New York UniversityRobert F. Wagner Graduate School of Public Service

Water Sourcing and Delivery in an Era of Climate Change

URPL-GP.2666.001 Spring 2011Wednesday 4:55-6:35 Meyer 157 - 455-635

Instructor:

Natasha IskanderPuck Building295 Lafayette St., Room 3043212-998-7479natasha.iskander@nyu.eduOffice Hours: Mondays 5:00pm -6:30pm or by appointment

Teaching Colleague: Jennifer Farmwaldjfarmwald@gmail.comOffice hours: by appointment

Jessica Holmes, Administrative Assistant jessica.holmes@nyu.edu,

1. Description: In the coming decades, water will be the central issue in global economic development and health. With one in six people around the world currently lacking access to safe drinking water (1.2 billion people), and more than two out of six lacking adequate sanitation (2.6 billion people), water is already a critical factor affecting the social and economic well being of a sizable proportion of the world’s population. However, with the world’s population projected to double over the next fifty years, and with rapidly dwindling water supplies becoming both more scarce and more volatile as a result of global warming, we are likely to face a water crisis so severe it will reshape everything from our governance structures to our modes of economic and agricultural production to our patterns of social interaction. Water will be the axis around which all public policy revolves.

In light of the centrality of water as a current and future public policy issue, this course explores innovative and sustainable solutions for water harvesting and distribution to address the challenges presented by anthropogenic climate change. The field of water harvesting and delivery has generally considered water supplies to be fairly stable, available to be sourced in the same places. As a result, water infrastructure management has traditionally been concerned with efficient methods of water sourcing, delivery, and purification, and with effective methods of cost-recovery for those services. In this course, we will step out of this

conventional framework and look at water provision from a new vantage point: Instead of taking water supplies as a constant, we will look at how water sources are changing as a function of global warming and increased population pressures, and then will ask what implications these shifts are likely to have for water sourcing and water distribution.

2. Design:

To address the central question of how to secure basic water needs when the water sources and use are undergoing fundamental and unpredictable shifts, the course is built around four or five real-life cases of local water harvesting and distribution systems that students will research collaboratively in small teams throughout the semester (cases are described below). Throughout the course, we will workshop these cases, and use them as concrete settings to accomplish the following three learning goals: 1) to understand the challenges presented by changing water availability to existing systems of water sourcing and delivery; 2) to explore the political economy of water supply and delivery, and develop a solid grasp of the political and economic issues around the trade of water and around access to water; 3) to develop a broad understanding of the challenges of implementing new water harvesting and delivery technologies and institutions, and to develop frameworks for devising creative solutions to overcome those constraints.

The course will be organized into five segments: an introduction, three thematic modules, and a conclusion. The introduction provides an overview of the basic frameworks used by theorists and practitioners to plan and implement water sourcing and distribution systems. The three thematic modules hone in on three key aspects on water provision in the face of climate change and population pressures, including:

water sources and climate change; the political economy of water sourcing and provision; and technological and institutional innovations for water harvesting and delivery.

The modules cover three class periods each (with the exception of Module 2, which covers four class periods), and draw on multiple teaching modalities. The first class of each module presents the emerging scholarship on the topic at hand through a participatory lecture format. The second class (class 3 in Module 2) features a guest speaker who is a recognized expert on the issue covered in the module; the speaker will deliver a public lecture as part of the Wagner Climate Coalition’s “Water Sourcing and Delivery in an Era of Climate Change” Speaker Series. The third class is devoted to student presentations on the aspects of their case covered by the module. After the student presentations, the class will draw out common lessons from the cases about the topic covered in the module through an extensive class discussion. The conclusion segment is devoted to synthesizing the common lessons offered by the cases for water harvesting and distribution in an age of global warming.

The combination of these pedagogical approaches will simulate the practices involved in creative inquiring and problem solving. These practices include: developing profound familiarity with the case being researched, drawing on the expertise of researchers who study elements that emerge as critical in the case, brainstorming collaboratively with colleagues

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and enlisting multiple points on view on the problem at hand, and, finally, teasing out the significance of the lessons the case offers by situating it in a larger body of scholarship on the issue. Instead of outlining this process and imparting it through a traditional lecture format, the course will engage students in the process itself, enabling them to participate in a dynamic of learning-in-action.

3. Assignments and grading: Case selection: Please note that you need to select your top three choices for cases and email them to the instructor by Jan 31, 5 p.m. (form is available on BlackBoard). You will receive your case assignments in class on Feb 1. Please also note that each team will have to designate a contact person (form available on BlackBoard).

Readings, class participation, and feedback (20% of total grade): Students are expected to complete all assigned readings. Guidance on how to complete the readings will be provided at the beginning of each module. Students are also expected to review team memos, and to participate actively in class discussion. Feedback on student presentations and memos is expected to be constructive and timely. Specific information on feedback for memos is provided below. The completion of readings, class participation (including providing constructive, thoughtful, and detailed oral and written feedback to colleagues), and the initial reflection essay account for 20 percent of the final grade.

Presentations and memos (80% of total grade): (see below for instructions on submission).

Reflection essay on Fred Pearce’s When the Rivers Run Dry: The Defining Crisis of the Twenty-First Century: 1,000-1,500 words. Please choose one or two themes or one or two examples from the book. Briefly describe and summarize the themes or examples that caught your attention (no more than 300 words) and then reflect on why they resonated for you. Did they surprise you? Did they confirm or complement something that you believed or knew? Did they raise unexpected questions for you? Please write this essay thoughtfully and carefully. Essay due Tuesday, January 31, midnight. Email essay to instructor (natasha.iskander@nyu.edu) and Jessica Holmes (jessica.holmes@nyu.edu) with the following in the subject line: WATER [your name] [Pearce essay] – e.g. Alvarez Pearce Essay. Please make sure to include [your name] [Pearce essay] on each page of the essay.

Module 1 Memo and Presentation (15% of total grade) : Students are expected to prepare a five-page memo and a PowerPoint presentation on how the water sourcing and distribution systems in their cases are likely to be affected by changing patterns of water availability due to climate change. Memo due Monday, Feb. 20 at 5 p.m. All students in the class need to read the memos of other teams and come to class prepared to give constructive and specific feedback. Presentations—including Q&A—should be 10 minutes in length. They should be considered a complement to team memos—NOT a summary of the memos. They should focus on areas that teams are still struggling to resolve. Please include a map in your presentation. 15 percent of

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total grade. Evaluation: Memo 1 will be evaluated based on the robustness of your research, the depth of your analytical thinking, and the quality of your questions. You are not expected to have the answers for this memo. It is an opportunity for you to work through ideas and challenges. As part of the workshop format of the course, the better your questions are, the more grounded they are in good research, the more helpful the feedback you are likely to get.

Module 2 Memo (15% of total grade) : Students are expected to prepare a 7- to 10-page memo of the political and economic factors shaping water sourcing and distribution, as well as sanitation provision, if applicable, in their water system. Memo due Monday, April 2 at 5 p.m. All students in the class need to read the memos of other teams and come to class prepared to give constructive and specific feedback. There is no presentation for this module. Teams will be paired up and will discuss each other’s memos in detail. 15 percent of total grade. Please note that memos should build on each other: The second memo should build on the first. Consider these memos white papers—building blocks—for the final memo. Evaluation: same as for Memo 1.

o Team-to-Team Feedback: 300 words. Each team is expected to review the memo of another team (team assignments will be made in class) and write a thoughtful, if short, written commentary. Please come to class with additional oral commentary. In your written feedback, please point out the strengths of the memo. Please also point out areas that could be further developed, questions that may have been overlooked or glossed over, inconsistencies or internal contradictions, factual and conceptual. Please feel free to also suggest helpful resources or readings. The feedback should be sent to the team contact and the instructor and the TC before class – 12 p.m. on April 4.

Module 3 : Students are not expected to prepare a separate presentation and memo for the third module. Solutions to the problems raised in Module 3 should be incorporated into the final memo and final presentation.

o Final memo (35% of total grade): Student teams will write a final 10-page memo that will synthesize the lessons learned about the case throughout the course and make recommendations for how to adapt the existing water sourcing and delivery systems in their case to the changes foreseen due to climate change. Draft copies of the final memos are due on Monday, April 23 at 5 p.m.. Students will present their draft concepts on Wednesday, April 25, when we will discuss them. Presentations—including Q&A—should last no more than 15 minutes. They should be considered a complement to team memos—NOT a summary of the memos. Please note that Tuesday, April 25, we will have an extended class session to accommodate student presentations. Class will be held from 4:55 p.m. to 8:25 p.m. All students are expected to read and prepare comments on all final memos for the last class. Final versions of the final memos are due on the last day of class, Wednesday, May 2. Final memos account for 35 percent of the final grade. Evaluation of final

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version of Memo 3: this memo should provide working solutions to the problems you have identified in previous memos. Your solutions should be explained and justified using data. Finally, the final version of Memo 3 should be polished, carefully written and organized, and accessible.

o Individual-to-Team Feedback: 250 words. Each person will be assigned a team memo and will be required to provide individual feedback. This means that each team memo will receive 4 separate individual commentaries. For guidelines on the quality of feedback, please refer to the description under Module 2. Please send feedback to the team contact (see below), the TC, and the instructor before class – 12 p.m. on April 25.

Email memos to instructor (natasha.iskander@nyu.edu) and Jennifer Farmwald (jfarmwald@gmail.com) with the following in the subject line: WATER [your team] [Memo 1] – e.g. Peru Pearce Essay. Please make sure to include [your team] [Memo 1] on each page of the memo. Also please make sure that you include the name of your teammates on the first of the memo. Then use BB to circulate the memo to your colleagues.

Final essay (15% of total grade): Each student will write a final individual 1,500-word essay on an aspect of water and climate change that he or she found particularly compelling. This essay is a reflective and analytic exercise. It does require additional research. The essay is to be turned into the professor—NOT to the entire class. This essay is due on Tuesday, May 15 at 5 p.m., and accounts for 15 percent of the final grade. Final essays should be turned into the instructor (natasha.iskander@nyu.edu) and Jessica Holmes (Jessica.holmes@nyu.edu) per the regular submission format: WATER [your name] [final essay] in email subject line.

A word on teams: team work that is this intensive can be challenging and can strain even the best of interpersonal interactions. If your team is starts to experience interpersonal strain, please seek support from the instructor or TC – do this sooner rather than later.

Also, all teams must designate a contact person—this is the person the instructor and TC will communicate with regarding all team related matters. It is the responsibility of the contact person to pass along the information to all team members.

Ongoing feedback and check-in: each team is required to send a check-in email to the TC – Jennifer Farmwald—by Tuesday 5pm on weeks when we will be hosting speakers. So, emails to Jennifer are due on Feb 14, March 27, and April 17. The emails should provide a brief update (1-2 paras) on your progress toward completing the relevant memo, and identify areas where your team may need additional guidance and support. At least one member of each team must personally check in with Jennifer after the speaker session.

See end of syllabus for schedule summary.

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4. Cases:

Improving access to water in rural Senegal: This project examines the large disparity that exists between access to water in urban and rural areas in Senegal. Despite rapidly increasing access to potable water in Dakar and its environs, the public-private partnership forged between the government and private sector in Senegal has proven incapable of translating its successes to rural areas. For example, the situation is particular poor in southeastern state of Tambacounda, where only an estimated 31 percent of rural communities have access to safe drinking water.

Flooding, sea level rise, and governance in the Khulna district of Bangladesh: This project will explore the impact of increasing flooding and higher sea levels in the deltaic southwestern district of Khulna, Bangladesh. One of the country’s poorest districts and one with particularly weak political representation at the central government level, Khulna is faced with a bleak future owing to flooding and siltation, more catastrophic weather, and sea-level rise and salinity of river water.

Adapting to climate change in Peru’s Santa Ana River Basin: The Santa Ana River Basin supports many small and large communities and activities that range from small, subsistence farming and grazing to larger farms and hydropower generation. Rapidly disappearing glaciers are dramatically increasing the vulnerability experienced by people living in this arid area and demanding that local, regional, and national institutions adapt to face this challenge.

Water shortages in San Diego and the Imperial Valley: This project deals with the challenges in maintaining water sourcing and delivery in the San Diego and the Imperial Valley in the face of an extended drought and rapidly growing demand (due to population increases and agricultural uses).

Water demand in Las Vegas: Las Vegas faces chronic water shortages that are only getting more serious due to climate pressures. Las Vegas is exploring alternate—and very controversial—solutions for water provision, including a plan to build a $2 billion pipeline that would pump water out of nearby White Pine County to Vegas.

Pacific Islands and climate change: Of the island and archipelago countries all over the world, the Pacific Islands are most vulnerable to climate change, manifested most saliently through rising sea levels. This is because all of the islands are near the equator and are experiencing a rise in sea level higher than the global average.

Drought and agriculture in Australia: This project is an exploration of how human pastoral and agricultural activities have intensifying broader climate change effects in New South Wales and the River Red Gum Forest of the Northeastern Savannah.

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5. Speaker Series Three of our class sessions will feature researchers working on various aspects of hydrology, water sourcing and provision, and adaptation. This speaker series is open to the public and is co-sponsored by the Wagner Climate Coalition, an alliance of Wagner students and student groups concerned about climate change.

Dr. Tara Troy

Earth Institute Post-Doctoral Fellow, IRI, Columbia UniversityWednesday, Feb. 15, 4:55 p.m. – 6:35 p.m.Kimmel Center 805Tara Troy holds a Ph.D. in civil and environmental engineering from Princeton University, where she studied the hydrology of northern Eurasia with a focus on change in terrestrial water and energy cycles. As an Earth Institute fellow, she is conducting a holistic study that accounts for seasonal variability, climate change, population change and human effects on the water cycle that would provide critically needed information about the effect of water scarcity on sustainable development. 

The Interaction Between Climate, Surface Hydrology, and Human Water Demands

This discussion explores two case studies that shed insight on how climate, surface hydrology, and human water demands interact. The first case focuses on how changes in climate are driving changes in the surface hydrology. Northern Eurasia has experienced significant warming trends during the past century as well as increases in streamflow. Through the use of a numerical land surface model and in-situ observations, Dr. Troy shows that the interactions of precipitation and temperature trends during the past century have resulted in changes in the snowpack that then caused the documented increases in streamflow. The second case focuses on the interactions of climate variability and human water demands in the Indus River Basin, the breadbaskets of India and Pakistan. Monsoon rainfall dominates the seasonal cycle of precipitation, but large agricultural water demands occur during the drier winter season, which has led to an overreliance on groundwater pumping to ensure a constant irrigation supply.

Professor Greg WhiteProfessor of Government and the Elizabeth Mugar Eveillard '69 Faculty Director of the Global Studies Center, Smith CollegeWednesday, March 28, 4:55 pm – 6:35 p.m.Rudin Forum, 295 Lafayette St., 2nd Floor

Gregory White teaches courses on international political economy, global environmental politics, migration and refugees, and North African politics at Smith College. He is the author of Climate Refugees or Mere Migrants: Climate-Induced Migration, Security, and Borders in a Warming World (Oxford University Press, 2011) and articles in journals, such as the Review of International Political Economy, Perspectives on Politics, Middle East Journal, and Middle East Policy. Professor White is currently an associate editor of the Journal of North African Studies and serves on the boards of the American Institute for Maghrib Studies, the Tangiers American Legation Museum and Research Center in Morocco, and the World Affairs Council of Western Massachusetts.

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The Securitization of Climate Change: 'Threat Multipliers' and Climate Migration in Africa

This presentation unpacks the security discourse that emerged in the last decade concerning climate change. It examines the framing of climate change as a "threat multiplier," "fire accelerant," and "security risk." It argues that such a framing is a strategic choice that supports key interests and agendas, while undermining more productive ways of adapting to the likely effects of climate change.  

Maryam HaririVisiting Fellow at the Institute for Environmental Studies, University of Amsterdam VUWednesday, April 18, 4:55 p.m. – 6:35 p.m.Location TBD

Maryam Hariri is an urban planner, researcher, and writer on climate change adaptation issues in cities. She is currently a visiting fellow at the Institute for Environmental Studies at the University of Amsterdam VU where she is conducting a comparative research study on spatial planning policies and flood resilience in dense, aging coastal cities such as New York City, Rotterdam, and London. She has worked on related water and sanitation, land use, and municipal sustainability planning policies with government and community stakeholders in California, Bangladesh, and Turkey. She received her masters in Urban Planning from New York University and bachelors in International Development and Middle Eastern Studies from University of California Berkeley.

Using ‘Softer’ Interventions for Technological Innovation in Climate Change

Technological solutions to climate change threats have traditionally focused on protection and prevention through “hard” (engineering-oriented) solutions (i.e. building dykes,). More recently, however, there has been a shift toward “softer” (ecologically-oriented) interventions that replicate and/or enhance nature to increase resiliency—an approach sometimes referred to as “building with nature.” This lecture will focus on the intersection of technological innovations and climate adaptation in urban environments. It will use New York City and Amsterdam as case studies.

Previous speakers have included (podcasts of several of the discussions can be found on http://wagner.nyu.edu/podcasts/): o Upmanu Lall, Director, Earth Institute at Columbia University

(http://www.columbia.edu/~ula2/) o Jessica Barnes, Sustainable Development, Columbia University, Ph.D. candidate

(http://www.earth.columbia.edu/sitefiles/file/education/phd/JBarnes_CV.pdf)o Mark Carey, Assistant Professor, Washington and Lee University, author of In the

Shadow of Melting Glaciers (http://home.wlu.edu/~careym/) o Daniel Hillel, Senior Research Scientist, The Earth Institute, Columbia University

(http://www.giss.nasa.gov/staff/dhillel.html)o Fred Pearce, author of When the Rivers Run Dry

(http://www.beacon.org/productdetails.cfm?PC=1775)

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o Bryan Mark, Assistant Professor, Ohio State University, Department of Geography & Byrd Polar Research Center (http://www.geography.osu.edu/faculty/bmark/)

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6. Required Books These titles are available at the NYU bookstore, and the remaining readings are available on Blackboard or through hyperlinks in this syllabus.  

The Weather of the FutureHeidi CullenISBN: 006172694X

When the Rivers Run Dry: Water—The Defining Crisis of the Twenty-first Century Fred PearceISBN: 0807085731

7. Recommended readings on hydrology (not required)

Brutsaert, Wilfried. Hydrology: An Introduction. http://www.amazon.com/Hydrology-Introduction-Wilfried-Brutsaert/dp/0521824796

Loucks, D. et al. Water Resources Systems Planning and Management: An Introduction to Methods, Models, and Applications. UNESCO. http://ecommons.cornell.edu/handle/1813/2804

Tindell J., Kunkel J. Unsaturated Zone Hydrology for Scientists and Engineers. http://wwwbrr.cr.usgs.gov/projects/GW_Unsat/Unsat_Zone_Book/index.html 

Intergovernmental Panel on Climate Change. Climate Change 2001: Chapter 4: Hydrology and Water. http://www.ipcc.ch/ipccreports/tar/wg2/index.php?idp=159 

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8. Modules:

Introduction: Water systems, water sourcing, water delivery Jan. 25 – Feb. 1Readings:

Pearce, F. (2006). When the Rivers Run Dry. Boston: Beacon Press

“The truth about water wars.” (2009). Seed Magazine. http://seedmagazine.com/content/article/the_truth_about_water_wars/

Mann, Charles. (2007). “The Rise of Big Water.” Vanity Fair. May 2007. http://charlesmann.org/articles/Water-Vanity-Fair-05-07-a.pdf

G. Howard et al. (2010). Securing 2020 vision for 2030: climate change and ensuring resilience in water and sanitation services. Journal of Water and Climate Change. http://www.iwaponline.com/jwc/001/0002/0010002.pdf

Due: Reflection essay on Fred Pearce’s When the Rivers Run Dry Jan. 31, midnight

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Module 1: Climate Change, Water Availability, and Social Impacts Feb. 8, Feb. 15, Feb. 22

Readings:

Cullen, Heidi. (2010). The Weather of the Future. Harpercollins ebooks. Part 1, 2 chapters from Part 2 (your choice), and epilogue.

Wilbanks, T.J., P. Romero Lankao, M. Bao, F. Berkhout, S. Cairncross, J.P. Ceron, M. Kapshe, R. Muir-Wood & R. Zapata-Marti. (2007). “Industry, settlement and society.” In Climate Change 2007: Impacts, Adaptation and Vulnerability. Contribution of Working Group II to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change. Eds. M. L. Parry, O. F. Canziani, J. P. Palutikof, R. J. van derLinden & C. E. Hanson. Cambridge, U.K.: Cambridge University Press, pp. 357-390.

Kundzewicz, Z. W., L. J. Mata, N. W. Arnell, P. Doll, P. Kabat, B. Jimenez, K. A. Miller, T. Oki, A. Sen & I. A. Shiklomanov. (2007). “Freshwater resources and their management.” In Climate Change 2007: Impacts, Adaptation and Vulnerability. Contribution of Working Group II to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change. Eds. M. L. Parry, O. F. Canziani, J. P. Palutikof, R. J. van derLinden & C. E. Hanson. Cambridge, U.K.: Cambridge University Press, pp. 173-210.

Mao, Dahzi et al. (2010). “Development of a coupled soil erosion and large-scale hydrology monitoring system.” Water Resources Research. 46 (8). Pp. 1-15.

Semadeni-Davies, A. (2004). “Urban water management vs. climate change: impacts on cold region waste water inflow.” Climate Change 64. Pp. 103-126

Showers, K. B. (2002). “Water scarcity and urban Africa: an overview of urban-rural water linkages.” World Development. Vol. 30(4). Pp. 621-648

Speaker: Dr. Tara Troy Feb. 15Presentations: Consider the water system in which the water sourcing and water delivery of your project is embedded. How will this system be affected by climate change? What impacts will this have on the water sourcing and delivery mechanisms of your project?

Feb. 22Memo due:Feb. 20

Module 2: Political Economy of Water Sourcing and Delivery Feb. 29, Mar

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7, Mar 28, April 4

Readings:Part 1: Water trade: Virtual water, privatization, and pricing schemes

Galiani, S., P. Gertler, E. Schargrodsky. (2002). Water for Life: The Impact of the Privatization of Water Services on Child Mortality. Stanford University: Center for Research on Economic Development and Policy Reform. Working Paper No. 154.

Solo, T. M. (2003). Independent Water Entrepreneurs in Latin America: The Other Private Sector in Water Services. Department of Finance, Private Sector and Infrastructure, Latin American Region, The World Bank and Energy and Water Department, Private Sector Development and Infrastructure, The World Bank.

Wilder, M. & P. R. Lankao. (2006). “Paradoxes of decentralization: water reform and social implications in Mexico.” World Development, Vol. 34(11). Pp. 1977-1995

Neville, Kate . (2011). Adversaries versus Partners: Urban Water Supply in the Philippine. Pacific Affairs 84.   2 (Jun 2011): 245-265.

Coppel, Gabriel Patrón ; Schwartz, Klaas. (2011). Water operator partnerships as a model to achieve the Millennium Development Goals for water supply? Lessons from four cities in Mozambique. Water S.A37.   4 (Oct 2011): 575-583.

Gleick, P. H., G. Wolff, E. L. Chalecki, R. Reyes. (2002). The New Economy of Water: The Risks and Benefits of Globalization and Privatization of Fresh Water. Oakland, CA: Pacific Institute for Studies in Development, Environment, and Security.

Whittington, D., J. Boland, & V. Foster. (2002). Water: Understanding the Basics. Paper 1.Washington DC: Public-Private Infrastructure Advisory Facility (PPIAF) & Water and Sanitation Program.

Wheida, E. & R. Verhoeven. (2007). “The role of ‘virtual water’ in the water resources management of the Libyan Jamahiriya.” Desalination 205. Pp. 312-316

Zhang, L., J. Wang, J. Huan & S. Rozelle. (2008). “Development of groundwater markets in China: A glimpse into progress to date.” World Development, Vol. 36(4). Pp. 706-726

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Yang, H. & A. J. B. Zehnder. (2002). “Water scarcity and food import: A case study for southern Mediterranean countries.” World Development, Vol. 30(8). Pp. 1413-1430

Chapagain, A. K., A. Y Hoekstra, & H. H. G. Savenije. (2005). Saving Water Through Global Trade. Value of Water Research Report Series No. 17. The Netherlands: UNESCO-IHE Delft.

Allan, J.A. (2003). “Virtual water – the water, food, and trade nexus: useful concept or misleading metaphor?” IWRA, Water International, Vol. 28(1). Pp. 4-11

Part 2: Water access: Gender, power, and place

Bennett, V. (1995). The Politics of Water: Urban Protest, Gender and Power in Monterrey, Mexico. Pittsburgh and London: University of Pittsburgh Press.

Speaker: Professor Greg White

Paul J. Smith. "Climate Change, Mass Migration and the Military Response," Orbis, Fall 2007, 617-633.

Christian Parenti, Tropic of Chaos: Climate Change and the New Geography of Violence New York: Nation Books, 2011, chapters 1-3.

March 28

Presentations: Please evaluate the political economy of water as it applies to your case. How is water traded in the water sourcing and distribution system in your case? Consider pricing, ownership and distribution schemes. What kind of access to water do people who use the water in your case have? What are the factors that shape their access? Consider factors such as social identity (gender), social power (social class), and spatial location.

Apr 4Memo due:Apr 2

Module 3: Technological and Institutional Innovation for Adaptation to Climate Change

Apr 11, Apr 18, April 25

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Readings: Yuhas, E. & T. Daniels. (2006). The U.S. freshwater supply challenge:

Experiences with desalination as part of the solution. Journal of Environmental Planning and Management. 49(4). Pp. 571-585

Connors, G. (2005). “When utilities muddle through: Pro-poor governance in Bangalore’s public water sector.” Environment and Urbanization. 17. Pp. 201-217

Burra, S., S. Patel & T. Kerr. (2003). “Community-designed, built and managed toilet blocks in Indian cities.” Environment and Urbanization. 15. Pp. 11-32

Funke, N., K. Nortje, K. Findlater, M. Burns, et al. (2007). “Redressing inequality: South Africa’s new water policy.” Environment. 49(3). Pp. 11-23

Dutilly-Diane, C., E. Sadoulet, & A. de Janvry. (2003). “Household behaviour under market failures: How natural resource management in agriculture promotes livestock production in the Sahel.” Journal of African Economies. 12(3). Pp. 343-370

Cohen, S., D. Neilsen, S. Smith, T. Neale, B. Taylor, M. Barton, W. Merritt, Y. Alila, P. Shepherd, R. McNeill, J. Tansey, J. Carmichael & S. Langsdale. (2006). “Learning with local help: expanding the dialogue on climate change and water management in the Okanagan region, British Columbia, Canada.” Climatic Change. 75. Pp. 331-358

Dizikes, p. 2010. Out of Thick Air (Fog Harvesting). MIT News. http://web.mit.edu/newsoffice/2011/fog-harvesting-0421.html?tr=y&auid=8231637

Rainwater Harvesting – River from the Sky: http://si-usa.org/projects/rainwater-harvesting/

Jehl, D. (2003). “Alchemy or salvation? Desalting the sea.” In Whose Water Is It? The Unquenchable Thirst of a Water-Hungry World. Eds. B. McDonald & D. Jehl. Washington, D.C.: The National Geographic Society.

Speaker: Maryam Hariri April 18Considerations to be included in final presentation/memo: What are the technologies used to source and distribution water in your case? What are the institutions that govern how water is sourced and distributed? How might both of these be affected by climate change? Are technological and institutional alternatives that would facilitate adaptation to climate change available?

Final Draft Memo- Apr 23; final presentation – April 25

Conclusion: Synthesis and Recommendations May 2

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9. Schedule Summary

Date Course Section Class Focus

Jan. 25 Introduction Lecture and Discussion(Jan. 31, 5 p.m. – Case Preference Form Due)

Feb. 1 Introduction Discussion of When the Rivers Run Dry

Reflection Essay Due – January 31- midnight

Feb. 8 Module 1 Lecture and DiscussionFeb. 15 Module 1 SpeakerFeb. 20 Module 1 Memo DueFeb. 22 Module 1 Team PresentationsFeb. 29 Module 2 Lecture and DiscussionMarch 7 Module 2 Lecture and Discussion

March 14 --- No Class (Spring Break)March 21 --- Workshop Class -- TCMarch 28 Module 2 Speaker

April 2 Module 2 Memo DueApril 4 Module 2 Team Presentations;

Team-to-Team Feedback Due

April 11 Module 3 Lecture and DiscussionApril 18 Module 3 SpeakerApril 23 Final Draft MemoApril 25

Extended Class SectionEnds at 8:25 p.m.

Conclusion Draft Concept Presentations; Individual-

to-Team Feedback DueMay 2 Conclusion DiscussionsMay 15 Final Essay Due

URPL-GP.2666.001 Natasha Iskandernatasha.iskander@nyu.edu

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