7200-106 Bender-World Food Problems rev2

Course Syllabus PubH 7200-Section 106 Class #89505 World Food Problems May Session 2010 Credits: Credit Meeting Time: June June 2, 3, Meeting Place: Blegen Hall 110 Instructor: Jeffrey Bender, DVM Associate Professor, Veterinary Public Health, Director, Center for Animal Health & Food Safety (CAHFS) Office Address: College of Veterinary Medicine University of Minnesota 136 F ABLMS 1354 Eckles Ave St Paul, MN 55108 Office Phone: 612-625-6203 Fax: 612-624-4906 E-mail: bende002@umn.edu Office Hours: By Appointment Teaching Assistant: I 9:00 a.m.-12:00 p.m 8:00 a.m.-12:00 p.m Margaret Celebrezze (Email celeb004@umn.edu) Course Description This interdisciplinary course will provide an overview of world food problems, including the social, political and economic reasons for malnutrition and food accessibility among developing countries II Course Prerequisites None III Course Goals and Objectives Upon completion of this course, students will be able to:  Summarize global food production  Describe political and economic policies that influence food production and consumption  Be familiar with some programs that aid in the alleviation of global hunger IV Methods of Instruction and Work Expectations  Subject matter experts will present relevant information and case studies to demonstrate the complex reasons for hunger and food accessibility    Participants will be asked to read, review, and discuss recent literature and strategies to improve food accessibility Participants will break into small groups and review a HYPERLINK \l "CaseStudy" case study for presentation on the last day of class Participants are encouraged to provide a balanced understanding of the problem and practical solutions IV Course Text and Readings Required Readings: Please note, copies of journal articles are not supplied unless specified Students are responsible for downloading all course materials and completing pre-course assignments Required textbook The World Food Problem: Toward Ending Undernutrition in the Third World, by Howard D Leathers and Phillips Foster, 4th Ed., Lynne Rienner Publishers, Inc ISBN: 978-1588266385   The textbook can be purchased through www.amazon.com This book is available at the University of Minnesota Bookstore Additional References (books will be on reserve through U of M libraries)  Dead Aid, Why aid is not working and how there is a better way for Africa by Dambisa Moyo   World Hunger: Twelve Myths by Frances Moore Lappe, Joseph Collins, Peter Rosset with Luis Esparna The End of Poverty by Jeffery D Sachs  Cornell University’s Food Policy for Developing Countries (link to over 60 Case Reports)  Additional Case Reports “Trade from the ground up” (link) by Allison Duke and Charla Long in Management Decision 2007 vol 45(8): 1320-1330 “A history of the politics of food and nutrition in Malawi” (link) by Victoria Quinn in Food Policy 1994 vol 19 (3): 255-217 “Feeding Minds, Fighting Hunger: Initiatives among school children in India” (link) by FAO 2007 RAP publication 2007/04 “Learning by Eating: A Case Study on the Cost of Hunger in Sri Lanka” (link) by K Renuka Ganegodage, Kiyoshi Taniguchi and Xiaojun Wang in EAS Working paper No 03-05 2003 V Course Outline/Weekly Schedule Date/Time Content Activity Reading Assignment Pre-course Visit the Cornell University’s Food Policy for Developing Countries website and e-mail to celeb004@umn.edu your preferred top case studies for small group presentation on Friday, June 4th (only one will be selected) http://cip.cornell.edu/DPubS? service=UI&version=1.0&verb=Display&page= current&handle=dns.gfs&collection= June Overview and class orientation 9:00 - 12:00 Agricultural Change in Mali Bill Moseley (9:30 - 10:30) Please read Chapters and in World Food Problems prior to the first class Moseley, W.G 2008 “Strengthening Livelihoods in Sahelian West Africa: The Geography of Development and Underdevelopment in a Peripheral Region.” Geographische Rundschau International Date/Time Content Activity Reading Assignment Edition, 4(4): 44-50 (link) 2008 Global Food Crisis Bill Moseley (10:30 - 11:30) Moseley, W.G., J Carney and L Becker 2010 “Neoliberal Policy, Rural Livelihoods and Urban Food Security in West Africa: A Comparative Study of The Gambia, Côte d'Ivoire and Mali." Proceedings of the National Academy of Sciences of the United States of America 107 (13) 5774-5779 (link and supplement link) Case Study assignment June 8:00 - 12:00 Fair Trade Coffee class discussion (8:00 - 9:30) Case presentation prep time June 8:00 - 12:00 Global Nutrition John Himes (10:00 - Noon) Chapters and in World Food Problems Agriculture Production and the Environment (8:00 - 9:00) Chapters 11 and 12 in World Food Problems Food Security Clea Kaske and Dave Harlan (9:00 11:00) Readings: to be determined Case presentation prep time June 8:00 - 12:00 Small Group Case Study Presentations (8:00-11:30) Class wrap-up and evaluation Grading: Case study presentations should be well-researched and informative within the 20 minute time constraint Students are encouraged to include supplemental information (i.e consult resources outside of the case study materials such as text or existing literature) PowerPoint slides are to be turned into the instructor (bende002@umn.edu) or teaching assistant Margaret Celebrezze (celeb004@umn.edu) on the last day of class The instructor will evaluate content (25 points), delivery (10 points), and references (5 points) Please provide references on the same slide for ease of linkage Classmates will also evaluate content, delivery, and engagement of each group (10 points) VII Evaluation and Grading Course grading will be determined on the basis of class participation and case presentations  Class participation 10 points (group activities, case discussions)  Case presentation 50 points (content-25 points, delivery-10 points, and references-5 points) This course is offered by A/F or S/N • A/F letter grade will be determined by total effort as follows: A = 90-100% (4.0) Represents achievement that is outstanding relative to the level necessary to meet course requirements A- = (3.67) B+ = (3.33) B = 80-90% (3.0) Represents achievement that is significantly above the level necessary to meet course requirements B- = (2.67) C+ = (2.33) C = 70-80% (2.0) Represents achievement that meets the minimum course requirements in every respect C- = (1.67) D+ = (1.0) D = 60-70% (1.0) Achievement that is worthy of credit even though it fails to meet fully the course requirements D- = F = below 60% • Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I S/N option must complete all assignments to a C- level (70%): S Achievement that is satisfactory which is equivalent to a C- or better (achievement is at the discretion of the instructor but may be no lower than a C-) N Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I PLEASE NOTE: If applicable, students may change grading options during the initial registration period or during the first two weeks of the term The grading option for a Public Health Institute 4-day course may not be changed after the second day of class Or, after the first day of class for a 2-day course Incomplete Grade An incomplete grade is permitted only in cases of exceptional circumstances and following consultation with the instructor In such cases an “I” grade will require a specific written agreement between the instructor and the student specifying the time and manner in which the student will complete the course requirements Extension for completion of the work will not exceed one year University of Minnesota Uniform Grading and Transcript Policy A link to the policy can be found at onestop.umn.edu VIII Other Course Information and Policies Grade Option Change (if applicable) For full-semester courses, students may change their grad option, if applicable, through the second week of the semester Grade option change deadlines for other terms (i.e summer and half-semester) can be found at onestop.umn.edu The grading option for Public Health Institute courses may not be changed after the second day of class for 4-day courses Grading options for day courses may not be changed after the first day class Course Withdrawal Students should refer to the Refund and Drop/Add Deadlines for the particular term at onestop.umn.edu for information and deadlines for withdrawing from a course As a courtesy, students should notify their instructor and, if applicable, advisor of their intent to withdraw See section below for rules about Public Health Institute courses Students wishing to withdraw from a course after the noted final deadline for a particular term must contact the School of Public Health Student Services Center at sph-ssc@umn.edu for further information WITHDRAWAL POLICY FOR PUBLIC HEALTH INSTITUTE COURSES School of Public Health students may withdraw from a 4-day course through the second day of class without permission and no “W” will appear on the transcript Students enrolled in 2-day courses may withdraw only through the first day of class After these withdrawal deadlines pass students are required to the following  The student must contact and notify their advisor and course instructor informing them of the decision to withdraw from the course  The student must send an e-mail to the SPH Student Services Center (SSC) at sph-ssc@umn.edu The email must provide the student name, ID#, course number, section number, semester, and year with instructions to withdraw the student from the course, and acknowledgement that the instructor and advisor have been contacted  The advisor and instructor must email the SSC acknowledging the student is canceling the course All parties must be notified of the student’s intent  The SSC will complete the process by withdrawing the student from the course after receiving all emails (student, advisor, and instructor) A “W” will be placed and remain on the student transcript for the course Student Conduct, Scholastic Dishonesty and Sexual Harassment Policies Students are responsible for knowing the University of Minnesota, Board of Regents' policy on Student Conduct and Sexual Harassment found at www.umn.edu/regents/polindex.html Students are responsible for maintaining scholastic honesty in their work at all times Students engaged in scholastic dishonesty will be penalized, and offenses will be reported to the Office of Student Academic Integrity (OSAI, www.osai.umn.edu) The University’s Student Conduct Code defines scholastic dishonesty as “plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; or altering, forging, or misusing a University academic record; or fabricating or falsifying of data, research procedures, or data analysis.” Plagiarism is an important element of this policy It is defined as the presentation of another's writing or ideas as your own Serious, intentional plagiarism will result in a grade of "F" or "N" for the entire course For more information on this policy and for a helpful discussion of preventing plagiarism, please consult University policies and procedures regarding academic integrity: http://writing.umn.edu/tww/plagiarism/ Students are urged to be careful that they properly attribute and cite others' work in their own writing For guidelines for correctly citing sources, go to http://tutorial.lib.umn.edu/ and click on “Citing Sources” In addition, original work is expected in this course It is unacceptable to hand in assignments for this course for which you receive credit in another course unless by prior agreement with the instructor Building on a line of work begun in another course or leading to a thesis, dissertation, or final project is acceptable If you have any questions, consult the instructor Disability Statement It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have a documented disability (e.g., physical, learning, psychiatric, vision, hearing, or systemic) that may affect their ability to participate in course activities or to meet course requirements Students with disabilities are encouraged to contact Disability Services to have a confidential discussion of their individual needs for accommodations Disability Services is located in Suite180 McNamara Alumni Center, 200 Oak Street Staff can be reached by calling 612/626-1333 (voice or TTY) World Food Problems – Group Project Public Health Institute 2010 50 points Case Study Presentation Assemble a group of to students As a group, choose a case report from the provided list from Cornell University, Food Policy for Developing Countries (link) Students are free to choose other case studies with prior approval of the instructor The instructor may encourage different topics to avoid duplication and provide a breadth of discussion Groups are charged with presenting a 20-minute talk on the last day of class (Friday, June 4th) summarizing their selected case study The presentation should represent the work of the entire group and utilize PowerPoint slides Group members are expected to critically evaluate the selected case study and distill the key lesson(s) learned in the selected case study Following each presentation approximately minutes will be set aside for questions and discussion a) b) For case studies involving specific countries  Describe the problem and the country (5 to minutes)  Provide some basic information about the country (location/map, population, resources, and political structure)  Why is there hunger and poverty? What are the key reasons for hunger in this particular setting? What would you identify as the underlying causes leading to hunger in this particular situation? (e.g., geographic, economic, social, political features, environmental, cultural, historical)  What is the primary reason for the lack of development within the country? Identify the major stakeholders in this particular setting  What are some of the underlying factors (i.e economic, social or political factors) responsible for the current development needs?  Present the case study (13 to 15 minutes) including key lessons learned For case studies involving policy  Which countries are directly impacted by these policies? Succinctly describe the problem and the countries/region involved (5 to minutes)  What are the proposed policies? What are the anticipated/unanticipated benefits? What challenges, if any, were encountered in implementing the policy? Comment on the proposed policies—its viability, practicality, replicability, creativity/innovation Describe alternative policy options  Are there historical examples that support these policies?  Present case studies (13 to 15 minutes) including key lessons learned Grading: Case study presentations should be well-researched and informative and adhere to the 20 minute presentation time constraint Students are encouraged to include supplemental information (i.e consult resources outside of the case study materials such as text or existing literature) PowerPoint slides are to be e-mailed to the instructor (bende002@umn.edu) or teaching assistant Margaret Celebrezze (celeb004@umn.edu) on the last day of class (June 4th) The instructor will evaluate the presentation’s content (25 points), delivery (10 points), and references (5 points) Please provide references on the same slide for ease of linkage Classmates will also evaluate content, delivery, and engagement of each group World Food Problems – Audience Feedback Form 10 points Case Study Presentation Audience Feedback Form World Food Problems (PubH7200-106) {DRAFT} DIRECTIONS: (1) Indicate which case study presentation you are reviewing (2) Then select your level of agreement with the observations listed The blank space can be used to note any additional comments A compiled summary of audience feedback will be shared with each group Case Study Presentation:  Title  Title Strongly Disagree Disagree No opinion Agree Strongly Agree The case study presentation flowed smoothly      The speaker(s) main points were easy to understand The Powerpoint slides were easy to read and understand The presentation pace was well-suited for the time available (i.e., 20 minutes)                Strongly Disagree Disagree No opinion Agree Strongly Agree The presentation was organized      The case study presentation contained sufficient content The presentation included key lessons learned from the case study The presentation demonstrated an appropriate level of complexity (i.e., critical evaluation, drawing on supplemental resources, etc.)                Strongly Disagree Disagree No opinion Agree Strongly Agree           DELIVERY CONTENT ENGAGEMENT My questions/comments to the speakers were responded to in an appropriate and respectful manner The presentation was thought-provoking Feel free to note any additional comments about the case study presentation ... Himes (10:00 - Noon) Chapters and in World Food Problems Agriculture Production and the Environment (8:00 - 9:00) Chapters 11 and 12 in World Food Problems Food Security Clea Kaske and Dave Harlan... and engagement of each group World Food Problems – Audience Feedback Form 10 points Case Study Presentation Audience Feedback Form World Food Problems (PubH7200-106) {DRAFT} DIRECTIONS: (1) Indicate... 4(4): 44-50 (link) 2008 Global Food Crisis Bill Moseley (10:30 - 11:30) Moseley, W.G., J Carney and L Becker 2010 “Neoliberal Policy, Rural Livelihoods and Urban Food Security in West Africa: