FELLOWS PROGRAM
SPRING 2011
Instructor:
D. Michael Dodd
Office:
CBA 7.202
Office Hours:
By Appointment
Phone:
472-1520
E-Mail:
dmichaeldodd@sbcglobal.net
Teaching Assistants:
None
Course Number
IB
395
Unique Number
04835
ANS 391
32025
LAS 381
40770
MES 380
42194
REE 380
45270
PA
62025
388K
Time:
Thursday 5:00 - 8:00 p.m.
Place:
UTC 1.116
Pre-requisite:
Graduate Standing
Classroom
UTC 1.116
Course Objectives
The overall purpose of the seminar is to help prepare students to be leaders in their respective
professions over the course of their careers. To do that, the seminar will bring together students and
faculty from across disciplinary lines to explore the reasons for and the implications of the changing global
landscape. The seminar will include lectures, readings and discussions on: (i) international economics,
finance, and business; (ii) international political and military affairs; (iii) cultural, historical, and religious
factors bringing together and dividing peoples, countries and civilizations around the world; and (iv)
demographic developments, environmental challenges, and other risks and challenges putting pressure
on world systems and structures at this point of the 21st century.
Leadership and this Course
The Texas MBA program is designed to develop influential business leaders. The MBA Program has
identified four fundamental and broad pillars of leadership: knowledge and understanding, communication
and collaboration, responsibility and integrity, and a worldview of business and society. While all four of
those pillars are interwoven, this course is designed specifically to focus on the fourth pillar: The
worldview of business and society.
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Materials
Required
The required reading materials are referenced in the course packet. Additional readings may be
provided by guest speakers.
Recommended
You should read national and international newspapers/magazines/periodicals on a weekly basis.
Course Requirements and Grading
Your grade in the course will be determined as follows:
In-Class Contribution
Written Weekly Responses
Group Project and Presentation
Total
Points
33
33
34
100
Historically, most students have received As or A-s; however, students have received Bs and B-s, and
one student has failed.
Description of Requirements
Weekly Readings
For each class session, you are to read the material referenced in the Reading Packet for the topic(s)
covered that week. You also should read one or more articles taken from the press relevant to the topic
that week. You may come across articles relevant to the topics we are studying as you read the
Economist, the Financial Times, the New York Times, the Wall Street Journal and other periodicals. I
encourage you to bring them to our attention.
Active Weekly Participation
Each student will be expected on a weekly basis to engage the speaker with both questions and
comments. The intent is for there to be dialog and discussion to go into depth with the speaker on the
subject of the week.
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Written Weekly Responses
Each student is to prepare a written response to the speaker’s presentation and readings for the week.
The response need be only 1-2 pages, however, it can be longer should you so desire. The purpose is to
engage the readings and discussion while it is fresh on your mind, and to provide your ideas in response.
THE PAPER MUST BE SUBMITTED NO LATER THAN TWO WEEKS AFTER THE
SESSION. PAPERS MUST BE SUBMITTED EVEN IF THE STUDENT IS UNABLE
TO ATTEND THE SEESION.
Group Project and Presentation
Each student is to form a Small group (4-5 persons) to develop and present either: (i) a business strategic
vision for a company operating internationally or planning to go international or (ii) a public policy proposal
for a governmental entity or international NGO. The company or organization can be hypothetical or real.
The group is to take into account the following factors, among others which you may determine to be
important:
(A) three outlooks of the future (blue skies/neutral/falling skies) taking into account (i) political
structures, (ii) economic trends and (iii) geopolitical developments and prospective outlooks;
(B) ethical dimensions and other valuational priorities implicit and explicit in the structures of the
chosen country (e.g., role of women and men in the culture; social equity issues; understandings of right
and wrong in different cultures; relative freedom of the individual vis-a-vis rights of the collective; security
vs freedom; democratic vs authoritarian values; religious and philosophical sensitivities, beliefs, and
values among and between countries and cultures; religious freedom; human rights; military v. civilian
authority; stakeholder rights; property rights, and rule of law;
(C) structural issues such as educational levels; population and demographic developments;
health risks; energy requirements; labor issues; environmental issues;
(D) tensions and attractions of and between structures and ideas such as "democracy" and
"capitalism," free markets vs protectionism, strategic and security developments, democratic vs
authoritarian forms of government, among others,
(E) the role of business, civil institutions and organizations, governments, economic systems,
families and individuals as you pursue what is important to you and what you hope to accomplish in your
career in the 21st Century.
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As part of the project, the group will be required to interview senior executives of corporations with
transnational operations or other senior persons of organizations with international operations or
activities. Ideally, that person will act as a mentor to direct and guide you as you develop your project.
To the extent feasible, given the makeup of the class, groups must be cross-disciplinary with regard to the
area of study of members of the group.
Each student in the group will be required to make part of the oral presentation to the class.
McCombs Classroom Professionalism Policy
The highest professional standards are expected of all members of the McCombs community. The
collective class reputation and the value of the Texas MBA experience hinges on this.
Faculty are expected to be professional and prepared to deliver value for each and every class session.
Students are expected to be professional in all respects.
The Texas MBA classroom experience is enhanced when:
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Students arrive on time. On time arrival ensures that classes are able to start and finish at the
scheduled time. On time arrival shows respect for both fellow students and faculty and it enhances
learning by reducing avoidable distractions.
Students display their name cards. This permits fellow students and faculty to learn names,
enhancing opportunities for community building and evaluation of in-class contributions.
Students minimize unscheduled personal breaks. The learning environment improves when
disruptions are limited.
Students are fully prepared for each class. Much of the learning in the Texas MBA program takes
place during classroom discussions. When students are not prepared they cannot contribute to the
overall learning process. This affects not only the individual, but their peers who count on them, as
well.
Students attend the class section to which they are registered. Learning is enhanced when class
sizes are optimized. Limits are set to ensure a quality experience. When section hopping takes place
some classes become too large and it becomes difficult to contribute. When they are too small, the
breadth of experience and opinion suffers.
Students respect the views and opinions of their colleagues. Disagreement and debate are
encouraged. Intolerance for the views of others is unacceptable.
Laptops are closed and put away. When students are surfing the web, responding to e-mail, instant
messaging each other, and otherwise not devoting their full attention to the topic at hand they are
doing themselves and their peers a major disservice. Those around them face additional distraction.
Fellow students cannot benefit from the insights of the students who are not engaged. Faculty office
hours are spent going over class material with students who chose not to pay attention, rather than
truly adding value by helping students who want a better understanding of the material or want to
explore the issues in more depth. Students with real needs may not be able to obtain adequate help if
faculty time is spent repeating what was said in class. There are often cases where learning is
enhanced by the use of laptops in class. Faculty will let you know when it is appropriate to use them.
In such cases, professional behavior is exhibited when misuse does not take place.
Phones and wireless devices are turned off. We’ve all heard the annoying ringing in the middle of
a meeting. Not only is it not professional, it cuts off the flow of discussion when the search for the
offender begins. When a true need to communicate with someone outside of class exists (e.g., for
some medical need) please inform the professor prior to class.
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Remember, you are competing for the best faculty McCombs has to offer. Your professionalism and
activity in class contributes to your success in attracting the best faculty to this program.
Academic Dishonesty
I have no tolerance for acts of academic dishonesty. Such acts damage the reputation of the school and
the degree and demean the honest efforts of the majority of students. The minimum penalty for an act of
academic dishonesty will be a zero for that assignment or exam.
The responsibilities for both students and faculty with regard to the Honor System are described on
http://mba.mccombs.utexas.edu/students/academics/honor/index.asp and on the final pages of this syllabus. As the
instructor for this course, I agree to observe all the faculty responsibilities described therein. During
Orientation, you signed the Honor Code Pledge. In doing so, you agreed to observe all of the student
responsibilities of the Honor Code. If the application of the Honor System to this class and its
assignments is unclear in any way, it is your responsibility to ask me for clarification.
Students with Disabilities
Students with disabilities may request appropriate academic accommodation from the Division of
Diversity and Community Engagement, Services for Students with Disabilities, 471-6259. Upon request,
the University of Texas at Austin provides appropriate academic accommodations for qualified students
with disabilities. Services for Students with Disabilities (SSD) is housed in the Office of the Dean of
Students, located on the fourth floor of the Student Services Building. Information on how to register,
downloadable forms, including guidelines for documentation, accommodation request letters, and
releases of information are available online at http://deanofstudents.utexas.edu/ssd/index.php. Please do
not hesitate to contact SSD at (512) 471-6259, VP: (512) 232-2937 or via e-mail if you have any
questions.
Honor Code Purpose
Academic honor, trust and integrity are fundamental to The University of Texas at Austin McCombs School of
Business community. They contribute directly to the quality of your education and reach far beyond the campus to
your overall standing within the business community. The University of Texas at Austin McCombs School of Business
Honor System promotes academic honor, trust and integrity throughout the Graduate School of Business. The Honor
System relies upon The University of Texas Student Standards of Conduct (Chapter 11 of the Institutional Rules on
Student Service and Activities) for enforcement, but promotes ideals that are higher than merely enforceable
standards. Every student is responsible for understanding and abiding by the provisions of the Honor System and the
University of Texas Student Standards of Conduct. The University expects all students to obey the law, show respect
for other members of the university community, perform contractual obligations, maintain absolute integrity and the
highest standard of individual honor in scholastic work, and observe the highest standards of conduct. Ignorance of
the Honor System or The University of Texas Student Standards of Conduct is not an acceptable excuse for
violations under any circumstances.
The effectiveness of the Honor System results solely from the wholehearted and uncompromising support of each
member of the Graduate School of Business community. Each member must abide by the Honor System and must
be intolerant of any violations. The system is only as effective as you make it.
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Faculty Involvement in the Honor System
The University of Texas at Austin McCombs School of Business Faculty's commitment to the Honor System is critical
to its success. It is imperative that faculty make their expectations clear to all students. They must also respond to
accusations of cheating or other misconduct by students in a timely, discrete and fair manner. We urge faculty
members to promote awareness of the importance of integrity through in-class discussions and assignments
throughout the semester.
Expectations under the Honor System
Standards
If a student is uncertain about the standards of conduct in a particular setting, he or she should ask the relevant
faculty member for clarification to ensure his or her conduct falls within the expected scope of honor, trust and
integrity as promoted by the Honor System. This applies to all tests, papers and group and individual work. Questions
about appropriate behavior during the job search should be addressed to a professional member of the Career
Services Office. Below are some of the specific examples of violations of the Honor System.
Lying
Lying is any deliberate attempt to deceive another by stating an untruth, or by any direct form of communication to
include the telling of a partial truth. Lying includes the use or omission of any information with the intent to deceive or
mislead. Examples of lying include, but are not limited to, providing a false excuse for why a test was missed or
presenting false information to a recruiter.
Stealing
Stealing is wrongfully taking, obtaining, withholding, defacing or destroying any person's money, personal property,
article or service, under any circumstances. Examples of stealing include, but are not limited to, removing course
material from the library or hiding it from others, removing material from another person's mail folder, securing for
one's self unattended items such as calculators, books, book bags or other personal property. Another form of
stealing is the duplication of copyrighted material beyond the reasonable bounds of "fair use." Defacing (e.g.,
"marking up" or highlighting) library books is also considered stealing, because, through a willful act, the value of
another's property is decreased. (See the appendix for a detailed explanation of "fair use.")
Cheating
Cheating is wrongfully and unfairly acting out of self-interest for personal gain by seeking or accepting an
unauthorized advantage over one's peers. Examples include, but are not limited to, obtaining questions or answers to
tests or quizzes, and getting assistance on case write-ups or other projects beyond what is authorized by the
assigning instructor. It is also cheating to accept the benefit(s) of another person's theft(s) even if not actively sought.
For instance, if one continues to be attentive to an overhead conversation about a test or case write-up even if initial
exposure to such information was accidental and beyond the control of the student in question, one is also cheating.
If a student overhears a conversation or any information that any faculty member might reasonably wish to withhold
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from the student, the student should inform the faculty member(s) of the information and circumstance under which it
was overheard.
Actions Required for Responding to Suspected and Known Violations
As stated, everyone must abide by the Honor System and be intolerant of violations. If you suspect a violation has
occurred, you should first speak to the suspected violator in an attempt to determine if an infraction has taken place.
If, after doing so, you still believe that a violation has occurred, you must tell the suspected violator that he or she
must report himself or herself to the course professor or Associate Dean of the Graduate School of Business. If the
individual fails to report himself or herself within 48 hours, it then becomes your obligation to report the infraction to
the course professor or the Associate Dean of the Graduate School of Business. Remember that although you are
not required by regulation to take any action, our Honor System is only as effective as you make it. If you remain
silent when you suspect or know of a violation, you are approving of such dishonorable conduct as the community
standard. You are thereby precipitating a repetition of such violations.
The Honor Pledge
The University of Texas at Austin McCombs School of Business requires each enrolled student to adopt the Honor
System. The Honor Pledge best describes the conduct promoted by the Honor System. It is as follows:
"I affirm that I belong to the honorable community of The University of Texas at Austin Graduate School of Business. I
will not lie, cheat or steal, nor will I tolerate those who do."
"I pledge my full support to the Honor System. I agree to be bound at all times by the Honor System and understand
that any violation may result in my dismissal from the Graduate School of Business."
The following pages provide specific guidance about the Standard of Academic Integrity at the
University of Texas at Austin. Please read it carefully and feel free to ask me any questions you
might have.
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Excerpts from the University of Texas at Austin Office of the Dean of Students website
(http://deanofstudents.utexas.edu/sjs/acint_student.php)
The Standard of Academic Integrity
A fundamental principle for any educational institution, academic integrity is highly valued and seriously regarded at
The University of Texas at Austin, as emphasized in the standards of conduct. More specifically, you and other
students are expected to "maintain absolute integrity and a high standard of individual honor in scholastic work"
undertaken at the University (Sec. 11-801, Institutional Rules on Student Services and Activities). This is a very basic
expectation that is further reinforced by the University's Honor Code. At a minimum, you should complete any
assignments, exams, and other scholastic endeavors with the utmost honesty, which requires you to:
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acknowledge the contributions of other sources to your scholastic efforts;
complete your assignments independently unless expressly authorized to seek or obtain assistance in
preparing them;
follow instructions for assignments and exams, and observe the standards of your academic discipline; and
avoid engaging in any form of academic dishonesty on behalf of yourself or another student.
For the official policies on academic integrity and scholastic dishonesty, please refer to Chapter 11 of the Institutional
Rules on Student Services and Activities.
What is Scholastic Dishonesty?
In promoting a high standard of academic integrity, the University broadly defines scholastic dishonesty—basically, all
conduct that violates this standard, including any act designed to give an unfair or undeserved academic advantage,
such as:
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Cheating
Plagiarism
Unauthorized Collaboration
Collusion
Falsifying Academic Records
Misrepresenting Facts (e.g., providing false information to postpone an exam, obtain an extended deadline
for an assignment, or even gain an unearned financial benefit)
Any other acts (or attempted acts) that violate the basic standard of academic integrity (e.g., multiple
submissions—submitting essentially the same written assignment for two courses without authorization to
do so)
Several types of scholastic dishonesty—unauthorized collaboration, plagiarism, and multiple submissions—are
discussed in more detail on this Web site to correct common misperceptions about these particular offenses and
suggest ways to avoid committing them.
For the University's official definition of scholastic dishonesty, see Section 11-802, Institutional Rules on Student
Services and Activities.
Unauthorized Collaboration
If you work with another person on an assignment for credit without the instructor's permission to do so, you
are engaging in unauthorized collaboration.
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This common form of academic dishonesty can occur with all types of scholastic work—papers, homework,
tests (take-home or in-class), lab reports, computer programming projects, or any other assignments to be
submitted for credit.
For the University's official definitions of unauthorized collaboration and the related offense of collusion, see
Sections 11-802(c)(6) & 11-802(e), Institutional Rules on Student Services and Activities.
Some students mistakenly assume that they can work together on an assignment as long as the instructor
has not expressly prohibited collaborative efforts.
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Actually, students are expected to complete assignments independently unless the course instructor
indicates otherwise. So working together on assignments is not permitted unless the instructor specifically
approves of any such collaboration.
Unfortunately, students who engage in unauthorized collaboration tend to justify doing so through various
rationalizations. For example, some argue that they contributed to the work, and others maintain that
working together on an assignment "helped them learn better."
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The instructor—not the student—determines the purpose of a particular assignment and the acceptable
method for completing it. Unless working together on an assignment has been specifically authorized,
always assume it is not allowed.
Many educators do value group assignments and other collaborative efforts, recognizing their potential for
developing and enhancing specific learning skills. And course requirements in some classes do consist
primarily of group assignments. But the expectation of individual work is the prevailing norm in many
classes, consistent with the presumption of original work that remains a fundamental tenet of scholarship in
the American educational system.
Some students incorrectly assume that the degree of any permissible collaboration is basically the same for
all classes.
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The extent of any permissible collaboration can vary widely from one class to the next, even from one
project to the next within the same class.
Be sure to distinguish between collaboration that is authorized for a particular assignment and unauthorized
collaboration that is undertaken for the sake of expedience or convenience to benefit you and/or another
student. By failing to make this key distinction, you are much more likely to engage in unauthorized
collaboration. To avoid any such outcome, always seek clarification from the instructor.
Unauthorized collaboration can also occur in conjunction with group projects.
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How so? If the degree or type of collaboration exceeds the parameters expressly approved by the instructor.
An instructor may allow (or even expect) students to work together on one stage of a group project but
require independent work on other phases. Any such distinctions should be strictly observed.
Providing another student unauthorized assistance on an assignment is also a violation, even without the
prospect of benefiting yourself.
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If an instructor did not authorize students to work together on a particular assignment and you help a student
complete that assignment, you are providing unauthorized assistance and, in effect, facilitating an act of
academic dishonesty. Equally important, you can be held accountable for doing so.
For similar reasons, you should not allow another student access to your drafted or completed assignments
unless the instructor has permitted those materials to be shared in that manner.
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Plagiarism
Plagiarism is another serious violation of academic integrity. In simplest terms, this occurs if you represent
as your own work any material that was obtained from another source, regardless how or where you
acquired it.
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Plagiarism can occur with all types of media—scholarly or non-academic, published or unpublished—written
publications, Internet sources, oral presentations, illustrations, computer code, scientific data or analyses,
music, art, and other forms of expression. (See Section 11-802(d) of the Institutional Rules on Student
Services and Activities for the University's official definition of plagiarism.)
Borrowed material from written works can include entire papers, one or more paragraphs, single phrases, or
any other excerpts from a variety of sources such as books, journal articles, magazines, downloaded
Internet documents, purchased papers from commercial writing services, papers obtained from other
students (including homework assignments), etc.
As a general rule, the use of any borrowed material results in plagiarism if the original source is not properly
acknowledged. So you can be held accountable for plagiarizing material in either a final submission of an
assignment or a draft that is being submitted to an instructor for review, comments, and/or approval.
Using verbatim material (e.g., exact words) without proper attribution (or credit) constitutes the most blatant
form of plagiarism. However, other types of material can be plagiarized as well, such as ideas drawn from an
original source or even its structure (e.g., sentence construction or line of argument).
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Improper or insufficient paraphrasing often accounts for this type of plagiarism. (See additional information
on paraphrasing.)
Plagiarism can be committed intentionally or unintentionally.
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Strictly speaking, any use of material from another source without proper attribution constitutes plagiarism,
regardless why that occurred, and any such conduct violates accepted standards of academic integrity.
Some students deliberately plagiarize, often rationalizing this misconduct with a variety of excuses: falling
behind and succumbing to the pressures of meeting deadlines; feeling overworked and wishing to reduce
their workloads; compensating for actual (or perceived) academic or language deficiencies; and/or justifying
plagiarism on other grounds.
But some students commit plagiarism without intending to do so, often stumbling into negligent plagiarism as
a result of sloppy notetaking, insufficient paraphrasing, and/or ineffective proofreading. Those problems,
however, neither justify nor excuse this breach of academic standards. By misunderstanding the meaning of
plagiarism and/or failing to cite sources accurately, you are much more likely to commit this violation.
Avoiding that outcome requires, at a minimum, a clear understanding of plagiarism and the appropriate
techniques for scholarly attribution. (See related information on paraphrasing; notetaking and proofreading;
and acknowledging and citing sources.)
By merely changing a few words or rearranging several words or sentences, you are not paraphrasing.
Making minor revisions to borrowed text amounts to plagiarism.
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Even if properly cited, a "paraphrase" that is too similar to the original source's wording and/or structure is, in
fact, plagiarized. (See additional information on paraphrasing.)
Remember, your instructors should be able to clearly identify which materials (e.g., words and ideas) are
your own and which originated with other sources.
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That cannot be accomplished without proper attribution. You must give credit where it is due, acknowledging
the sources of any borrowed passages, ideas, or other types of materials, and enclosing any verbatim
excerpts with quotation marks (using block indentation for longer passages).
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Plagiarism & Unauthorized Collaboration
Plagiarism and unauthorized collaboration are often committed jointly.
By submitting as your own work any unattributed material that you obtained from other sources (including the
contributions of another student who assisted you in preparing a homework assignment), you have committed
plagiarism. And if the instructor did not authorize students to work together on the assignment, you have also
engaged in unauthorized collaboration. Both violations contribute to the same fundamental deception—representing
material obtained from another source as your own work.
Group efforts that extend beyond the limits approved by an instructor frequently involve plagiarism in addition to
unauthorized collaboration. For example, an instructor may allow students to work together while researching a
subject, but require each student to write a separate report. If the students collaborate while writing their reports and
then submit the products of those joint efforts as individual works, they are guilty of unauthorized collaboration as well
as plagiarism. In other words, the students collaborated on the written assignment without authorization to do so, and
also failed to acknowledge the other students' contributions to their own individual reports.
Multiple Submissions
Submitting the same paper (or other type of assignment) for two courses without prior approval represents
another form of academic dishonesty.
You may not submit a substantially similar paper or project for credit in two (or more) courses unless expressly
authorized to do so by your instructor(s). (See Section 11-802(b) of the Institutional Rules on Student Services and
Activities for the University's official definition of scholastic dishonesty.)
You may, however, re-work or supplement previous work on a topic with the instructor's approval.
Some students mistakenly assume that they are entitled to submit the same paper (or other assignment) for
two (or more) classes simply because they authored the original work.
Unfortunately, students with this viewpoint tend to overlook the relevant ethical and academic issues, focusing
instead on their own "authorship" of the original material and personal interest in receiving essentially double credit
for a single effort.
Unauthorized multiple submissions are inherently deceptive. After all, an instructor reasonably assumes that any
completed assignments being submitted for credit were actually prepared for that course. Mindful of that assumption,
students who "recycle" their own papers from one course to another make an effort to convey that impression. For
instance, a student may revise the original title page or imply through some other means that he or she wrote the
paper for that particular course, sometimes to the extent of discussing a "proposed" paper topic with the instructor or
presenting a "draft" of the paper before submitting the "recycled" work for credit.
The issue of plagiarism is also relevant. If, for example, you previously prepared a paper for one course and then
submit it for credit in another course without citing the initial work, you are committing plagiarism—essentially "selfplagiarism"—the term used by some institutions. Recall the broad scope of plagiarism: all types of materials can be
plagiarized, including unpublished works, even papers you previously wrote.
Another problem concerns the resulting "unfair academic advantage" that is specifically referenced in the University's
definition of scholastic dishonesty. If you submit a paper for one course that you prepared and submitted for another
class, you are simply better situated to devote more time and energy toward fulfilling other requirements for the
subsequent course than would be available to classmates who are completing all course requirements during that
semester. In effect, you would be gaining an unfair academic advantage, which constitutes academic dishonesty as it
is defined on this campus.
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Some students, of course, do recognize one or more of these ethical issues, but still refrain from citing their
authorship of prior papers to avoid earning reduced (or zero) credit for the same works in other classes. That
underlying motivation further illustrates the deceptive nature of unauthorized multiple submissions.
An additional issue concerns the problematic minimal efforts involved in "recycling" papers (or other prepared
assignments). Exerting minimal effort basically undercuts the curricular objectives associated with a particular
assignment and the course itself. Likewise, the practice of "recycling" papers subverts important learning goals for
individual degree programs and higher education in general, such as the mastery of specific skills that students
should acquire and develop in preparing written assignments. This demanding but necessary process is somewhat
analogous to the required regimen of athletes, like the numerous laps and other repetitive training exercises that
runners must successfully complete to prepare adequately for a marathon.
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Schedule
Assignments and Seminars
Seminar 1:
January 20, 2011: Introduction and Overview
-Introductions of Fellows and Faculty
-Overview of Class Requirements and Case Study Projects
-Introductory Overview of the Issues To Be Discussed
Seminar 2:
January 27, 2010: Case Study: Mexico on the Brink –
Implications for Business and the United States
Speaker:
Fred Burton, Stratfor Global Intelligence
Readings in the Packet:
“Mexican Drug Wars: Bloodiest Year to Date,” Stratfor Global
Intelligence, December 20, 2010
Seminar 3:
February 3, 2011: The State of the World: Regional Perspectives:
East Asia
Speakers:
1.
2.
Website:
Dr. Patricia Maclachlan, Center for East Asian
Studies, The University of Texas at Austin
Dr. Robert Oppenheim, Center for East Asian
Studies, The University of Texas at Austin
The website for the National Bureau of Asian Research (or
"NBR"): www.nbr.org.
Map of Asia [Source: Current History September 2010]
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Readings:
1.
General
a. Joshua Kublantzick, “The Asian Century? Not Quite Yet,” Current
History, January 2011, pp. 26-31.
b. David Pilling, “Asia: Poised for a Shift,” Financial Times, November
22, 2010,[not in packet; see link]
http://www.ft.com/cms/s/0/682dccb6-f66e-11df-846a00144feab49a.html#axzz19RuIB6Mm
c. Stephen Roach, “The New Lesson for Resilient Asia,” Financial
Times, June 9, 2010, p. 9 [not in packet; see link]
http://www.ft.com/cms/s/0/6db3b66a-733c-11df-ae7300144feabdc0.html#axzz19RwyVVfM
2.
Japan
a. Mure Dickie, “Japan to shift focus of defence to China,” Financial
Times, December 14, 2010, p. 6 [not in packet; see link]
http://www.ft.com/cms/s/0/cac4bfec-05d7-11e0-976b00144feabdc0.html#axzz19S3RelMc
b. David Pilling, “Why China and Japan are Oceans Apart,” Financial
Times, November 11, 2010, p. 11 [not in packet; see link]
http://www.ft.com/cms/s/0/6e1b773c-ed03-11df-991200144feab49a.html#axzz19S5E8JUJ
c. Martin Fackler, “Japan Goes From Dyanmic to Disheartened,” The
New York Times, October 16, 2010 [not in packet; see link]
http://www.nytimes.com/2010/10/17/world/asia/17japan.html?
d. “Briefing: Japan’s Changing Demography: Cloud or Silver
Linings?” The Economist, July 28, 2007, p. 24 - 26.
3.
The Koreas
a. Jon M. Van Dyke, Mark J. Valencia, Jenny Miller Garmendia, “The
North/South Korea Boundary Dispute in the Yellow (West) Sea,”
Marine Policy 27 (2003) 143-18.
14
b. Siegfried, S. Hecker, “Lessons learned from the North Korean
nuclear crises,” Dadalus Winter 2010 (© 2010 The American
Academy of Arts & Sciences), pp. 44-56.
c. Siegfried S. Hecker, “A Return Trip to North Korea’s Yonbyon
Nuclear Complex,” Center for International Security and
Cooperation, Stanford University, November 20, 2010, pp. 1-8.
d. Christoph Bluth, “North Korea: How Will It End?” Current History,
September 2010, pp. 237-243
e. David E. Sanger, “In Korea, Five Ways to War,” The New York
Times, May 30, 2010 wk 1.
f. “History of provocation, Financial Times November 24, 2010,, p. 6;
“A history of troubles along the border,” Financial Times, May 27,
2010, p.2; “Brothers with arms,” Financial Times, July 7, 2010, p. 5;
“The theories,” Financial Times, November 24, 2010, p. 6.
g. “Peninsula tensions: how the militaries compare,” Financial Times,
May 28, 2010, p. 4.
h. Zbigniew Brzezinski, “America’s and China’s first big test,” Financial
Times, November 23, 2010 [not in packet; see link]
http://www.ft.com/cms/s/0/a7d6c130-f73e-11df-9b0600144feab49a.html#axzz19WBpEaIy
i. Robert Kaplan, “Attacks that may signal a Pyongyang implosion,”
Financial Times, November 24, 2010, p. 11 not in packet; see link
http://www.ft.com/cms/s/0/6959a9a0-f73d-11df-9b0600144feab49a.html#axzz19WEVJmG7
j. David Archer, “Letters: North Korea attack exposes a masterful
political move,” Financial Times, November 25, 2010 [not in packet;
see link] http://www.ft.com/cms/s/0/3d5518f4-f822-11df-887500144feab49a.html#axzz19WBnZEix
k. Chin-Tai Kim and Yeomin Yoon, Letters: “China and Japan Favor
a Korean Status Quo,” Financial Times, November 30, 2010, p. 12
[not in packet; see link] http://www.ft.com/cms/s/0/da53acce-fc0a11df-b675-00144feab49a.html#axzz19S8tl79g
l. Geoff Dyer, “Beijing anxious to avoid instability,” Financial Times,
September 29, 2010, p. 4 [not in packet; see link]
http://www.ft.com/cms/s/0/141e6c78-cb1e-11df-95c000144feab49a.html#axzz19WHVLKE1
m. David Pilling, “South has few cards to play as North Korea ups the
ante,” Financial times, November 24, 2010, p. 6 ,[not in packet; see
15
n.
o.
p.
q.
r.
4.
link] http://www.ft.com/cms/s/0/f3b01a5a-f709-11df-8feb00144feab49a.html#axzz19WAiiJR0
Aidan Foster-Carter, “Only China can now save North Korea from
itself,” Financial Times, September 29, 2010, p. 11,
Victor Cha, “America must show resolve over North Korea,”
Financial Times, May 21, 2010, p. 9 not in packet; see link]
http://www.ft.com/cms/s/0/51cc0ef4-6444-11df-861800144feab49a.html#axzz19WKDmNWl
“Not waving, perhaps drowning,” The Economist, May 29th, 2010,
pp. 23ff.
Andrei Lankov, “Changing North Korea,” Foreign Affairs,
November/December 2009, pp. 95-105.
Bruce Cumings, “The North Korea Problem: Dealing with
Irrationality,” Current History September 2009, pp. 284-290
China
See readings under Seminar 8
5.
The U.S. in East Asia
a. Katrin Hille and Tim Johnston, “US Ventures into Troubled Asian
Waters,” Financial Times, August 4, 2010, p. 2, ,[not in packet; see
link] http://www.ft.com/cms/s/0/ac00b990-9f24-11df-873200144feabdc0.html#axzz19S0YJcSp
b. See readings under Seminar 8 and Seminar 12 Topic 2
Seminar 4:
February 10, 2011: Climate Change, Energy and Environmental
Policy
Panel: Dr. Michael Evan Webber, Assistant Professor and Associate
Director, Department of Mechanical Engineering and Center for
International Energy and Environmental Policy, The University of
Texas at Austin and others to be announced
16
Readings:
1.
Energy
a.
David Victor and Linda Yueh, “The New Energy Order:
Managing Insecurities in the Twenty-first Century,” Foreign Affairs,
January/February 2010, pp. 61-73.
b.
Oil: The Long Goodbye”, a selection of articles in Foreign
Policy September/October 2009: “It’s Still the One,” Daniel Yergin,
pp. 88-95; “The Strait Dope,” Eugene Gholz, p. 105; “The Coming
Supply Crunch,” Faith Birol, p. 105; “What Comes Next,” p. 129;
“Seven Myths About Alternative Oil,” Michael Grumwald, pp. 130133; “Is a Green World a Safer World?”vid J. Rthkopf, pp. 134-137;
“Want to Know More,” p. 138.
2.
Climate/Environmental Issues
a.
Climate Change, The New York Times, see articles and
other materials (including “Global Warming Updated: Dec. 13, 2010
which is in the packet but the other materials are not) at
http://topics.nytimes.com/top/news/science/topics/globalwarming/in
dex.html?scp=2&sq=To%20fight%20climate%20change%20clear%
20the%20air&st=cse
b.
“2010 in the top three warmest years, 2001-2010 warmest
10-year period,” World Meteorological Organization Press Release
No. 904 [not in packet; see link]
http://www.wmo.int/pages/mediacentre/press_releases/pr_904_en.
html
c.
Judah Cohen, “Bundle Up, Its Global Warming,” The New
York Times, December 25, 2010 [not in packet; see link]
http://www.nytimes.com/2010/12/26/opinion/26cohen.html?ref=glob
alwarming&pagewanted=print
d.
Veerabhadran Ramanathan and David G. Victor, “To Fight
Climate Change, Clear the Air,” The New York Times,” November
28, 2010 wk 9.
17
e.
Bettina Wassener, “Concern Over the Environment Rises in
Asia,” The New York Times, November 7, 2010 [not in packet; see
link] http://www.nytimes.com/2010/11/08/business/energyenvironment/08green.html?ref=globalwarming&pagewanted=print
f.
Stephen Peake, “Turbulence in the Climate Regime,”
Current History, November 2010, pp. 349-353.
g.
“Is it worth it?”; “Good policy, bad policy”, from “Getting
warmer: A Special Report on Climate Change and the Carbon
Economy,” The Economist, December 5, 2009.
Seminar 5:
February 17, 2011: Nuclear Proliferation
Speaker:
Dr. Shelton Williams, Founder, The Osgood Center,
Washington, D.C.
Readings:
General
1.
2.
Gregory L. Schulte, “Stopping Proliferation Before It Starts, Foreign
Affairs, January/February 2011, pp. 85-95
Graham Allison, “Nuclear Disorder: Surveying Atomic Threats,”
Foreign Affaris, January/February 2010, pp. 74-85.
Iran
3.
4.
5.
Eric S. Edelman, Andrew F. Krepinevich, and Evan Braden
Montgomery, “The Dangers of a Nuclear Iran,” Foreign Affairs,
January/February 2011, pp. 67-81
“The Containment Conundrum: How Dangerous is a Nuclear Iran:
“Overkill” by Barry R. Posen; “The Right Kind of Containment,” by
Barry Rubin; Lindsay and Takeyh Reply,” Foreign Affairs,
July/August 2010, pp. 160-168
Alan Kuperman, “There’s Only One Way to Stop Iran,” The New
York Times, December 24, 2009, p. A-19,
http://www.nytimes.com/2009/12/24/opinion/24kuperman.html?scp
=1&sq=Alan%20Kuperman&st=cse
18
6.
7.
Michael O’Hanlon and Bruce Riedel, “Do not even think about
bombing Iran,” Financial Times, March 1, 2010, p. 11,
http://www.ft.com/cms/s/0/5426be44-24d2-11df-8be000144feab49a.html#axzz19X1LKmVU
David E. Sanger, “Imagining an Israeli Strike on Iran,” The New
York Times, March 27, 2010, wk 3,
http://www.nytimes.com/2010/03/28/weekinreview/28sangerintro.h
tml?scp=1&sq=The%20what%20if%20of%20an%20Israeli%20atta
ck&st=cse
North Korea, Pakistan, and India
See materials under those respective seminars
Seminar 6
February 24, 2011: The State of the World Economy:
Speakers:
1.
2.
Dr. James Galbraith, Lloyd M. Bentsen, Jr. Chair in
Governmental Business Relations, The Lyndon B.
Johnson School of Public Affairs, The University of
Texas at Austin
Dr. Lewis J. Spellman, Professor of Finance and
Interdisciplinary Professor of Law, The University of
Texas at Austin
See:
1.
See Dr. Spellman’s website: LewSpellman.com. See in particular
the second lecture from Summer 2009 entitled “Why Economists
and Wall Street Missed the Biggest Economic and Financial
Disintegration Since the Great Depression”
2.
James Galbraith, The Predator State (Free Press, 2009) [not in
packet].
19
Readings:
1.
2.
3.
4.
5.
6.
7.
8.
Martin Wolf, “In the grip of a great convergence,” Financial Times,
January 5, 2011, p. 9 [not in packet; see link]
http://www.ft.com/cms/s/0/072c87e6-1841-11e0-88c900144feab49a.html?ftcamp=rss&ftcamp=crm/email/201115/nbe/Co
mment/product#axzz1AAqodrqr
Lucien Crowder, “Gazing Across the Divides,” Current History,
January 2011, pp. 6-8.
Uri Dadush, “Global Rebalancin: The Dangerous Obsession,”
Current History, pp. 14-19
The big question: Is globalization on the retreat in 2011: a series of
comments in Fnancial Times January 3, 2011 p. 11, including:
Gideon Rachman; Peter Mandelson, “Politics: a good genie,
already out of its bottle;” Joseph Stiglitz, “Economics: We face a
marked global reversal;” Nandan Nilekani, “Asia: Eastern billions
can still join the world;” Eric Schmidt, “Technology: Only closed
systems can hold us back,” [not in packet, see link] to the series]
http://www.ft.com/cms/s/0/ecb63ce0-172d-11e0-badd00144feabdc0.html#axzz1AAu0xGHX
Richard Milne, Financial Times January 3, 2011 p. 8 [not in
packet; see link] http://www.ft.com/cms/s/0/251574be-175d-11e0badd-00144feabdc0.html#axzz1AAs2pb51
Jamil Anderlini, “Nations search for a new world order,” Financial
Times, September 13, 2010 [not in packet; see link]
http://www.ft.com/cms/s/0/64bde654-bec6-11df-a75500144feab49a.html#axzz19XXUXfdy
Martin Wolf, “Three years on, fault lines threaten the world
economy,” Financial Times, July 14, 2010, p. 7 [not in packet; see
link] http://www.ft.com/cms/s/0/39c67712-8eb1-11df-8a6700144feab49a.html#axzz19XUk3rKC
Carmen Reinhart and Vincent Reinhart, “Beware those who think
the worst is past,” Financial Times, August 31, 2010, p. 9 [not in
packet; see link] http://www.ft.com/cms/s/0/7b9bbc72-b460-11df8208-00144feabdc0.html#axzz19Xdel6mZ
20
9.
10.
11.
12.
13.
14.
15.
16.
17.
Nouriel Roubini and Ian Bremmer, “Sagging global growth requires
us all to act,” Financial Times, July 13, 2010, p. 11 [not in packet;
see link] http://www.ft.com/cms/s/0/eaf81fbe-8de3-11df-915300144feab49a.html#axzz19Xe8wJ8U
Olivier Blanchard and Carlo Cottarelli, “The great false choice,
stimulus or austerity,” Financial Times, August 12, 2010, p. 7 [not
in packet; see link] http://www.ft.com/cms/s/0/ea8e8acc-a57b-11dfa5b7-00144feabdc0.html#axzz19Xej4oKv
“The austerity debate: FT Series on the fierce argument between
deficit-cutting and stimulus, [not in packet; see link for at length
discussion between economists and others]
http://www.ft.com/cms/s/0/dc3ac844-9010-11df-91b600144feab49a.html#axzz19Y4bhB3q
Chris Giles, “Global Economy: That elusive spark,” Financial
Times, October 6, 2010, p. 11 2010 [not in packet; see link]
http://www.ft.com/cms/s/0/4d6fd6be-d0b0-11df-866700144feabdc0.html#axzz19Xfc9aTc
Martin Wolf, “Why it is right for central banks to keep printing,”
Financial Times, June 23, 2010, p. 9 [not in packet; see link]
http://www.ft.com/cms/s/0/969c17c6-7e2b-11df-94a800144feabdc0.html#axzz19Xgz6akP
Nouriel Roubini and Arnab Das, “Solutions for a crisis in its
sovereign stage,” Financial Times, June 1, 2010, p. 11 [not in
packet; see link] http://www.ft.com/cms/s/0/8eda2c3e-6cde-11df91c8-00144feab49a.html#axzz19XqOuaGd
Mohamed El-Erian, “How to handle the sovereign debt explosion,”
Financial Times, March 11, 2010, p. 9 [not in packet; see link]
http://www.ft.com/cms/s/0/9d3f6378-2cad-11df-8abb00144feabdc0.html#axzz1A6ukA6vo
Alan Beattie,”Imbalances cloud 20/20 vision,” Financial Times,
November 10, 2010, p. 9 [not in packet; see link: it has important
charts, maps and statistics]; http://www.ft.com/cms/s/0/32a3c85aec39-11df-9e11-00144feab49a.html#axzz19XxnacjU
Alan Beattie, “Going head to head,” Financial Times, October 8,
2010, p. 9 [not in packet, see link]
http://www.ft.com/cms/s/0/d63bf800-d241-11df-8fbe00144feabdc0.html#axzz19XzNWJuB
21
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
John Plender, “History Lessons for a world out of balance,”
Financial Times, November 11, 2010, p. 9 [not in packet; see link]
http://www.ft.com/cms/s/0/75561136-edd2-11df-961200144feab49a.html#axzz19Xv51Azs
Martin Wolf, “The grasshoppers and the ants – a contemporary
fable,” Financial Times, May 26, 2010, p. 9 [not in packet; see link]
http://www.ft.com/cms/s/0/202ed286-6832-11df-a52f00144feab49a.html#axzz19Y0rVYlm
Martin Wolf, “The grasshoppers and the ants – elucidating the
fable,” Financial Times, June 2, 2010, p. 11 9 [not in packet; see
link] http://www.ft.com/cms/s/0/fc22c66c-6ddc-11df-b5c900144feabdc0.html#axzz19Y1Z6NAn
Gillian Tett, “How Japan illustrates the conundrum of deflation,”
Financial Times, October 15, 2010, p. 24 [not in packet; see link]
http://www.ft.com/cms/s/0/8d87c9a4-d7af-11df-b47800144feabdc0.html#axzz19XrJiiKl
Geoff Dyer, “State Capitalism: China’s ‘market’Leninism’ has yet to
face biggest test,” Financial Times, September 13, 2010 9 [not in
packet; see link] http://www.ft.com/cms/s/0/439ccee0-bec6-11dfa755-00144feab49a,dwp_uuid=9bee261a-bec7-11df-a75500144feab49a.html#axzz19XYZOPLH
Martin Wolf, “Is there the will to save the Eurozone?” Financial
Times, December 8, 2010, p. 12, [not in packet; see link]
http://www.ft.com/cms/s/0/0c382c9c-0237-11e0-aa4000144feabdc0.html#axzz19c2HWz1X
Paul Krugman, “The Making of a Euromess,” The New York Times,
February 15, 2010, p. A19
Paul Krugman, “The Euro Trap,” The New York Times, April 30,
2010, p. A21
Kenneth Rogoff, “Europe finds that the old rules still apply,”
Financial Times, May 6, 2010 [not in packet; see link]
http://www.ft.com/cms/s/0/be41b758-58a7-11df-a0c900144feab49a.html#axzz19cHcVdDa
Martin Wolf, “Why the Irish crisis is a huge test for the Eurozone,”
Financial Times, December 1, 2010, p. 13 [not in packet; see link]
http://www.ft.com/cms/s/0/259c645e-fcbb-11df-bfdd00144feab49a.html#axzz19cI3LUYi
22
28.
29..
Samuel Brittan, “The futile attempt to save the Eurozone,” Financial
Times, November 5, 2010, p. 13 [not in packet; see link]
http://www.ft.com/cms/s/0/def42cae-e84b-11df-899500144feab49a.html#axzz19cIXAp5n
Steven Erlanger, “European Fear Crisis Threatens Liberal Benefits
of European Life, The New York Times, May 30, 2010, p. A-1 [not
in packet; see link]
http://www.nytimes.com/2010/05/23/world/europe/23europe.html?_
r=1&scp=1&sq=Steven%20Erlanger%20Crisis%20threatens%20lib
eral%20benefits%20of%20european%20life&st=cse
Seminar 7
March 3, 2011: The State of the World: Regional
Perspectives: Latin America; Russia Eastern Europe and
Eurasia
Speakers:
1.
2.
Dr. Charles R. Hale, Chair for Western Hemispheric
Trade Studies; Director, Teresa Lozano Long Institute
for Latin American Studies, The University of Texas at
Austin
Thomas J. Garza, Associate Professor of Slavic
Languages & Literature, The University of Texas at
Austin
Maps
Latin America [Source: Current History, February 2010]
Russia [Source: Current History, October 2010]
Readings for Latin America:
1.
2.
3.
Oscar Arias, “Culture Matters: The Real Obstacles to Latin
American Development,” Foreign Affairs, January/February 2011,
pp. 2-6.
Theodore J. Piccone, “Perilous Times for Latin America,” Current
History February 2010, pp. 81-83
Abraham F. Lowenthal, “Obama and the America’s,” Foreign
Affairs, July/August 2010, pp. 110-124.
23
4.
5.
6.
7.
8.
9.
10.
11.
16.
Julia E. Sweig, “A New Global Player,” Foreign Affairs,
November/December 2010, pp. 173-184.
John Paul Rathbone and Jonathan Wheatley, Brazil: Great
Expectations, Financial Times, September 29, 2010, p. p [not in
packet; see link] http://www.ft.com/cms/s/0/77a6ac84-cb36-11df95c0-00144feab49a.html#axzz19cbraZF4
John Paul Rathbone, “Latin America’s tumble puts decoupling
thesis to test, Financial Times, November 18, 2010 [not in packet;
see link] http://www.ft.com/cms/s/0/342ee07e-f33c-11df-a4fa00144feab49a.html#axzz19cctvAvK
John Paul Rathbone, “Latin America: No longer the man with a
moustache and a guitar,” Financial Times, November 22, 2010 [not
in packet; see link – NOTE see “More in this Section at end of
article for further readings on Latin America]
http://www.ft.com/cms/s/2/43677f8c-f658-11df-846a00144feab49a.html#axzz19cdfSVZN
Brazil: Special Report: Financial Times November 15, 2010 [not in
packet; see link [ NOTE: see “More in this section” at bottom of
article for links to other articles on Brazil]
http://www.ft.com/cms/s/0/8d90d386-edfe-11df-861600144feab49a.html#axzz19cfGsrtY
Peru: Special Report, Financial Times September 22, 2010 [not in
packet; see link] http://www.ft.com/reports/peru-2010
Matthew Garrahan, “Interview: Hugo Chavez, President of
Venezuela and with Rafael Correa, President of Ecuador, Financial
Times June 19, 2010 [not in packet; see link to video]
http://video.ft.com/v/96393765001/Jun-19-On-the-road-in-SouthAmerica-with-Oliver-Stone
Francis Fukuyama, Book Essay: “A Quiet Revolution: Latin
America’s Unheralded Progress”, a review of Michael Reid,
Forgotten Continent: The Battle for Latin America’s Soul, Foreign
Affairs, November - December 2007, pp. 177 - 182
Paulo Sergio Pinheiro, “Youth, Violence, and Democracy”, Current
History, February 2007, pp. 64 - 69.
24
Readings on Russia:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Leon Aron, “The Russian Masterpiece You’ve Never Heard Of,”
Foreign Policy , November 2010, pp. 96-103
Anatol Lieven, “How the rule of law may come eventually to
Russia,” Financial Timex, December 6, 2010, p. 11
Andrei Shleifer and Daniel Treisman, “Why Moscow Says No,”
Foreign Affairs, January/February 2011, pp. 122-138.
Dmitri Trenin, “How to Bury the Cold War,” Current History, October
2010, pp. 308-309
Walter Laqqueur, “Moscow’s Modernization Dilemma,” Foreign
Affairs, November/December 2010, pp. 153-160.
Nicholas Eberstadt, “The Enigma of Russian Mortality,” Current
History, October 2010, pp. 288-294.
Andrei Soldatov and Irina Borogan, “Russia’s New Nobility,”
Foreign Affairs, September/October 2010, pp. 80-96.
Charles King and Rajan Menon, “Prisoners of the Caucasus,”
Foreign Affairs, July/August 2010, pp. 20-34.
Investing in Russia: Special Report, Financial Times, October 1,
2010 [not in packet]
Seminar 8
Speaker:
March 10, 2011: The State of the World: Regional
Perspectives: China
Dr. William Hurst, Department of Government, College of
Liberal Arts, The University of Texas at Austin
Map [See Map of Asia under Seminar 2]
Readings:
1.
Robert D. Kaplan, “The Geography of Chinese Power,” Foreign
Affairs, May/June 2010, pp. 22-41.
2.
Elizabeth C. Economy, “The Game Changer: Coping with China’s
Foreign Policy Revolution,” Foreign Affairs, November/December 2010,
pp. 142-152.
3.
Ken Miller, “Coping with China’s Financial Power,” Foreign Affairs,
July/August 2010, pp. 96-109.
25
4.
Wang Feng, “China’s Population Destiny: The Looming Crisis,”
September 2010, pp. 244-251.
5.
Simon Tay, “Review Essay: Interdependence Theory: China, India,
and the West,” Foreign Affairs, September/October 2010, pp. 138-143
6.
Shalendra D. Sharma, “The Uncertain Fate of ‘Chindia’.” Current
History, September 2010, pp. 252-257.
7.
Joseph Nye, “China’s century is not yet upon us,” Financial Times,
May 19, 2010, p. 11 [not in packet; see link]
http://www.ft.com/cms/s/0/dc1a5b64-62dd-11df-b1d100144feab49a.html#axzz19dCveTdu
8.
Niall Ferguson, “The decade the world tilted east,” Financial Times,
December 29, 2009, p. 9 [not in packet; see link]
http://www.ft.com/cms/s/0/35596712-f351-11de-a88800144feab49a.html#axzz19dDIOs61
9.
David Shambaugh, “The Chinese tiger shows its claws,” Financial
Times, February 17, 2010, p. 11 [not in packet; see link]
http://www.ft.com/cms/s/0/d55d5578-1b62-11df-838f00144feab49a.html#axzz19dDqQTgh
10. David Pilling, “Time to be wary of China’s new swagger,” Financial
Times, September 30, 2010, p. 9,[[also titled A recipe for trouble in
China’s backyard” at link] [not in packet; see link]
http://www.ft.com/cms/s/0/8dda2188-cbf5-11df-bd2800144feab49a.html#axzz19dENne4R
11.
Jonathan Fenby, “Political reform is China’s fatal flaw,” Financial
Times, October 15, 2010, p. 11, [also titled “Political stasis is China’s
Achilles Heel” in link] [not in packet; see link]
http://www.ft.com/cms/s/0/e39d0f22-d77b-11df-858200144feabdc0.html#axzz19dFmufNY
12. Martin Wolf, “How China must change if it is to sustain its ascent,”
Financial Times, September 22, 2010, p. 11 [titled “Wen is right to worry
about China’s growth” at link] [ not in packet; see link]
http://www.ft.com/cms/s/0/a1df57c0-c5b5-11df-ab4800144feab49a.html#axzz19dGs6QbG
13
Kevin Brown, “China heading for slowdown, says ADB,” Financial
Times, September 29, 2010, p.4, [titlec ADB warns of China’s long-term
growth” in link] [not in packet; see link]
http://www.ft.com/cms/s/0/7d660492-cad4-11df-bf3600144feab49a.html#axzz19dHwXUfa
26
14.
Ethan Devine, “The Japan Syndrome,” Foreign Policy September
30, 2010 [not in packet; see link]
http://www.foreignpolicy.com/articles/2010/09/30/the_japan_syndrome
16.
David Piling, “The Chinese Way,” Review of four books on China,
Financial Times, July 3 2010, [not in packet; see link]
http://www.ft.com/cms/s/2/8b95460e-8560-11df-aa2e00144feabdc0.html#axzz19dJPnsNi
17.
Geoff Dyer, “World Economy: The China Cycle,” Financial Times,
September
13,
2010,
p.
9
[not
in
packet;
see
link]
http://www.ft.com/cms/s/0/57f55ab0-be99-11df-a75500144feab49a.html#axzz19dKHZ01B
18. Alan Beattie, Global Economy: Trading Blows,” Financial Times, July
6, 2010, p. 8 [not in packet; see link] http://www.ft.com/cms/s/0/7eebef048865-11df-aade-00144feabdc0.html#axzz19dKqXCkp
19.
James Kynge, China and the West: Full Circle, Financial Times,
January16/17,
2010,
p.
8
[not
in
packet;
see
link]
http://www.ft.com/cms/s/0/dc906ade-0225-11df-8b5600144feabdc0.html#axzz19dLPQhjW
March 17, 2011
SPRING BREAK
Seminar 9
March 24, 2011:
World
Speaker:
National Security Issues in a Changing
Prof. (Admiral (Ret.)) Bobby Inman, LBJ Centennial Chair in
National Policy, LBJ School of Public Affairs, The University
of Texas at Austin
Readings:
1.
Intelligence and Security
a.
National Security Strategy, May 2010 [not in packet; see link]
http://www.whitehouse.gov/sites/default/files/rss_viewer/national_s
ecurity_strategy.pdf
b.
Bobby R. Inman, “Spying for a Long, Hot War”, The New
York Times, October 9, 2001, p. A-35
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c.
Bates Gill, “Diffuse Threats, Frail Institutions: Managing
Security in the New Era,” Current History, November 2010, pp. 329335.
d.
Paul Godwin, “Asia’s Dangerous Security Dilemma,” Current
History, September 2010, pp. 264-266
e.
Robert Gates, “Helping Others Defend Themselves: The
Future of U.S. Security Assistance,” Foreign Affairs, May/June
2010, pp. 2-6
f.
Daniel Dombey, “US Intelligence: Tribal Warfare,” Financial
Times, March 11, 2010, p. 6 [not in packet; see link]
http://www.ft.com/cms/s/0/0a252d6e-2c6e-11df-be4500144feabdc0.html#axzz19dTdBK8S
2.
Failed States
“The Failed States Index 2010", Foreign Policy, July - August 2010,
pp. 76-79
3.
Pandemic
Robin Cook, “Plague,” Foreign Policy, November 2009, pp. 63-67.S
4.
Terrorism
a.
“The FP Survey: Terrorism,” Foreign Policy ,
January/February 2011, p. 96
b.
“The Almanec of Al Qaeda”, Foreign Policy, May/June 2010,
pp 68-71.
5.
Cyber War
a.
Wikileaks cables, [not in packet; see link]
http://query.nytimes.com/search/sitesearch?query=wikileaks%20ca
bles
b.
Bruce Schneier, “It will soon be too late to stop the
cyberwars,” Financial Times, December 3, 2010, p. 9
http://www.ft.com/cms/s/0/f863fb4c-fe53-11df-abac00144feab49a.html#axzz19ddcR0fU
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c.
William F. Lynn III, “Defending a new Domain: The
Pentagon’s Cyberstrategy,” Foreign Affairs, September/October
2010, pp. 97- 108.
6.
Oil
Chip Cummins, “Choke Points: As Threats to Oil Supply Grow, A
General Says U.S. Isn’t Ready”, The Wall Street Journal,
December 19, 2006, p. A1.
7.
Global Warming
Michael T. Klare, “Global Warming Battlefields: How Climate
Change Threatens Security,” Current History November 2007, pp.
355-361.
8.
Power Shift
a.
Erik Gartzke, “Power Shuffle: Will the Coming Transition Be
Peaceful?” Current History November 2009, pp. 374-380.
b.
See, materials under Seminar 12, Topic 2
9.
Changing Demographics
Neil Howe and Richard Jackson, “Global Aging and the Crisis of the
2020s,” Current History, January 2011, pp. 20-25.
10.
Regional and Country Analysis
See Readings from other sessions.
Seminar 10 March 31, 2011:
Speaker:
Globalization and Labor Issues
Dr. Christopher T. King, Director, Ray Marshall Center for
The Study of Human Resources, LBJ School of Public
Affairs, The University of Texas at Austin
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Readings:
1.
2.
OECD , Employment Outlook, 2010 Edition See:,
http://www.oecd.org/document/46/0,3343,en_2649_34747_40401454_1_1
_1_37457,00.html#press_material
Other materials to be announced
Seminar 11 April 7, 2011 The State of the World: Regional Perspectives: India
Speaker:
Dr. Jennifer Bussell, The LBJ School of Public Affairs, The
University of Texas at Austin
Map [See Map of Asia in Seminar 3]
Readings:
1
2.
3.
4.
5.
6.
7.
Rahul Mukherji, “A Tiger Despite the Chains: The State of Reform
in India,” Current History, April 2010, pp. 144-150
See. Shalendra D. Sharma, “The Uncertain Fate of ‘Chindia’.”
Current History, September 2010, pp. 252-257, under Seminar 8.
Aaron L. Friedberg, “The New Great Game,” Book Review of
Robert D. Kaplan’s Monsoon, The New New York Times Book
Review, November 21, 2010, p. 21
Sumit Ganguly, “What if Pakistanis Strike India Again?” Current
History, April 2010, pp. 170-172.
Robert D. Kaplan, “Center Stage for the Twenty-first Century,”
Foreign Affairs, March/April 2009, pp. 16-32.
Martin Wolf, How India must change if it is to be an advanced
Economy, Financial times July 8, 2009 [not in packet; see link]
http://www.ft.com/cms/s/0/2739f53e-6b57-11de-861d00144feabdc0.html#axzz19dGTowpq
Edward Luce, In Spite of the Gods (Doubleday 2007) pp. 257-356
Seminar 12 April 14, 2011 1.
2.
The State of the World: Regional
Perspectives: Africa
The Changing Nature of the International
Political System and the Role of the United
States in World Affairs: A Second Look
30
1. Dr. Vijay Mahajan, John B. Harbin Centennial Chair in Business,
McCombs School of Business, The University of Texas at Austin
2. Dr. Francis Gavin, Director, The Robert Strauss Center for International
Law and Security, The LBJ School of Public Affairs, The University of
Texas at Austin
Map of Africa [Source: Current History, May 2010]
Readings for Topic 1:
Vijay Mahajan, Africa Rising: How 900 Million African Consumers
Offer More Than You Think (Wharton School Publishing, 2008)
Readings for Topic 2:
1.
Traditional Approaches to International Relations
a. David P. Calleo, “How to Govern a Multipolar World,” Current
History, November 2009, pp. 361-367.
b. Stephen M. Walt, “International Relations: One World, Many
Theories,” Foreign Policy, Spring 1998, pp. 299-46.
2.
Geographic Approaches to International Relations
a. Robert D. Kaplan, “The Revenge of Geography,” Foreign Policy,
May/June 2009, pp. 96-105;
3.
Into the 21st Century
a.
b.
Stephen F. Szabo, “Welcome to the Post-Western World,”
Current History, January 2011, pp. 9-13
William W. Finan, Jr., Book Review: “Set Your Alarm Clocks
for 2103,” a review of Ian Morris’ Why the West Rules – For
Now: The Patterns of History and What They Reveal About
the Future, Current Affairs, January 2011, pp. 38-39.
31
c.
Philip Stephens, “National Interests collide in the new world
disorder,” Financial Times, September 17, 2010, p. 9,
http://www.ft.com/cms/s/0/9b2a8d70-c1c6-11df-9d9000144feab49a,s01=1.html#axzz19jAHTPex
d.
G. John Ikenberry, “A Crisis of Global Governance?” Current
History, November 2010, pp. 315-321.
Joseph S. Nye, Jr., “The Future of American Power,” Foreign
Affairs, November/December 2010, pp. 2-12
David Shambaugh, “A New China Requires a new US
Strategy,” Current History, September 2010, pp. 219-226.
Michael Mandelbaum, “Overpowered?” Book Review Essay
of several books on the US and International Relations,
Foreign Affairs, May/June 2010, pp. 114-119
See, readings under Seminar 3, 5, 8, and 9
e.
f.
g.
h.
Seminar 13 April 21, 2011 International Trade, Finance and Economics
Speaker: Dr. Michael Brandl, McCombs School of Business, The
University of Texas at Austin
Readings:
TBA
Seminar 14: April 28, 2011:
Seminar 15: May 5, 2011:
Presentations
Presentations
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