New York University
M.S. Program in Global Affairs
Energy & The Environment, Y45.2430
Spring 2008, Thursday, 6:30-9:10pm
January 15, 2008
INSTRUCTOR: Chris Gadomski
858.750.0043
gadomski@nyu.edu
www.smidirect.net/nyu
OFFICE HOURS: Wednesday/Thursday by appointment
A paradigm shift has occurred within the context of global warming and climate change over the past 12 months. The debate has shifted from the causes of climate change—human responsibility—to a debate over strategies to curtail further global warming.
At the same time, population and demand for energy continue to increase. As a result, energy security and climate security appear to be on a collision course. China has plans for an additional 800 coal-fired power plants—a method of generating electricity that is most harmful to the environment—as an engine for its continued economic growth. The U.S. has taken few initiatives to curb its consumption of fossil fuels—a notable exception being the energy policy act of 2007 ushered in during the final weeks of last year.
In the context of competing priorities—energy and the environment—we will plunge into the scientific evidence of climate change and mankindÕs contribution—both transportation and power generation—to define the culprits. What are green house gases (GHG), from where do they come, how can we reduce or eliminate them? What are the solutions here in North America? How do they differ from solutions elsewhere in the globe—notably Asia? Besides the atmosphere, what concerns exist for spoiling the land and the oceans?
I challenge you to think critically about the environment and to be able to become comfortable quantifying what is happening to the environment. A key objective will be becoming well versed in parts per billion, tons of CO2 emissions, and millions of barrels of oil equivalent. Look around you; start to view our society through an energy and environment prism. Consider global economic competition and our social responsibility, and imagine what might be effective strategies for wrestling with growing energy needs and our increasingly vulnerable global environment.
Course Structure
We will learn about energy and its impact on the environment through class lectures, a focused reading list, independent research and class discussion. We start with great books and the daily newspapers that will form the foundation for our class lectures and discussions. We will complete our course with a semester-long individual project that will examine real world energy/environment issues in an in-depth and quantifiable way.
q Mark Maslin, Global Warming, A Very Short Introduction, (New York: Oxford University Press, 2004) ISBN 0-19-284097-5
q Jeff Goodell, Big Coal, (First Mariner Books, 2007)
q Travis Bradford, Solar Revolution, (The MIT Press, 2006)
q Howard Hayden, The Solar Fraud, (Vales Lakes Publishing, 2004)
q
A change in
the climate: Is business going green? Economist Intelligence Unit:
www.eiu.com/climatechange2007
q The Wall Street Journal, orThe Financial Times, or The New York Times. Bring relevant articles to each class for discussion.
q Daniel Yergin, The Prize, (New York: Free Press, 1993) ISBN 0671799320
q Fred Pearce, With Speed and Violence, (Boston: Beacon Press) ISBN 9780807085769
q Robert Nadeau, The Environmental End Game, (New Brunswick, NJ, Rutgers University Press, 2006)
q James Gustave Speth, Red Sky at Morning, (New Haven: Yale University Press, 2005) ISBN 0-300-10776-5
q Andrew Dessler, Edward A. Parson, The Science and Politics of Global Climate Change, (Cambridge, Cambridge University Press, 2006) ISBN 13 978-0-521-53941-8
See class calendar for class topics/assignments. http://www.smidirect.net/nyu/nyu_ee_spr_08_cal.htm
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. 25% of your grade will be from class participation and discussionÉ.it is important that you read the material before class and voice your opinions in class.
I will routinely post supplementary material to the class home page or to the NYU blackboard. I intend to give a mid-term, plus a final. I will ask you to periodically write-up short position papers regarding topics discussed or to be discussed in class, three to five pages max.
Your Grade
Class Attendance and Participation 25%
Midterm 25%
Semester Project Papers/ Presentation 25%
Final 25%
COURSE Project
You will have the opportunity to explore one aspect of the energy and environment in detail through a ten-page individual research project. Please pick from one of the following topics to explore in detail, providing me with a first, second and third choice by the start of class on Thursday, February 7th.
1-Billions of dollars are being spent to produce ethanol from corn. Some analysts contend that this may not be CO2 positive, as a tremendous amount of energy is required as fertilizer and to farm and produce ethanol from corn. Some detractors of ethanol from corn suggest that it takes more energy to make ethanol than is contained in the ethanol. Explore in detail the economics of, and the GHG emissions benefits of, ethanol from corn.
2-China has a tremendous amount of coal, the worldÕs largest population, and a rapidly developing economy that consumes tremendous amounts of energy. Examine the CO2 implications of ChinaÕs reliance on coal, any steps, if any, to reduce its carbon footprint given this widely available resource and its dynamic economy. Should the rest of the world be worried?
3-If you were to drive from San Diego to Phoenix you would cross through four counties: San Diego and Imperial in California, and Yuma and Maricopa in Arizona. The further east you go, the more solar resources you find. Ironically, the further east you go, the less solar energy you find as well. Research the electrical power utilities in these four counties (Yuma and Maricopa should be the same), and describe the source of electricity in each of these counties, the cost of electricity in each of these utility service areas, and any solar energy incentives that exist. Describe your findings and as an environmental consultant, make appropriate recommendations.
4-The generation of electricity from nuclear power produces no GHG emissions. Analysts have argued, however, that the balance of systems, i.e., mining, refining the ore, building the plant, disposing of the waste, and decommissioning the plant all does produce CO2 emissions. Study this issue and report back whether nuclear energy is or is not a solution for GHG emissions.
5-Nuclear waste, which is typically now stored on-site at nuclear power plants, poses a significant environmental challenge. It can be either blasted into outer space, buried in deep geological structures or recycled. Research the recycling of nuclear waste. Is this preferable to long-term geological storage? In examine the actual process of recycling, is there a lot of additional pollution created?
6-The island of Dominica in the eastern Caribbean is known as ÒNatureÕs IslandÓ. A small volcanic island (291 square miles) that sits atop the convergence of two volcanic faults, it has mountains that rise sharply from sea level to nearly 5000 feet. As a result, the trade winds blowing across this island each day drop nearly 300 inches of rain every year. A unique tropical forest results. The island is so rugged that only a small limited airstrip serves its poor 70,000 residents and few ecotourists. So many nutrients wash into the sea that the surrounding water is so rich that it fluoresces green at night when agitated. As part of his efforts to extend his influence in the Caribbean, Hugo Chavez of Venezuela, along with the Chinese government, offer aid to the country. Recently completed is a fuel storage depot, and under consideration is an oil refinery. The Dominicans are actively debating the energy/environmental benefits/problems such a refinery proposes. Imagine you are a UNDP advisor to Prime Minister Roosevelt Skerrit, examine the economic, energy and environmental aspects of this project. What should the island do?
7-CO2 and other GHG gases emissions threaten the global environment. One step to address the problem is through reducing emissions. Another strategy is by developing carbon sinks. Tropical forests, for example, are tremendous carbon sink with the trees in the rain forest absorbing CO2. Preserving these forests are critical. Another continuing environmental problem is clear-cutting these forests for agricultural production, in some cases to produce sugarcane for ethanol. Explore this issue in detail. Does it make sense to cut down carbon absorbing trees to grow sugarcane to produce ethanol as a fuel to reduce CO2 emissions?
8-Biofuels are emerging, especially in Europe, as an environmentally preferable fuel to diesel for transportation. In response, many tropical forests in Indonesia are being clear cut or burned for palm oil plantations with which to make biodiesel fuel. From a carbon perspective, is this a positive development? Explore this issue in detail. Does it make sense to cut down carbon absorbing trees to grow palm oil to produce biodiesel as a fuel to reduce CO2 emissions?
9-A recent Worldwatch Institute study described CanadaÕs tar sands as the countryÕs dirty secret. The tar sands hold 1.7 trillion barrels of crude oil, but the energy-intensive process of extracting crude bitumen releases three times more greenhouse gases than conventional extraction while wreaking havoc with the whole environment. This appears to be a classic energy security versus environment security issue. Examine in detail and suggest an appropriate course of action.
10-Carbon sequestration is an opportunity to achieve zero emissions from coal. Present a detailed analysis of the viability of carbon sequestration and describe existing and pending projects. How viable is this technology?
Helpful Hints: The goal of this exercise is becoming an expert on a controversial aspect of the energy and environment debate. You must quantify your results as best as you can. This is not about theory; it is more about real world issues that can be quantified. I want you to immerse yourself in the numbers. If you have any questions see me right away.
GETTING IT DONE
All papers must be handed in in class, and a soft copy delivered to the digital drop box.
DonÕt be absent. Missing class will adversely affect your grade. Participate in class discussions—it is necessary for getting an A. Cite references in all of your class assignments.
Please visit http://www.smidirect.net/nyu/index.htm this website will supplement the blackboard. Please download the student personal page, embed a picture and submit it during the next class.
It is the express policy of the class that 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.
Regarding academic integrityÉmake sure not to plagiarize anyone elseÕs work either intentionally or unintentionally. Plagiarism is defined as using someone else's words or
ideas without proper attribution. The proliferation of Web pages and electronic publications makes it easy for plagiarism, accidental or otherwise, to occur. When in doubt, make sure to include a full citation either as a footnote or as a reference at the end of the paper.
For example, the above three sentences were excerpted from the course syllabus of Masaaki Kotabe, The Washburn Chair of International Business and Marketing, Temple University, International Marketing (MKT 514).
I look forward to learning a lot with you and having fun this semester.
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