New York University

School of Continuing and Professional Studies

M.S. Program in Global Affairs

Introduction to Energy Policy

Y45.2400

Spring 2008 Wednesday, 12:30-3:10pm, Woolworth xxx

INSTRUCTOR: Chris Gadomski

http://www.smidirect.net/nyu

OFFICE HOURS: Wednesday/Thursdays, by appointment

OFFICE PHONE: 914.993.9060

OFFICE FAX: 858.427.5363

E-mail: gadomski@nyu.edu

Course Objective

Major drivers of energy policy are pricing, security and climate change. In examing energy policy, we will explore these three issues from a social, political, economic, technological and environmental perspective.

Our objective will not only be to understand the drivers that make this web of issues so complex, but to also understand how these issues evolve. In 2008, we have the luxury of observing the current crop of presidential candidates and their developing platforms. How are the issues being molded and manipulated? And why. A key objective is differentiating the rhetoric from fact by understanding the data and the technologies that drive decision making.

As a result of climate change, energy policy has a much more global dimension. Although countries around the world are unique, the same economic, energy and environmental issues challenge them. An idealist would hope that the governments of the world’s nations would work in harmony to adopt the most effective energy policies that maximize the economic, environmental and social benefits for their citizens. A realist would suggest the global economic environment doesn’t work that way. What benefits one nation may harm another.

In neighboring France and Germany, for example, nuclear power plays and will play a very different role in the future. In many cases, the best policies or technologies may not yet be evident and/or require significant investment to realize. And, who should make these decisions? Is government qualified, or is the marketplace a better manager? Within a country, lobbyists may sway government to adopt policies that don’t maximize the benefit to the majority, but rather are self serving. Think corn ethanol. Tried and true policies of the past may no longer work as rising levels of CO2 in the atmosphere change the dynamics of energy production.

I intend to lay down a solid foundation in energy issues and technologies so that you can better assess energy policy. Through our readings and our class discussions, we are going to examine these topics at an especially exciting time. I challenge you to think critically about global economic competition, our global environment, and our social responsibility. Through this prism imagine what energy policies may best carry us through the 21^st century.

Course Structure

We will learn about energy policy through extensive reading, lectures, case analysis and class discussion. Our starting point is a great reading list and clips from the daily newspapers that will form the foundation for our class discussions. We will complete our course with a semester-long individual project that will examine the energy policies of selected countries designed to simulate the real decision making issues you would face as experts formulating energy policy.

REQUIRED READING

A book list has not been provided to the bookstore. For a direct link to Amazon, visit: http://www.smidirect.net/nyu/books-policy.htm

q Robert Baer, Sleeping With The Devil, (New York: Crown Publishers, 2003)

q Helen Caldicott, “Nuclear Power is not the Answer”, (NY: The New Press, 2006)

q Paul Roberts, The End of OIl, (New York: First Mariner Books, 2004)

q Sherry Boschert, Plug-in Hybrids, (New Society Publishers, 2006)

q Paul Komor, Renewable Energy Policy, (Lincoln, NE: IUniverse, 2004)

q Energy Policy Recommendations, National Commission on Energy Policy, April 2007, available free online at http://www.energycommission.org

q Nuclear Energy Today, (Paris: OECD Publications, 2003) ISBN 92-64-10328-7 (available free online at) http://www.nea.fr/html/pub/nuclearenergytoday/welcome.html

q The Wall Street Journal, or The Financial Times, or The New York Times, or any relevant articles published online. Bring articles to class for discussion.

CLASS PREPARATION

Be prepared for every class, as I will open each class by asking you to summarize the topic of the day and to relate news stories you have clipped to present or past discussions. If you are not prepared, letting me know ahead of time will save us both some embarrassment. Class participation and discussion forms 25% of your grade...it is important that you read the material before class and voice your opinions in class.

Occasionally supplemental material may be posted to the NYU blackboard and to the class website. http://www.smidirect.net/nyu. I intend to assign a mid-term, plus a final paper. I may ask you to periodically write-up short position papers regarding topics discussed or to be discussed in class.

Your Grade

Class Attendance and Participation...25%
Take Home Mid-Term Exam...25%
Semester Project..25%
Final Paper...25%

The In-Class CAse Presentation

To start we will examine energy policy from our perspective residing in the largest metropolitan area in the United States. Our view will differ from views of residents in Florida, Texas or California, and much more so, from residents in other countries. Please identify two or three countries that are of particular interest to you, (aside from those countries profiled in chapter four of Howard Geller’s Energy Revolution). Choose one, and prepare a detailed analysis of the energy challenges facing that country. Suggest energy policy initiatives you would recommend to improve the economic, environmental and social conditions in that country. Give thought to the global energy issues that not only abound today, but that will likely be more severe in ten to 15 years—how will the world look ten to 15 years from now--and try to assess how vulnerable your selected country will be to various energy, political and economic disruptions.

Support your strategy with as much data as feasible regarding country specific data. Quantify the projected economic, environmental and social impact your recommended policy initiatives will produce.

Prepare a 15-20 minute presentation for the class, a two-page summary to hand out to the class, and a ten page paper (plus exhibits) due at semester end. Submit a one-page summary by the start of class on February 13th. Submit a project status report by March 6th. Presentations will be delivered during the last few classes of the semester.

Helpful Hints: The goals of this exercise is leveraging your expertise as an expert on the energy issues facing another country, and formulate effective policies that could improve the economic, environmental and social issues facing that nation. Use the cases in the Geller book as a starting point, they offer good examples of problem resolution through effective policy initiatives.

FINAL PAPER

I will assign you one of the following topics for your final paper due on last day of class. These are broad topics and you may wish to narrow your research accordingly. I expect you to cite a wide variety of sources and to immerse yourself into the numbers. Tell me your preferences.

1) In Baer’s book we will learn of the significant influence the Saudi government has on the US government. Research the lobbying groups and PACs that represent the Saudi government and/or that countries agencies or companies. What is their agenda? How effective are they in influencing U.S. energy policy. Are they getting more or less influential? Explain why?

2) There have been no nuclear plants built in the United States for nearly three decades. Reporteldy, there are now more than 30 nuclear power plant projects being developed, and many more like Entergy’s Indian Point facility 35 miles up the Hudson that are applying for relicensing. What role has government policy played in this nuclear renassance? Or is this market driven? Is this good or bad? Relate the pros and cons of this nuclear resurgence and support your arguement with as much quantitative data as possible.

3) California has plenty of sunshine and has been a leader in renewable energy development. As part of Governor Arnold Schwarzenegger's $3.3 Billion, Million Solar Roofs Program, California has set a goal to create 3,000 megawatts of new, solar-produced electricity by 2017. See: http://www.gosolarcalifornia.ca.gov/csi/index.html. Assess whether this is an effective program for promoting solar in the state. Compare what the Californians are doing with what the Japanesse and Germans are doing to promote renewable technologies. Argue which government/state policy is most effective and why. Make sure your arguments are supported by data that quantifies the success of these programs and at what costs.

GETTING IT DONE

1) Don’t be absent. Missing class will adversely affect your grade.

2) No late assignments will be accepted under any circumstances. I expect each student to bear individual responsibility for his or her work and to uphold the ideal of academic integrity. Make sure not to plagiarize anyone else’s work either intentionally or unintentionally. Plagiarism is defined as using someone else's words or ideas without proper attribution. The proliferation of electronic media makes it easy for plagiarism, accidental or otherwise, to occur. When in doubt, include a full citation as a footnote or as a reference at the end of the paper.

3) Submit papers both in class and via the Blackboard Digital Drop-Box.

4) It is my philosophy that learning at the graduate level goes much beyond taking notes in a lecture. I expect each student to contribute to class discussions. I will set the table, and we all sit down to share and enjoy each others thoughts. If you have any problems or concerns, please address them with me immediately.

I look forward to a great semester.

###

School of Continuing and Professional Studies

Course Objective

REQUIRED READING

SUGGESTED SUPPLEMENTARY READING

CLASS PREPARATION