FACDIS | West Virginia University

TEACHING MODULE FOR
BRAZIL 1998 SEMINAR

Dr. Kwame A. Boateng
Department of Political Science
West Virginia Wesleyan College
Buckhannon, WV 26201
Phone: (304) 473-8434
Fax : (304) 472-2571
e-mail: boateng@wvwc.edu

INTEGRATING BRAZIL SEMINAR INTO MY "COMPARATIVE DEVELOPING STATES" COURSE FOR 1998/99 SCHOOL YEAR

INTRODUCTION

Our one-month trip to Brazil afforded us the chance to study the environmental issues and economic development in that country, thus, the country's sustainable development. In its broader sense, sustainable development may be defined as humanity's ability to learn to live off the earth's interest without encroaching on its capital or destroying the earth itself. This will enable the earth to continue to provide the means of support to the future generation. The issue of economic development and the protection of our planet are therefore being taken seriously by the international community, as has been exemplified by the United Nations environmental awards to deserving individuals. One of such recipients is Mr. Ian Kiernan.
Mr. Kiernan, a native of Australia and the founder of "The Clean up the World Campaign" received one of the most prestigious environmental awards, the 1998 United Nations Environment Program (UNEP) "Sasakawa Environment Prize," on November 16, 1998. It is hoped that his initiative will continue to bear fruits, and many people and nations will clean up the environment. He was honored for all the pioneering work he has done since 1987 to bring to the attention of the international community the need to protect the environment. He has succeeded in mobilizing millions of people around the world to take responsibility for their own environments. The UNEP's Executive Director, Mr. Klaus Toepfer, once stated, "As the force behind Clean Up the World, Mr. Kiernan has clearly demonstrated that ordinary people - men, women, and children alike - have it in their hands to contribute substantially to a better quality of life for themselves and their communities." It could be argued that indeed there has been some awareness and in fact a global progress towards a healthy environment. However, more need to be done by individual countries and the international community as a whole, if sustainable development could be achieved. Because of its natural resources and size, Brazil offers a nice opportunity for such sustainable development to be carried out. Participating in a "hands-on" seminar, titled, "Environmental Issues and Economic Development in Brazil" in that country was indeed an eye-opener for me and, perhaps, my colleagues.
We were fortunate to travel through six major cities (Sao Paulo, Recife, Manaus, Curitiba, Brasilia, and Rio de Janeiro) in Brazil during the 1998 summer. It was interesting to meet and talk with many Brazilians, including some scholars, government officials, and members of numerous Non-governmental Organizations (NGOs).
           Whereas some of the people we met were not sure of our mission and were suspicious about our presence in Brazil, there were members of some NGOs, in my opinion, who considered us as a high level delegation which was in their country to help them solve their environmental problems. Some of the people in the latter groups tried to bombard us with all of the environmental problems they could remember. Many in the second group, in my opinion, portrayed themselves as those interested in finding solutions to the environmental problems whereas others including the government were not interested in finding solutions to the problems.
        Since I have taught a political science course called, Comparative Developing States for over a decade, and coming from a developing nation myself, I understood the environmental issues and economic development which the Brazilians have been dealing with. What I found very interesting was how Brazilians, (members of some in NGOs and others in the government) were attempting to solve Brazilian environmental problems. With the United Nations leading the way in trying to protect the environment vis-à-vis economic development, countries have accepted the ideas of sustainable development. Since I have been teaching Model United Nations for seven years now, I know for a fact that the Economic and Social Council (ECOSOC) has been seriously encouraging member nations to adopt the idea of sustainable development in their economic development, especially, the developing nations.
        As mentioned earlier, so many environmental NGOs met and spoke with us in Brazil. These NGOs were many and it seemed to me that each had its own agenda. Most of them meant to do the right thing in terms of what they perceived to be things they expected the government to do. Even though we heard that there was a federation of the NGOs, the leadership of which the government regularly consulted, members of some of the NGOs were unrealistic. Some were even not happy that the government was not consulting them on every law or legislature pertaining to the environment. Many also showed some ignorance as to which government agencies were in charge of what environmental problem.

The Outline of Individual Lesson Plan
The Content and Method
         Integrating the experience I had on the seminar "Environmental Issues and Economic Developing in Brazil," into my "Comparative Developing States" course is very simple since the course originally covers Latin America. As I normally do, I will first request that students read books and/or articles written by both western and non-western authors on the topics. Next, I will discuss the concepts and theories involving sustainable development and terms associated with environment and economic development. Since the topics are in some way very close to some of the topics I normally teach, the new topics will fit well in the revised syllabus.
        The trip on the whole was a very appropriate learning experience for me since I have never traveled to Brazil or any other South American country before. I was very happy to meet Brazilians and to learn something about their country from them to compliment what I have been reading from books and other sources. Furthermore, it was very nice to visit places like the Amazon forest and the environmental-friendly city of Curitiba that I have read so much about. I learned a lot at the project sites since experts who had given us lectures guided us on the field trips.
Since the topics chosen will easily fit my syllabus, I hope to discuss all the theories and help the students understand why things are the way they are in the Brazil. This section of the syllabus will concentrate on Brazil's efforts to protect the environment and at the same time deal with economic development issues. Thus, we will discuss sustainable development in relationship with rural areas and urban centers. Curitiba, an environmentally sound city, will be discussed, including the "trash-for-food" recycling project in a suburb of the city. Students will have the chance to discuss how sustainable development could be undertaken in both urban and rural areas. Further consideration will be given to sustainable development and poverty. This section will cover debt crises in Brazil and economic incentives for sustainable development.
         Much discussion will be carried out about the deforestation of both the Atlantic and the Amazon Rainforests. This will be discussed vis-à-vis the numerous environmental NGOs which have been formed throughout the length and breadth of the country. The efforts of these NGOs in helping with the preservation of both the Atlantic and the Amazon Rainforests will be discussed. There will be discussions on the role of the Asian lumber companies, mining companies and cattle ranchers in the deforestation of the Amazon forest. Many have argued that a vast part of the Amazon was cleared so that grass could be grown in order to raise cattle in that area to help the government pay its huge foreign debt. One thing that did not impress me at all was the fact that many of the presenters were always willing to look for foreign loans to undertake any kind of small project in Brazil. In my opinion, funding for some of the small projects could have been generated within the country. I still find it difficult to understand that despite the fact that Brazil's foreign debt is over 110 billion by 1998, the country recently negotiated for a $40 billion loan with the International Monetary Fund and the international community.
The final section will discuss the need for global cooperation if global sustainable economic development is to be achieved in Brazil and indeed the rest of the world. Since the United Nations is very much promoting sustainable development, some of the UN environmental law initiatives such as Rio 92, Kyoto 97, etc will be discussed. We will also discuss President Cardoso's 1998 environmental initiatives as well as Brazil's reaction to other United Nations environmental laws.
The four weeks devoted to Brazilian issues will surely satisfy the twenty per cent slot that we are supposed to allocate to our Brazil seminar experience to be integrated into an existing syllabus.
Class I (week 11)
Concepts and terms such as development, environment, sustainable development, global commons, and pollution will be discussed.
The first topic to be dealt with will be the discussions of the concepts of development, environment, and sustainable development within rural and urban areas. Discussions will further be focused on industrial pollution and environmental-friendly cities such as Curitiba as well as recycling in the rural area. The expanded form with definition and/or explanation of terms and examples will be included in the lesson plan. About two or three meeting times will be needed. Both lecture and discussion methods will be employed.

Class II (week 12)
Sustainable Development and Poverty will be discussed.
The second class of the Brazil experience will be devoted to the discussions of the relationship between sustainable development and poverty. The Third world debt crises or the so-called debt decade of the 1980s, as a whole, will be discussed. However, further emphasis will be put on Brazil's debt crises. Also to be discussed will be economic incentives for the Third World to embrace sustainable development. Lecture, discussions and case study methods will be used.
Class III (week 13)
Deforestation, desertification, NGOs, and economic development in Brazil.
There will be three class meetings during this week. There will be detailed discussions of what deforestation is, the forces which are contributing to the deforestation of both the Atlantic and Amazon Forests in Brazil and elsewhere. The role being played by the NGOs to preserve these forests and environment will also be discussed. Measures being taken to preserve both forests will be discussed. Discussion method will be used to supplement lectures and case-study methods.
Class IV: (Week 14)
                The need for global cooperation in Sustainable Development will be discussed.
Having studied what sustainable development is and the need for all nations to participate in the protection of a healthy environment, students will learn the need for global cooperation. A section called, "Sustainable development and the Law" will be discussed. This will cover Rio 92, Kyoto 97 and the World environmental Day celebration to be held in Japan in 1999. Brazil's participation and reactions to these United Nations initiatives will be discussed. A case study on President Cardoso's 1998 environmental initiative will be discussed. The "Clean up the World Campaign" led by an environmentalist, Mr. Ian Kiernan's and its impacts on the world, especially Brazil, will be discussed. The method of instruction here will be discussions, case study, role-playing and lecture.
           There are many articles and books written on the subject, sustainable developments, especially in the Third World. Brazil is a classical example of sustainable development since it has the largest rainforest in the world and it has the desire to develop. Several scary reports have been written concerning the deforestation of the Amazon Rainforest. Probably because of the enormity of the challenges many book and articles have been written on all aspects of the preservation of "global commons." Many references are listed at the end of the syllabus as well as web sites offered for further exploration.
As I do in many of my courses, both reading guides and leading questions are provided which students are expected to use in preparation for class. Furthermore, to encourage class participation I usually assign specific sections of the books' chapters or articles to teams of students as they prepare for class. Most of the questions will assist students to think critically and also serve as a starting point for class discussions. There could be both general and specific questions pertaining to each topic. General questions could include the following:
I. Is it possible for humanity to build an environmentally sustainable global economy in the near future?
II. What do you think an environmentally sustainable global economy will look like?
III. Do you think if we do not change our consumption style, the earth we can continue to support us?
IV. Do you consider global environmental degradation in the form of global warming, ozone depletion and the loss of rainforest especially in Brazil a threat to humanity?
V. What are the relationships between the concepts of free trade and sustainable development? Do you think they always conflict or they can be complementary to each other?
VI. For the sake of the future generation, should families in the advanced countries be asked to reduce the number of vehicles they use to cut pollution?
VII. What are the common factors that militate against international cooperation to solve global ecological problems?
VIII. As part of the on going North and South dialogue, it is stated that one of the greatest challenges the world now faces is to balance sustainable development with equitable development for humankind. Is it possible to achieve this balance? Support your position.
As expected I will discuss the concepts and any theoretical issues with students so that they will understand the topics well.
More detailed discussions and points to be emphasized are in the lesson plan below. By using books and some articles written by both western and nonwestern scholars, students will see the global environmental problems from a wider perspective. Also, they will appreciate the efforts of the Brundtland Commission's 1987 report, "Our Common Future" to the World Commission on Environment and Development.
           With all the concepts and terms discussed we will proceed to discuss the various topics with particular reference to Brazil. However, since this is a Comparative Developing States course, where appropriate, comparison or references will be made to their countries with similar environmental problems and how solutions are being sought for these problems.

Lesson Plans
Class I- Concepts and terms in environmental issues and economic development will defined. Basic Readings: Magstadt, Thomas M., Nations and Governments chap. 3
Henderson, Conway W., I.R. conflict and cooperation at the turn of the 21st
Century chap13.
                            Kegley, Charles W. et al. World Politics pp. 122-127; and chapter 11.
                            Page, Joseph A. The Brazilians.
                            Todaro, Michael P. Economic Development.

Method of Instruction: Discussions and Lectures.

Lecture Outline
Open question: "What happens when seniors pass their High School SAT or ACT and get to go to college? Which class do you begin? What happens at the end of their first year?"
Some of the questions listed above and others as appropriate will be asked and discussed.
I. What is development?
i. Defined as " the increasing capacity to make rational use of natural and human resources for social ends" (Magstadt)
ii. States ability "to produce economic wealth, which in turn transforms society form a subsistence-or agricultural-based economy to one where most of society's wealth is derived from the production of manufactured goods and services" (Balaam and Veseth, 1996 in Kegley, 1999).
iii Development is "the processes through which a county increases its capacity to meet its citizens' basic human needs and raise their standards of living" Kegley 1999.
iv. Environmental security: "a concept that recognizes that threats to global life systems are as important as the threat of armed conflicts" Kegley, 1999.

II. i. Sustainable Development: " the expansion of income and wealth in ways that not destroy the resources provided by the environment" Kegley 1999, p 314.
ii. "This development " is humankind's ability to ensure that it meets the economic needs of present.

III. Global commons: "The entire environment considered to be the common heritage and property of the human race on the planet earth, including the ocean floor under international waters, the Antarctic, and the celestial bodies in outer space-Kegley

IV. Tragedy of the Commons: "The ruin that results when people are free to over exploit shared (common) resources, without regulation of their equal access to them" Kegley

V. Elements of the environment: Overview of what can lead to degradation of the planet.
a. Population, economic activities, and technology have all combined to destroy the physical        environment of the planet-Discuss.
b. With reference to 5a. above how much damage has occurred?

(i). Atmosphere:-damage occurring to the biosphere has resulted from:
a. global warming: the gradual rise in world temperature, a suspected consequences of "greenhouse: gases trapping heat remitted from earth that would otherwise escape into outer space.
   b. Greenhouse gases: such as Carbon Dioxide, Methane, Nitrous Oxide, Chloroflourocarbons, and other gases. Molecules that otherwise escape into outer space.
             (ii).   Water:
a. Dumping refuse in oceans and rivers destroying freshwater.
b. Also humanity's deteriorating the ocean environment will lead to the depletion of fisheries. Over fishing also results in depletion. Thus, humanity is losing the water battle unless we will stop polluting the water we have and find the most efficient ways to use water.
c. Industrial pollution-very serious way we pollute the waters of the rivers and oceans. N.B. Slide presentation/ Video of the environmental-friendly city-Curitiba.
(iii). Soil:
a. Soil erosion is over powering top soil replenishment
b. The desertification of land, thus, the process of turning arable land into a desert through drought or over farming or over grazing, is taking place at an alarming rate.
c. Less food being produced while there is huge population growth: food supply unable to catch up with population growth. Whereas many in the North are overeating to an unhealthy extent many people in the South may die from causes related to malnourishment.
1. (iv). Forests    (I will discuss deforestation in detail later) Forest destruction has become an urgent worldwide issue.

It could be stated that through the activities of the numerous environmental NGOs, there has been an environmental awareness in Brazil and other tropical countries, which have led to the slowing down of the deforestation process.

VI. Wildlife Human beings, the most intelligent species on earth, frequently interacts with other animals in a way that cause terrible harm to the animals. Wanton abuses have threatened some animals with extinction.
Numerous materials used that harm some species
1. Fishing
a. Environmentalists accuse fishermen from some countries (such as Japan, South Korea,Taiwan) of using miles-wide drift nets that trap non-fish marine species.
b. The poaching of wildlife (seals, elephants, etc) Trade in Ivory around the world hurts elephants.

c. In addition to legal and illegal economic motives, ravages of wildlife occur as an unintended by-product of human activities.
d. Whales are being hurt.
e. Some birds are put on the endangered species list
Generally there are some protective steps taken by governments, private group and citizens to halt decimation of wildlife such as
i. Worldwide ban on ivory trade since 1990.
Ii. There is the convention on International Trade in Endangered Species (CITES) formed in 1973.

So far we can conclude that human behavior, including many Brazilians, toward the atmosphere, water, soil, forests and wildlife is undermining our own quality of life and even our very survival. That is why sustainable development is important even among poor nations, which is what we will discuss next.

CLASS II-SUSTAINABLE DEVELOPMENT AND POVERTY

CASE STUDY-"Thrash for food project"
SLIDES FROM "THRASH FOR FOOD PROJECT" IN CURITIBA.
METHODS OF INSTRUCTIONS:
Discussions of the unique thrash for food project in Brazil.
Readings:
i. Magstadt, Thomas M. Nations and Governments pp551-568
ii. Kegley, Charles W., ET al. World Politics pp128-131, pp105-143, and pp311-339
iii. Page, Joseph A., The Brazilians
iv. Source, John T. & Boyer Mark A., World Politics 2nd edition pp. 393-397

I.   The debt crises in Brazil and the sustainable development
a. slide, "Thrash for food project" in Curitiba
b. Why the Brazilian government has allowed mining and logging in the Amazon Forest.
1. Asian Timber companies were accepted in Brazil and since most of them were interested in hardwood, they ended up in the Amazon rainforest. To pay taxes to the government.
2. Migrant poor from the Northeastern states into southern states.
3. Brazil's foreign debt
   a. It is argued that Brazil's foreign debt resulted in allowing Asians to come to the country for logging.
   b. Brazil's external debt had ballooned to $115 billion in 1991 the largest in Latin America.
   c. It seems Brazil is talking with the IMF at the moment for a further loan $40 billion
   d. Rural areas are sites of some of the most devastating poverty, environmental degradation and bitter conflict around the world.

II. How are the poor people in the rural areas coping?
a. Some of the rural poor have migrated to become an urban dwellers or settlers.
b. Some have sold their land to ranchers and loggers.

III. Economic Incentives for Sustainable Development
a. Sustainable development implies economic development with the preservation of total productivity capacity that also includes environmental values.
b. Agenda 21 is a program with action items for sustainable development in the 19990s and early 21st century.

To sum up, it could be argued that both rich and poor nations and societies could all work toward sustainable economic development.

CLASS III : DEFORESTATION, DESERTIFICATION, NGOs and DEVELOPMENT

Readings:
i. Magstadt, Thomas M. nations and Governments pp560-568
ii. Kegley, Charles W., et al. World Politics p303, pp303-305, and pp341-343
iii. Page, Joseph A., The Brazilians chapter 12
iv. Rourke, John T. & Boyer Mark A., World Politics 2nd edition pp. 406-409
v. Henderson, Conway W., IR conflict and Cooperation. Pp. 442-445

METHOD OF INSTRUCTION: Discussion and Lecture

A. DEFORESTATION AND DESERTIFICATION OF THE ATLANTIC AND AMAZON RAINFORESTS

The Brazilian rainforest, the largest in the world is being destroyed at an alarming rate. Forest destruction has become an urgent worldwide issue. The following are some of the chief causes of the depletion of tropical forest
a. Clearing forests for cattle ranching
b. Selling timber to industrialized countries
c. Widespread burning of firewood for warmth and cooking
d. The loss of large portions of tropical rainforest hurts the environment and inhabitants in many ways including:
   1. Trees ability to hold the soil in place to prevent erosion will be lost.
   2. Tree function of "scrubbing" the air by absorbing carbon dioxide and releasing oxygen into the atmosphere will be lost.
   3. Burning the rainforests in Brazil and other countries to make way for ranches not only leaves fewer trees for "scrubbing" the air but adds to the waste gases crating the greenhouse effect.
   4. The loss of tropical forests on a massive scale for mining and logging hurts the planets bio diversity including the great variety of animal and planet life of thousands of species (leading to the lost of many useful drug products)
   5. The burning of the rainforests means lost of homeland to many groups of indigenous peoples such as the Yanomamo Indians of Brazil.

It could be stated that through the activities of the numerous environmental NGOs, there has been an environmental awareness in Brazil and other tropical countries, which have led to the slowing down of the deforestation process.
B. THE NGOs and THE RAINFORESTS IN BRAZIL
1. Brazil has so many environmental NGOs. In fact there is a Brazilian Forum of NGOs and Social Movements for Environment and Development.
2. The Forum is very active and in recent years holds consultative meetings with the government.
3. The Forum was made part of the National Consultation Process of Brazilian NGOs and Social Movements for the Rio +5 Forum which took place in Brasilia from January 30 to February 2, 1997 during the Forum XII National Meeting.
4. The NGOs are urging the government to prepare a National Agenda 21. Thus, the government is being urged to implement the Rio Accords and subsequent environmental laws.

C. CONVENTION TO COMBAT DESERTIFICATION IN BRAZIL

i. There is Brazil's National Plan to combat Desertification
ii. There is the preventive measures already in the financial stage of combined agriculture and stock raising in critical areas of the country.
iii. There is the need to revise agricultural development models to include an ecologically adequate agriculture.

CLASS IV: THE NEED FOR GLOBAL COOPERATION IN SUSTAINABLE
                                                     DEVELOPMENT
Readings:
i. Magstadt, Thomas M. nations and Governments pp569-572
ii. Kegley, Charles W., et al. World Politics pp316-341
iii. Page, Joseph A., The Brazilians chapter
iv.   Rourke, John T. & Boyer Mark A., World Politics 2nd edition pp. 395-421
v. Henderson, Conway W., IR conflict and Cooperation.   Pp. 447-459
vi. Brown, Lester, "We can build a sustainable Economy" in Global Issues 1998/99 pp. 90-99

METHOD OF INSTRUCTION: Discussion and Lecture

Brazil, like the rest of the international community belongs to the global civil society. Brazil is aware that it has an important role to play in achieving a global economic sustainability. Brazil plays a crucial role in the world's efforts at economic sustainable development.

There will be discussions of some selected Environmental Convention signed by Brazil and most members of the UN
1. The 1972 London Dumping Convention
2. The 1973 Washington Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES)
3. The 1982 Convention on the Law of the Seas.
4. The 1992 Framework Convention on Climate Change
5. The 1992 Convention on Biological Diversity
6. The 1994 Convention on Desertification

Majority of the world's nations have signed and rectified all these environmental laws. The Global civil society is forming around the world and can encompass nations, IGOs, NGOs, individuals and conference activities. Brazil, like many nations has created National Councils for Sustainable Development in order to facilitate the task of sustainable development. Brazil is also aware that sustainable development requires cooperation across political boundaries simply because nature operates outside of these boundaries in the atmosphere, seas, rivers and forests. It is therefore trying t o implement the international environmental laws as well as its own domestic laws.

Original or old syllabus

West Virginia Wesleyan College
Department of Political Science
Political Science 325
Comparative Developing States
Spring 1998

Instructor: Dr. K. A. Boateng
Class Time and Place: 11:00-11:50 a.m. M.W.F., R 200
Office and Office Hours: 20A Haymond Hall, 9: 00-10:00 or by appointment
Phones: (O) 473-8434 (H) 472-0064

Comparative Developing States

Political Science 325 is designed to address the various characteristics and problems of political changes in developing nations. Students will be introduced to and familiarized with the political changes in Latin America, East and Southeast Asia, The Middle East and Africa. The primary focus will be on the ways that sociopolitical structures, traditional beliefs, political culture, and public policies cause the so-called Third World political changes. Topics to be discussed will include Traditional Societies and Politics of Transitional Societies, Charisma and Political change; Democracy in the Third World; Bureaucracy and Development; Political Economy; Military and Revolutions; Third World in International Politics and Women in Third World Politics.
Since "political science" is built of ideas and events as they occur across time, we may take about 5 minutes each day for "current events" on the African continent, E & SE Asia, Latin America or The Middle East. Students will be expected to provide topics for the discussion, especially from the pages of USA Today, New York Times, Newsweek, US News and World Report, London Times, The Economist, West Africa Magazine, Africa Now, magazines on Latin America and The Middle East, Current History, or another newspaper or magazine and to contribute their own perspective on the issue.
Requirements:

A. Texts: The three required texts for the course are:
(1) Monte Palmer, Political Development – Dilemmas and Challenges   1997 Edition
(2) Paul Cammack et al, Third World Politics   2nd Edition
(3) Robert J. Griffiths Developing World 97/98   7th Edition
*(4) Additional reading may be handed out in class or may be put on reserve in the library
when appropriate (under the name "BOATENG")

B. Attendance Policy:
Lectures will center on the primary texts, but may not necessarily be bound to them (especially since there are continuous developments related to some of the topics). All students are therefore advised to attend classes regularly. Students are expected to participate actively in class discussions. If you are absent you are still responsible for the material covered.

The instructor reserves the right to deduct a point each from a student's final grade if she or he absences her/himself after FIVE previous absences without permission. All emergencies need to be reported to the instructor as quickly as possible.
C. Research Paper: (about 5 double-spaced, typewritten pages) It should be on a topic related to African, Asia, The Middle East, or Latin American politics. Consult the instructor when you are in doubt about topics for which consideration might be given. The paper is due NO LATER THAN APRIL 24, 1998. The paper counts as much as one exam.
D. Examinations:
Two in-class examinations, consisting of essay and short-answer questions and four short quizzes are required in this course. The quizzes (from lecture and all texts) together count as much as one exam.
(a) The first examination is scheduled for March 11, 1998
(b) The dates for quizzes are noted on the tentative course outline.
(c) The final examination is scheduled for Tues., May 12, 1998 from 8:00-10:00 a.m.
E. Make-up Examination Policy
No make-ups quizzes and exams will be given to students who fail to take the scheduled ones without college-approved and verifiable excuses. The grade for failing to take regularly scheduled exams and quizzes is a zero. Therefore, it is the student's responsibility to inform the instructor beforehand about his or her expected absence either in person or by telephone, unless it is truly an emergency, in which case the student involved need to inform the instructor as soon as possible. If permitted, the student must arrange for a make-up quiz within 2 days and make-up exam within 7 days of the scheduled test day.

Failure to take the make-up quiz or exam promptly results in zero for that test.

F. Grading: The grading breakdown is as follows:

Exam #1 graded over 100%
4 quizzes graded over 100%
Paper   graded over 100%
Exam #2 graded over   100%

TOTAL     400

Percentage = Your Total X 100
     400
Final grade for course:
   A = 90-100
   B = 80-89
   C = 70-79
   D = 60-69
   F = 0-59

Tentative Schedule of Meeting

Week 1: Jan. 28 Introduction to course – "What Do You Know?"
               Jan 30 Political Development – An overview
     Reading : Developing World Unit 1 "Understanding the Developing World"
Week 2 : Feb.2, 4 & 6   Political Development (contd.) and Traditional Societies – Palmer chaps. 1 &
     Reading : Developing World Unit 2 "Political Economy and the Developing World" Nos. 5 to 8
Week 3: Feb. 9, 11 &13 Social change and the Politics of Social change – Palmer chap. 3
     Reading : Developing World Unit 2 "Political Economy and the Developing World" Nos. 9 to 12
Week 4: Feb. 16,18 &20 The Crises of Uneven Development: Poverty,…:
     Chap. 4
     Reading: Developing World Unit 3 "Conflict and Instability" No. 13 to 17
                         *Feb. 18 QUIZ 1 (lectures and reading assignments: Units 1,2,3 up to 17)
Week 5: Feb.23, 25&27 The Politics of Development: Transitions– Palmer chap. 5
     Reading: Developing World Unit 3 "Conflict and Instability No. 18 to 23
Week 6: Mar.2, 4& 6,   Implementing Development: Capitalism vs. Bureaucracy–Pal.C7
     Reading: Developing World Unit 4 "Weapons Proliferation and Arms Control"
Week 7: Mar. 9,11&13 Review
              March 11, 1998 Exam 1(including map-work and readings: Units 1-to
Mar. 13   The Political Economy of Development – Palmer Ch.8 Foreign Aid and Development    Faster Development Ch. 9
             *Mar. 13 *** Submission of paper topic ***
Week 8: Mar. 16,18&20 Spring Break
Week 9: Mar. 23, 25, & 27 The Heritage of the Past; State & Society – Cammack et al chaps. 1 & 2
     Reading: Developing World Unit 5 "Transition" Nos. 28-31
Week 10: Mar.30& Apr.1&3 Political Parties and Participation—Cammack chap.3
     Reading: Developing World Unit 5 "Transition" N
*April 3                Quiz 2 (Lectures and Articles - Unit 5)
Week 11: Apr. 6, & 8 The Military and Political Development—Palmer chap.6 &
     Cammack chap.4
Reading:    Developing World Unit 6 "Population, Development,
     and Environment" Nos. 35 to 38
*April 10            Good Friday recess

Week 12: Apr. 13, 15 &17 Revolution—Cammack chap.5
     Reading: Developing World Unit 6 "Population, Development, and Environment" Nos. 39 to 41
*April 17   Quiz 3 (Lectures and Articles - Unit 6 )
Week 13: Apr. 20, 22, & 24 Women in Third World Politics—Cammack chap. 6
                                                     Reading: Developing World Unit 7 "Women and Development"
April 24   ** Papers due ** ****No Exceptions****

Week 14: Apr.27, 29&May 1 The International Context—Cammack chap.7
     Reading: Developing World Unit 7 "Women and Development"
*May 1                           Quiz 4 (Lectures and Articles - Unit 7 )
Week 15: May 4   Famine, Petrodollars and Foreign Debt--Cammack Ch. 8 &
May 6                            Review
May 8    Reading
WEEK 16:   TUES., MAY 12 1998 FINAL EXAM 8:00 – 10:00 a.m.
Revised Syllabus
West Virginia Wesleyan College
Department of Political Science
Political Science 325
Comparative Developing States
Spring 1999

Instructor: Dr. K. A. Boateng
Class Time and Place: 11:00-11:50 a.m. M.W.F., R 108
Office and Office Hours: 20A Haymond Hall, 9: 00-10:00 or by appointment
Phones: (O) 473-8434 (H) 472-0064

Comparative Developing States
Political Science 325 is designed to address the various characteristics and problems of political change in developing nations as well as environmental issues and economic development in Brazil in particular. Students will be introduced to and familiarized with the political changes in Latin America, East and Southeast Asia, The Middle East and Africa. The primary focus will be on the ways that sociopolitical structures, traditional beliefs, political culture, and public policies cause the so-called Third World political changes. Topics to be discussed will include Traditional Societies and Social Changes and Politics of Transitional Societies; The Crises of Uneven Development; The Politics of Development; Democracy in the Third World; Transitions to Bureaucracy and Capitalism; Political Economy; Military and Revolutions; Authoritarian Path to Development; Third World in International Politics and Women in Third World Politics; Foreign Aid and Development; Environmental Issues and Economic Development in Brazil; Why Have Some Countries Developed More Rapidly Than Others?
Since "political science" is built of ideas and events as they occur across time, we may take about 5 minutes each day for "current events" on the African continent, E & SE Asia, Latin America or The Middle East. Students will be expected to provide topics for the discussion, especially from the pages of USA Today, New York Times, Newsweek, US News and World Report, London Times, The Economist, West Africa Magazine, Africa Now, magazines on Latin America and The Middle East, Current History, or another newspaper or magazine and to contribute their own perspective on the issue.
Requirements:
G. Texts: The three required texts for the course are:
(4) Monte Palmer, Political Development – Dilemmas and Challenges 1997 Edition
(5) Paul Cammack et al, Third World Politics 2nd Edition
(6) Robert J. Griffiths Developing World 98/99 8th Edition
*(4) Additional reading may be handed out in class or may be put on reserve in the library when appropriate (under the name "BOATENG")

H. Attendance Policy:
Lectures will center on the primary texts, but may not necessarily be bound to them (especially since there are continuous developments related to some of the topics). All students are therefore advised to attend classes regularly. Students are expected to participate actively in class discussions. If you are absent you are still responsible for the material covered.
The instructor reserves the right to deduct a point each from a student's final grade if she or he absences her/himself after THREE previous absences without permission. All emergencies need to be reported to the instructor as quickly as possible.

I. Research Paper: (about 5 double-spaced, typewritten pages) It should be on a topic related to African, Asia, The Middle East, or Latin American politics. Consult the instructor when you are in doubt about topics for which consideration might be given. The paper is due NO LATER THAN APRIL 23, 1999. The paper counts as much as one exam.
J. Examinations:
Two in-class examinations, consisting of essay and short-answer questions and four short quizzes are required in this course. The quizzes (from lecture and all texts) together count as much as one exam.

(d) The first examination is scheduled for March 12, 1999
(e) The dates for quizzes are noted on the tentative course outline.
(f) The final examination is scheduled for Tues., May 11, 1999 from 2:00-4:00 a.m.
K. Make-up Examination Policy
No make-ups quizzes and exams will be given to students who fail to take the scheduled ones without college-approved and verifiable excuses. The grade for failing to take regularly scheduled exams and quizzes is a zero. Therefore, it is the student's responsibility to inform the instructor beforehand about his or her expected absence either in person or by telephone, unless it is truly an emergency, in which case the student involved need to inform the instructor as soon as possible. If permitted, the student must arrange for a make-up quiz within 2 days and make-up exam within 7 days of the scheduled test day.
Failure to take the make-up quiz or exam promptly results in zero for that test.
L. Grading: The grading breakdown is as follows:
Exam #1 graded over             100%   Final grade:
4 quizzes graded over 100% A     =   90-100
Paper   graded over              100%   B     =   80-89
       Exam #2 graded over   100%           C     =    70-79
TOTAL     400
      Percentage = Your Total X 100
   400

Tentative Schedule of Meeting

Week 1: Jan. 27 Introduction to course – "What Do You Know?"
               Jan 29   Political Development – An overview
   Reading : Developing World Unit 1 "Understanding the Developing World"
Week 2 : Feb.1, 3 & 5                 Political Development (contd.) and Traditional Societies – Palmer     chaps. 3&4
    Reading : Developing World Unit 2 "Political Economy and the Developing World" Nos. 5 to 8
Week 3: Feb. 8, 10 &12 Social change and the Politics of Social change – Palmer chap. 3
                                      Reading : Developing World Unit 2 "Political Economy and
    the Developing World" Nos. 9 to 12

Week 4: Feb. 15,17 &19 The Crises of Uneven Development Poverty,…Palmer chap. 4
    Reading: Developing World Unit 3 "Conflict and Instability" No. 13 to 1
                         *Feb. 17 QUIZ 1(lectures and reading assignments: Units 1,2,3up to 17)
Week 5: Feb.22, 24&26 The Politics of Development: Transitions– Palmer chap. 5
    Reading: Developing World Unit 3 "Conflict and Instability" No. 18 to 23
Week 6: Mar.1, 3& 5,   Implementing Development:Capitalism vs.Bureaucracy–Pal.C7
    Reading: Developing World Unit 4 "Weapons Proliferation and Arms Control"
Week 7: Mar. 8,10& 12 Review
March 10, 1998 Exam 1(including map-work and readings: Units 1-to 4)
Mar. 12 The Political Economy of Development – Palmer chap.8
    Foreign Aid and Development    Faster Development Ch. 9
             *Mar. 12 *** Submission of paper topic ***
Week 8: Mar. 15, 17, & 19 The Heritage of the Past; State & Society – Cammack et al
    chaps. 1 & 2
    Reading: Developing World Unit 5 "Transition" Nos. 28-31
Week 9: Mar.22, 24&26 Political Parties and Participation—Cammack chap.3
    Reading: Developing World Unit 5 "Transition" Nos. 32 – 34
*March 24 Quiz 2 (Lectures and Articles - Unit 5)
Week 10: Mar 26 - April 5 Spring Break
Week 11: Apr. 6, & 8          Concepts and Terms such as Development, Environment and     Pollution defined. The Military, Revolution and Political Development—Palmer chap.6 &      Cammack chap.4 and 5
    Reading: Developing World Unit 6 "Population, Development,
    and Environment" Nos. 35 to 38
Week 12: Apr. 12, 14 &16 Sustainable Development and Poverty
    Reading: Developing World Unit 6 "Population, Development,
    and Environment" Nos. 39 to 41
*April 16 Quiz 3 (Lectures and Articles - Unit 6 )
Week 13: Apr. 19, 21, & 23 The Atlantic deforestation, the Amazon deforestation, and NGOs and economic development in Brazil
    Women in Third World Politics—Cammack chap. 6
    Reading: Developing World Unit 7 "Women and Development"
April 23 ** Papers due ** ****No Exceptions****

Week 14: Apr.26, 28& 30 The International Context—Commack chap.7
The need for Global cooperation in Sustainable Development

*April 30 Quiz 4 (Lectures and Articles - Unit 7 )

Week 15: May 3, 5 &7 Famine, Petrodollars and Foreign Debt—Cammack chap.8 &
May 5 Review
May 7 Reading
WEEK 16: TUESDAY, MAY 11, 1999 FINAL EXAM 2:00 – 4:00 p.m.
It is also expected that you follow contemporary affairs through the media during this semester, more than you might normally be accustomed. You are required to subscribe to the New York Times at a minimum. The national news-on network television or on National Public Radio-is strongly encouraged as well. You should also familiarize yourself with the litany of magazines and journals, which present a host of intellectual, opinion, and policy positions. Such journals can be found in the library.

Media Sources for Following Contemporary Affairs
TV:      National New (ABC, NBC, CBS, CNN)
            Nightline (ABC), M-F 11:30-12-00 p.m
            CNN World Report
            Jim Lehrer News Hour (PBS), M-F 7:00-8:00 p.m.
            This Week with David Brinkley (ABC), Sunday 10:30-11:30 a.m.
            Face the Nation (CBS), Sunday 12:00-12:30 p.m.
            Meet the Press (NBC), Sunday 9:00-10:00 a.m.
            60 Minutes (CBS), Sunday 7:00-8:00 p.m.
            Frontline (PBS), Tuesday 10:00-11:00 p.m.
            CSPAN I and II
RADIO
Morning Edition (NPR), M-F 6:00-8:00 a.m.
All Things Considered (NPR), M-F 5:00-6:30 p.m.
Weekend Edition (NPR), Sat. 8:00-10:00 a.m., Sun. 9:00-11:00 a.m.
BBC and VOA (If you have Shortwave) Hourly News
NEWSPAPERS:
New York Times
Washington Post
London Times
NEWSWEEKLIES:
In These Times
Newsweek
Time
US News and World Report
The Economist

Further Suggested Internet Sites
- Biodiversity and Ecosystem Server
  - http://straylight.tamu.edu/bene/bene.html
- Climate Change Convention
  - http://www.iisd.ca/linkages/climate/climate.html
- Consortium for International Earth Science
  - http://www.ciesin.org/
- Convention on Biological Diversity

Earth Times
- http://www.earthtime.org/
Envirolink
- http://envirolink.org/
Environment Archive
- http://csf.colorado.edu/ll/environment
Environment News Network
- http://www.enn.com/
Environment Technology and Society
- http://csf.colorado.edu/Envtecsoc.index.html
Environmental Sites
- http://www.lib.kth.se/~lg/envsite.htm
Global ForestPolicy
- http://www.iisd.ca/linkages/forestry/forest.html
Global Futures Foundation
- http://www.quicknet.com/globalff/globalfu.html
Green Net
- http://www.gn.apc.org/
Institute for Sustainable Development
- http://iisdl.iisd.ca/
Natural Resource Research Information
- http://sfbox.vt.edu:10021/Y/yfleung/nrrips.html
Planet Earth Home Page
- http://www.nosc.mil/planet_earth/info.html
Rainforest Action Network
- http://www.ran.org/ran
The International Institute for Sustainable Development (IISD)
- http://iisd1.iisd.ca/
The Road to Kyoto Conference the World Wildlife Foundation (WWF)
- http://www.wwf.org/action/lite/frame_climate.htm
The Worldwatch Institute
- http://ioc.unesco.org/iyo/
U.S. Environmental Protection Agency
- http://www.epa.gov/
Worldwatch Institute
- gopher://gopher.igc.apc.org/ll/orgs/worldwatch
Amazon
- http://www.igc.org/intheamazon
Galaxy
- http://galaxy.einet/www/www.html
Magellan
- http://www.mckinley.com/
News Resources
- http://newo.com/news/
CNN World News
- http://www.cnn.com/WORLD/index.html
Foreign Affairs
- http://www.foreignaffairs.org/
Foreign Embassies Worldwide
- http://www.embpage.org/
United Nations Scholars' Workstation
- http://www.library.yale.edu/un/unhome.htm
United Nations Information Services
- http://undep.or.at/unlinks.html
International Data Base
- http://www.cenus.gov/ftp/pub/ipc/www/idbnew/html
Economic Bulletin Board
- Gopher://una.hh.lib.umich.edu/ll/ebb/
Lycos
- http://lycos.cs.cmu.edu/
Yahoo!
- http://www.yahoo.com/
Library of Congress
- http://www.loc.gov/
American Journal of Political Science
- http://www.luc.edu/orgs./mpsa/ajps.html
European Journal of International Relations
- http://www.stasvet.uu.se/EJIR/
World Politics
- http://www.wws.princeton.edu/world politics/