IB Glopo plays Pandemic!

 

  

22 students, 2 of the instructors daughters, 3 board games, 2 iPads, and 90 minutes; we had an absolute blast playing the core version of Z-Man Games' Pandemic. Not that there's anything wrong with simply playing games for their own right, but today's activities were a part of our case study on the politics of Global Public Health; part of our unit in IB Global Politics on Power, Sovereignty, and International Relations. Pandemic is a cooperative game where players have to coordinate the efforts and skills in containing and curing 4 different outbreaks of diseases around the world. Today, only 1 group won their game, 1 group ended game play still in progress, and 3 groups lost to the diseases. We'll debrief the next time we meet (Thursday), as well as have a good laugh at the recreation of Downfall where Hitler and company play Pandemic

Finally, we'll also listed (or read if you prefer) Jason Beaubien's report on the reemergence of polio in Syria and countries in the Horn of Africa. My hope is that you can identify not only the connections between Pandemic and real world case studies of global public health, but also see examples of geopolitical challenges identified in the CFR Global Governance unit on Health. 

Debriefing Prompts

• How did you feel during the game?
• What happened during Pandemic?
• What did you learn through your gameplay?
• What connections did you see to the real world case studies of global public health?
• What if you had to play Pandemic again? What about another cooperative game?
• How will (or could) you apply your experience from playing Pandemic in a new context?

Reference

Baubian, J. (2013, October 30). Violence, chaos let polio creep back into Syria and horn of Africa. National Public Radio. Retrieved from http://www.npr.org/blogs/health/2013/10/30/240229425/violence-chaos-let-polio-creep-back-into-syria-and-horn-of-africa 

HL Extension Task: Resources on Refugees and IDPs in Syria

via UNHCR

1. UN Global Issues (Children)
2. UN Global Issues (Human Rights)
3. UN Global Issues (Refugees)
4. UN Children and Armed Conflict
5. UN High Commissioner on Refugees
1. IDP specific page here
6. UNHCR Stories and Data on Syrian Refugees
7. International Rescue Committee

American Grand Strategy

Our next Academic Conference call with the Council on Foreign Relations will be on Tuesday, 5 November from 12.00 until 1.00pm. This call will be hosted by CFR President Richard Haass; you'll be well served to thoroughly read Dr. Haass' cv. If you are interested in joining this call, please reply to this post no later than Thursday, 31 October. I will secure your release from your respective classes for Wednesday the 5th. In advance of the call, please read the following articles:

• Richard N. Haass, "The Irony of American Strategy: Putting the Middle East in Proper Perspective," Foreign Affairs, May/June 2013.
• Richard N. Haass, "The World Without America," Project Syndicate, April 2013.
• Richard N. Haass, "Introduction," Foreign Policy Begins at Home, Basic Books, April 2013. 

Thanks to the folks at the Council on Foreign Relations and @CFRAcademic for helping to support our participation in this project. 

IB Glopo reads: The Middle East Power Vacuum (via Marc Lynch @ Foreign Policy)

The Middle East Power Vacuum - By Marc Lynch | Foreign Policy

An excellent read for IB Glopo students; either those just starting their inquiry into Power, Sovereignty, and International Relations or those...ahem...in Year 2 who could use some review on the concept of power. Note the way Lynch easily incorporates the Levels of Analysis into this piece. Those of you looking for an additional opportunity to write on current events would be well served by having a go with Lynch's article. 

Resources for LUMUN

Thanks to all of the Glopo folks who showed up for our planning meeting today. You all posed some thoughtful questions and had some great discussions about your research for LUMUN (and the prospect of doing FHSMUN this year and THIMUN in 2015!). For those of you who weren't able to attend, please be sure that you're keeping up with the preparation objectives that I posted to the blog last week. In addition, I've included some resources below that will focus your attention on the research topics, once you have completed your country profile on pp. 22-24 in the Delegate Handbook:

• UN Global Issues (Children)
• UN Children and Armed Conflict
• Be sure to subscribe to their YouTube Channel, or at least, watch Protecting Children from Conflict-Treaty Signing
• List of UN Member States
• You may also want to google "[your country] permanent mission UN"

Finally, here is our after-school meeting schedule for the remaining time prior to LUMUN. All meetings will run 4.00 to 5.00 in Room 101.

• Thursday 31 October
• Monday 4 November
• Monday 11 November 

via #nasaga IB Glopo plays "How many squares?"

Its good to be back in the friendly confines of North Broward, especially with all of you Glopo folks. I had an indescribably wonderful time at both conferences last week. Ok, if I were to describe it, adjectives such as inspiring, affirmative, and life changing would probably be kicked around. You should also know that your work, ideas, play, and everything else that makes Glopo students so amazing were on display at both the Meritas Teachers College forum on assessments (Monday & Tuesday) and at the annual NASAGA conference (Wednesday-Saturday). Everyone I spoke with asked me more questions about you as students and the learning that we do than I've ever encountered at a conference. You should feel very proud (and certainly humbled) that there are educators, trainers, and other professionals from around the work who are very interested in the work that you do.

Right, to the task at hand. Today we played How many squares?, this was straight from the NASAGA Training Activity Book, in both HL1 and HL2 classes. You can find the complete plan here. Note the new TOK tag for this post; I'm sure that you'll find it appropriate for this activity.

 

  

A Map of the World's Slave Workforce (via Tim Fernholz at The Atlantic)

A Map of the World's Slave Workforce - Tim Fernholz - The Atlantic

A reboot of a topic from a week or so ago; of course, slavery remains a significantly-germane topic to Glopo's treatment of Human Rights. Year 2 students will again see that India continues to feature prominently (in the wrong way, of course), as best depicted in Half the Sky, as well that very large swath of central Africa we're all too familiar with. Just be sure you check the label on your Halloween chocolate; the central ingredient (cocoa) may have been harvested by slaves.

Syria's Religious Leaders Authorize Eating Cats and Dogs to Survive - Naveed Ahmad - The Atlantic

Syria's Religious Leaders Authorize Eating Cats and Dogs to Survive - Naveed Ahmad - The Atlantic

IB Glopo 2 folks; as you embark on your case study of Syrian Refugees and IDPs, be sure you consider the local perspectives of those individuals who are directly affected by the civil war in Syria.  

Lynn Model United Nations

'morning Glopo (and other) folks, 

Our first Model UN, LUMUN (Lynn University Model United Nations) is roughly a month a way! Please see the official delegation roster at the end of this post. I've listed everyone according to request and/or the availability of countries for NB. Based on this roster, we have 18 additional spots in our existing delegations. If you are not already signed up and are interested in attending this year's LUMUN, please reply to this post no later than Sunday 20 October 2013. 

Now, on to the details. Please make plans to meet as a delegation sometime this week. Again, I will be out of school presenting at conferences from Monday the 21st through Saturday the 26th of October. I would like to meet as a collective group after school in room 101 on Monday 28 October at 4pm. At that meeting, we will set the calendar for subsequent meetings at that point as well as distribute permission slips for the event. Future meetings will cover the topics of speechmaking and resolution writing.

In terms of preparation; we have a generalized program of research and documentation that have served NB students well over the years. The complete set of documents can be found here. In broad strokes, this plan allows you a means of researching your country and topics, as well as to prepare your position papers and speeches on our topics. In advance of our meeting on the 28th, please complete the following: 

1. Read introduction, organization, and both resources below by 20 October
1. About the United Nations. (2011). International Model United Nations Association. Retrieved October 31, 2012, from http://imuna.org/sites/default/files/About%20the%20United%20Nations.pdf
2. Cardona, R. (Director). (2009, March 28). Documentary on model united nations trailer[Video]. Retrieved from http://youtu.be/w2wHkmrMApI
2. Read the following documents as well as complete the country profile sheet on pp. 21-23 in the LUMUN Delegate Handbook by 27 October
1. Collecting country information. (2012). United Nations Association of the United States of America. Retrieved September 12, 2012, from http://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/research/country-research 
2. Research and preparation. (2011). International Model United Nations Association. Retrieved October 31, 2012, from http://imuna.org/sites/default/files/Research%20and%20Preparation.pdf
3. LUMUN 2013 GA Delegate Handbook
3. Readings and prep for position papers and speeches will be decided at the meeting on Monday 28 October.
4. Resources
1. LUMUN Delegate Guide: https://docs.google.com/a/mynbps.org/file/d/0B64XmMzPvryGaXJnUnFYWVBReXc/edit?usp=drive_web
2. UN Global Issues (Peace and Security): http://www.un.org/en/globalissues/peacesecurity/
3. UN Children and Armed Conflict: http://childrenandarmedconflict.un.org/
4. UN Global Issues (Children): http://www.un.org/en/globalissues/children/index.shtml
5. Example Speech: http://www.youtube.com/watch?v=Oeti7ribCRI
6. 68th Session of the UN General Assembly Speeches and Statements (every country): http://gadebate.un.org/
7. List of UN Member States: http://www.un.org/en/members/
8. CIA World Factbook: https://www.cia.gov/library/publications/the-world-factbook/
1. Also find your country's official website
9. LUMUN resources in Google Drive: https://drive.google.com/folderview?id=0B64XmMzPvryGVHFBQVhHbnZYb0E&usp=sharing

2nd ANNUAL LYNN UNIVERSITY MODEL UNITED NATIONS - LUMUN II

WEDNESDAY, 13 November 2013.

SCHOOL	COUNTRY	STUDENT DELEGATES
North Broward Preparatory School	Algeria	1. Miranda 2. Phoebe 3. Zach 4.
	Benin	1. Ryan 2. Jonathan 3. Ilana 4.
	Canada	1. Isabela 2. Carissa 3. 4.
	Colombia	1. Camilo 2. Lauren 3. 4.
	Dem. Rep. of the Congo	1. Adam 2. Michael 3. 4.
	India	1. Katelin 2. Chandika 3. 4.
	Israel	1. Josie 2. Amber 3. Jordan 4.
	Mexico	1. Hallie 2. Sophia 3. 4.
	Russian Federation	1. Devon 2. Oliver 3. Jessie 4.
	South Sudan	1. Coby 2. Jack 3. Max 4.
	Sweden	1. Laura 2. Emily 3. Charlie 4.
	United Kingdom of Great Britain and Northern Ireland	1. Nathalia 2. Jeremy 3. 4.

The UN Security Council - Council on Foreign Relations

The UN Security Council - Council on Foreign Relations

For all Glopo students, as well as Model UNers; this is a great guide to the nature, function, and politics of the UN Security Council. Not only would I strongly advise reading this today, I would think that this should be included in next year's introductory portion to the Power, Sovereignty, and International Relations until. What are your thoughts on this?-comment away!

Women and Conflict in Afghanistan - International Crisis Group

Women and Conflict in Afghanistan - International Crisis Group

For Glopo HL2; this is certainly germane, albeit a little late,  to our study of the geopolitical challenges to the hunan rights of women and girls around the world. Included in this brief is a great set of policy recommendations, many of which tie in to the solutions discussed in Half the Sky. Happy reading!

Walk Free Foundation – Global Slavery Index 2013

Walk Free Foundation – Global Slavery Index 2013 | Explore the Index

A great resource and dataset for case studies and comparative analyses on a variety of topics related to the study of human rights: slavery, human trafficking, the rights of women and girls, and more. You should read (either) the executive summary as well as the full report; you can even download the complete dataset here.

The findings are compelling; nearly 30 million individuals around the world live in some form of slavery (including, but not limited to financial bondage, a victim of human trafficking, and forced marriage). Over half of those enslaved exists in two countries; India (nearly 14 million) and China (nearly 3 million). Those of you looking for an HL extension task topic and are interested in human rights would be well served to thoroughly explore this work.

A review of writing prompts so far this term

'morning all,

Just by way of review of reflection, here is a list of all of the prompts you have the opportunity to write and receive feedback on so far this term. As always, please feel free to create your responses in Google Drive and share them with me. I will give feedback (yes, I'm behind...but will catch up this week) to anyone who shares their work with me. 

IB Glopo HL2

• What are the geopolitical challenges related to refugees and Internally Displaced Persons (IDPs)? 
• In what ways do does the Half the Sky game and/or documentary highlight the contemporary geopolitical challenge of human rights?
• How does Borgerson frame the potential for geopolitical tension in the Arctic? To what extent do you agree with his assertions? (choose 1 of the following):
• Borgerson, S. G. (2013, June 18). The coming arctic boom. Foreign Affairs. Retrieved from http://www.foreignaffairs.com/articles/139456/scott-g-borgerson/the-coming-arctic-boom. 
• Borgerson, S. G. (2009, May 25). The great game moves north. Foreign Affairs. Retrieved from http://www.foreignaffairs.com/articles/64905/scott-g-borgerson/the-great-game-moves-north?page=show
• Borgerson, S. G. (2008, March/April). Arctic meltdown. Foreign Affairs. Retrieved from http://www.foreignaffairs.com/articles/63222/scott-g-borgerson/arctic-meltdown

IB Globo HL1

• How does the author(s) frame the issue (or issues) in terms of a geopolitical challenge or conflict? What solutions does the author(s) provide? To what extent do these seem reasonable?
• Choose at least two of the following:
• Garrett, L. (2005). The lessons of HIV/AIDS. Foreign Affairs. Retrieved from http://www.foreignaffairs.com/articles/60822/laurie-garrett/the-lessons-of-hivaids
• Gill, B., Chang, J., & Palmer, S. (2002). China's HIV crisis. Foreign Affairs. Retrieved fromhttp://www.foreignaffairs.com/articles/57816/bates-gill-jennifer-chang-and-sarah-palmer/chinas-hiv-crisis
• Sridhar, D., Gostin, L. O., & Yach, D. (2012, May 24). Healthy governance. Foreign Affairs. Retrieved from https://www.foreignaffairs.com/articles/137662/by-devi-sridhar-lawrence-o-gostin-and-derek-yach/healthy-governance
• Fidler, D. P. (2013, June 7). Who owns MERS? Foreign Affairs. Retrieved from http://www.foreignaffairs.com/articles/139443/david-p-fidler/who-owns-mers?page=show
• Osterholm, M. T. (2005, July/August). Preparing for the next pandemic. Foreign Affairs. Retrieved from http://www.foreignaffairs.com/articles/60818/michael-t-osterholm/preparing-for-the-next-pandemic?page=show

• To what extent can we use intellectual constructs and analytical tools to make sense of (and predict?) complex social phenomena?

• Based on what you now know, how do you view the role of IR theory as it relates to your study of world politics?

• How do Constructivism (Idealism), Liberalism, and Realism each view states’ role in global affairs?

• Describe your chosen news article through each of the lenses in Waltz's Levels of Analysis. 

IB Glopo Practice HL Extension Task: Syrian Refugees and IDPs

Glopo HL2 folks,

Please read through the entirety of this post; this is what you will be working on in and outside of during the weeks of 21 October through 8 November. All videos need to be posted to YouTube no later than Sunday afternoon on the 10rd of November. 

IB HL Extension Task (practice): Refugees from Syria

We’ll use the case as an opportunity to learn how to construct your HL Extension Task. Please refer to pp. 52-54 in the IB Glopo Pilot Guide. You are required to present an oral analysis on the topic, Refugees from Syria. 

In terms of mechanics, your presentation should be recorded on video, posted to YouTube, and shared with myself and your colleagues in the class. Please set your privacy settings so that I (cgleek@mynbps.org) can comment on your video. I would also advise that you keep this video private. You may use limited notes/prompt cards when delivering your presentation, but the content must not be written out in full and simply read allowed. In addition, I will provide feedback on a draft or dry run of the presentation, but the video may only be performed once. Videos uploaded to YouTube may not be edited in any way, shape, or form. 

You will be assessed on your ability to demonstrate your comprehensive understanding of the topic across four academic standards. We’ll use the markscheme in the IB Glopo Pilot Guide to reflect on your performance once the video is produced. Please keep this markscheme in mind as you design your research and construct your video presentation. In addition, please review each standard and consider the following questions as you craft your presentation. 

Knowledge and Understanding

• Does the presentation demonstrate comprehensive knowledge and in-depth understanding of the case study?
• Is the factual information accurate and relevant?
• Are key terms defined accurately and purposefully, given the main messages that you want to convey with your presentation?
• Are main actors / stakeholders and events identified clearly and purposefully, given the main messages you want to convey with your presentation? 

Application and Analysis

• To what extent do you analyze the impact of and responses to the case study?
• To what extent do you apply your knowledge of key concepts, theories, and ideas from the core units in our analysis of the case study?
• To what extent do you explain your points?

Synthesis and Evaluation

• To what extent do you consider the case study as a part of a global political challenge and reflect on its wider implications?
• To what extent do you evaluate different perspectives in your presentation?

Structure and Clarity

• Is your presentation well organized and coherent?
• Is there an effective structure to your presentation?
• Is your presentation clear and focused?

Planning

You'll want to adopt a plan for your research and presentation along the following parameters:

1. Develop your research question
1. For example, What are the geopolitical challenges for Syrian refugees in Turkey?
1. You want to craft a specific topic, one that you can demonstrate your comprehensive understanding of in a 10 minute presentation
2. Identify key source material.
1. Primary
1. What are the primary sources that are the most germane to the study of refugees and IDPs? (UN documents & resolutions)
2. Secondary
1. What think tanks can offer the most comprehensive material (Council on Foreign Relations, Center for Strategic and International Studies, International Crisis Group, and similar)
2. What resources from governments, IOs, and NGOs can offer you authoritative material? (CIA World Factbook, US Department of State, NATO, United Nations, UNHCR, International Rescue Committee, Doctors Without Borders, and similar)
3. Where can I find journal articles on the topic? (Gale: Global Issues in Context, JSTOR, and other databases)
4. Where can I find news articles on the topic? (The Economist, Foreign Policy, Foreign Affairs, BBC News, Reuters, UN News, and similar)
3. Use the material you've gathered to answer your research question in a comprehensive (ie detailed, analytical, and from multiple perspectives) fashion.
1. This should include a thorough bibliography of all of your source material.
1. Use EasyBib to construct. 
4. Craft notes and/or an outline towards presenting your findings.
1. Note: You may use notecards or headings in your presentation, but not a written paper on the topic
5. Practice presenting on this topic by recording yourself using the camera on any device you own.
1. Note: Prezi, Google Docs, PowerPoint, or similar technologies should not be used in this presentation. You are being assessed on your ability to present material in your own right. 
6. Once you feel you are comfortable with your presentation, log into YouTube using your school Google account and upload or record your presentation

Mechanics

1. Please thoroughly understand the expectations of the HL Extension Task as found in pp. 52-54 in the IB Glopo Pilot Guide.
2. Your video must be uploaded to YouTube using your school Google account. 
3. Please create a document in Google Drive that includes the following material. Be sure to share this document with me through Google Drive, as well as post a link to the document in the description section in YouTube. 
1. Your research question
2. Your notes and or outline
3. Your complete bibliography
4. Please share your presentation with me (cgleek@mynbps.org) and allow me to comment on the video so that I may give you feedback on your presentation. 
1. I would advise that you keep this video private to all others.
5. Videos should be uploaded and documents containing your research question, notes, and bibliography must be shared with me no later than Sunday, 10 November 2013. 
1. I cannot guarantee that videos and documents published after this date will recieve feedback. 

Rubric

I will score your HL Extension Task presentation according to the following rubric:

• Knowledge and understanding of the case study (5 marks)
• 0 marks: The work does not reach a standard described by the descriptors below.
• 1 mark: The student demonstrates little relevant knowledge of the case study. The factual information contains mistakes. There is little attempt to define key terms and to identify the main actors / stakeholders and events.
• 2 marks: The student demonstrates some relevant knowledge of the case study but his or her understanding of the case is superficial. The factual information lacks accuracy. There is some attempt to define key terms and to identify the main actors / stakeholders and events, but accuracy and clarity are lacking.
• 3 marks: The student demonstrates knowledge and understanding of the case study. The factual information is mostly accurate and relevant. Most key terms are adequately defined and most of the main actors / stakeholders and events are adequately identified.
• 4 marks: The student demonstrates good knowledge and understanding of the case study. The factual information is accurate and relevant. Key terms are accurately defined and the main actors / stakeholders and events are clearly identified.
• 5 marks: The student demonstrates comprehensive and in-depth knowledge and understanding of the case study. The factual information is accurate and relevant. Key terms are accurately and purposefully defined and the main actors / stakeholders and events are clearly and purposefully identified.
• Application and analysis (6 marks)
• 0 marks: The work does not reach a standard described by the descriptors below.
• 1-2 marks: Some impact of and responses to the case are identified, but in a descriptive fashion. References to key concepts, theories and ideas from the core units are few or irrelevant. There is limited explanation of points.
• 3-4 marks: Some impact of and responses to the case are analyzed, but an analytical approach is not sustained throughout the presentation. Some key concepts, theories and ideas from the core units are included in the analysis. Most points are explained.
• 5-6 marks: The student provides an effective analysis of the case in terms of its impact and responses to it. The analysis makes purposeful use of key concepts, theories and ideas from the core units. Points are well-explained.
• Synthesis and evaluation (6 marks)
• 0 marks: The work does not reach a standard described by the descriptors below.
• 1-2 marks: The student treats the case study in isolation from a wider global political challenge. There is limited acknowledgement of different perspectives. Conclusions are missing or unclear.
• 3-4 marks: The student makes some links from the specific case study to a wider global political challenge. Different perspectives are included in the discussion. Some conclusions are drawn.
• 5-6 marks: The student demonstrates how the case study is part of a global political challenge, illustrating effectively the significance of the case. Different perspectives are explored and evaluated purposefully, and the student comes to reasoned conclusions.
• Structure and clarity (3 marks)
• 0 marks: The work does not reach a standard described by the descriptors below.
• 1 mark: The presentation is poorly organized and lacks coherence. There is some limited structure to the presentation. The presentation lacks clarity and focus.
• 2 marks: The presentation is generally organized and coherent, but there may be some repetition or a lack of clarity in places. There is an adequate structure to the presentation, and it is generally well focused.
• 3 marks: The presentation is very well organized and coherent. There is a purposeful and effective structure to the presentation. The presentation is very clear and well focused.

Mid Term Check in

Refugees in Sudan

1. Prior to class on Monday the 14th, you should have completed the following: 
1. Readings:
1. United Nations High Commissioner for Refugees. (2009, March). Protecting Refugees and the Role of the UNHCR (Rep.). Retrieved from http://www.unhcr.ie/images/uploads/pictures/pdf/4034b6a34.pdf  
1. You should create a Google Document and answer the following prompt: What are the geopolitical challenges related to refugees and Internally Displaced Persons? Please feel free to share this document with me through Google Docs; I will provide feedback to everyone who shares their work with me
2. United Nations High Commissioner for Refugees. (2013). 2013 UNHCR country operations profile - Sudan. UNHCR News. Retrieved from http://www.unhcr.org/pages/49e483b76.html 
3. Lynch, C. (2012, May 7). The silence in Sudan. Foreign Policy. Retrieved from http://www.foreignpolicy.com/articles/2012/05/07/the_silence_in_sudan?page=full 
2. On your own, please watch Stern, R., & Sundberg, A. (Directors). (2007). The devil came on horseback [Video]. United States: Break Thru Films. Retrieved from http://youtu.be/_BJOfpJ8qVE 

The OPCW is awarded the 2013 Nobel Peace Prize

The Nobel Peace Prize 2013 - Press Release

The professionals at the Organization for the Prohibition of Chemical Weapons has spent nearly the past two decades dedicated to the task of limiting and ridding the world of chemical weapons stockpiles.



As an aside, the OPCW are my temporary neighbors each time I go to work with the International Baccalaureate in Den Haag. Today's award has gone to a worthy group of professionals and experts who work every day to make the world a safer, more peaceful place.

Refugees and armed conflict in the Sudans

Jerome Tubiana | Rebel Groups Push Sudan and South Sudan Toward War | Foreign Affairs

A great read from Tubina at Foreign Affairs that highlights the complex politics between the two countries, as well as the challenges of constructing and maintaining durable solutions for peace. Some of the most striking points include the statistic that the tensions have produced nearly 200,000 refugees from Sudan into South Sudan in the las 24 months, as well as this all-too-cogent quote, "Another reason both Khartoum and Juba hesitate to make too many concessions on the border is that both are rightly worried about turning disgruntled people from the borderlands into rebels." Students in Year 2 should take particular notice of this article as we prepare to study the issue of refugees in Sudan as a part of our coursework in Human Rights. 

Refugees and IDPs: An Introduction

As we head towards the end of the Human Rights unit of the syllabus in Year 2 of IB Global Politics, we take a look at the geopolitical challenge of refugees and IDPs. You can find the complete plan here.

At the outset, please read both United Nations High Commissioner for Refugees. (2009, March). Protecting Refugees and the Role of the UNHCR (Rep.). Retrieved from http://www.unhcr.ie/images/uploads/pictures/pdf/4034b6a34.pdf  and United Nations High Commissioner for Refugees. (2013, April 8). UNHCR Statistical Yearbook (Rep.). Retrieved from http://www.unhcr.org/516282cf5.htm. You should create a Google Document and answer the following prompt: What are the geopolitical challenges related to refugees and Internally Displaced Persons? Please feel free to share this document with me through Google Docs; I will provide feedback to everyone who shares their work with me.

We'll look at Darfur/Sudan as an introductory case study, play Darfur is Dying, and then apply our understanding and learn how to navigate and the HL Extension Task by researching refugees from Syria.

IB Glopo, the politics of global health, and HIV/AIDS

People living with HIV/AIDS (2009)

HIV/AIDS arguably represents the broadest, most widely-know pandemic of the 20th and 21st century. As an extension of our work on the politics of global public health, we'll watch the documentary and explore the resources from the Frontline documentary, The Age of AIDS. As we watch the documentary, please consider (at least) these questions and analytical tools as you attempt to explain or to understand the geopolitics of HIV/AIDS:

Questions Related to Key Concepts

• Which actors have power and influence in the process? What sort of power and influence do they have? 
• Do what extent (if any) does the principle of sovereignty impact the spread and treatment of HIV/AIDS?
• In what way have governments, international organizations, or other actors engaged in cooperation to address the global challenge of HIV/AIDS?

Levels of Analysis

• How can you employ Levels of Analysis to explain any of the global political issues related to HIV/AIDS at the Individual, State, or System level?

IR Theory

• How can any branch of IR Theory-Realism, Liberalism, or Constructivism-explain any of the global political issues related to HIV/AIDS?
• For example, consider the way in which the association of HIV/AIDS with a particular Caribbean country had an impact on this country's tourism or trade industries. 

Game Theory

• Who are the actors in any of the political situations recounted in the documentary?
• What are these actors' preferences in any of the political situations recounted in the documentary?
• What strategies do these actors employ in pursuit of their preferences or interests?

Finally, you may want to read either of the articles below. Please feel free to create a Google Document and answer the following prompt: How does the author(s) frame the issue (or issues) in terms of a geopolitical challenge or conflict? What solutions does the author(s) provide? To what extent do these seem reasonable? Please feel free to share this document with me through Google Docs; I will provide feedback to anyone who shares their work with me.

• Garrett, L. (2005). The lessons of HIV/AIDS. Foreign Affairs. Retrieved from http://www.foreignaffairs.com/articles/60822/laurie-garrett/the-lessons-of-hivaids 
• Gill, B., Chang, J., & Palmer, S. (2002). China's HIV crisis. Foreign Affairs. Retrieved from http://www.foreignaffairs.com/articles/57816/bates-gill-jennifer-chang-and-sarah-palmer/chinas-hiv-crisis

Game theory and the politics of government expenditures

Theorists Compare Government Shutdown To A Not-So-Fun Game : NPR

While this story focuses on the government shutdown in the United States, we can extrapolate the model outlined in the story to conduct any situation of negotiated strategy between two or more actors in a political environment. Feel free to watch Spaniel's explanation of Chicken via GameTheory 101.

US Foreign Policy and the Rights of Women and Girls

Our first Academic Conference call will be this Wednesday from 12.00 until 1.00 in the Einstein Room. Please RSVP for this event by commenting on this blog post no later than the end of school Tuesday (that's 8 October) so that I may give the requisite time to ask your teachers for permission to be out of class. If you don't RSVP on this blog post, you will not be able to join the call.

Our topic this week is US Foreign Policy and the Rights of Women and Girls. The call will be facilitated by Rachel Vogelstein, a Council on Foreign Relations Fellow and Adjunct Professor of Women's Human Rights at Georgetown University. The required background reading for this call, to be completed before Wednesday at 12.00 noon, are as follows:

• Lemon, G. T. (2013, April 8). The Hillary doctrine: Women's rights are a national security issue. The Atlantic. Retrieved from http://www.theatlantic.com/sexes/archive/2013/04/the-hillary-doctrine-womens-rights-are-a-national-security-issue/274770/
• Vogelstein, R. (2013, March 22). Why ending child marriage abroad is good for the US. The Atlantic. Retrieved from http://www.theatlantic.com/international/archive/2013/05/why-ending-child-marriage-abroad-is-good-for-the-us/276103/

If you are unable to attend this week's call, you can always find the audio archive for this and all of the Academic Conference Calls here. Thanks to the folks at the Council on Foreign Relations and @CFRAcademic for helping to support our participation in this project. 

Some more things for us to read and quietly freak out about when we study the politics of Global Public Health

Five Global Health Concerns - Emma Green - The Atlantic

We can talk more about these when we play Pandemic later this week.

IB Global Politics and #CFR: The World Next Week @CFR_Academic

The World Next Week: October 3, 2013 - Council on Foreign Relations

Goedemorgen folks,

Writing here in my last day of work here in Den Haag. We've had a fabulous time here working on curriculum for IB Global Politics. The learning and work done at all of the Glopo schools seems to be brilliant; "hi" especially Oscar's students in Reading and David & Melanie's students in Singapore. There are plans in the works to connect our classroom with some of our colleagues around the world, so please be ready to expand your thinking on how we can inquire and learn about our coursework topics. Be sure to listen to this week's The world next week. See you all on Tuesday.

/C

Reason #3097 on why the Netherlands is amazing

Being able to eat Indonesian food (chicken and goat, btw) off a menu written entirely in Dutch after drinking locally-brewed beer that tastes like chocolate and rust after spending the day doing great, meaningful work with colleagues from all corners of the globe and a lunchtime tour/Q&A with folks at the International Criminal Tribunal for the Former Yugoslavia. 

View from the office at @iborganization

Aside from spending the day working with some brilliant colleagues on curriculum development on the IB Global Politics syllabus, we do have some wonderful political sightseeing opportunities close by. 

That's Europol-the European police office-on the left and the Novotel World Forum-site of the 2014 Nuclear Security Summit-on the right.

The International Criminal Tribunal for the Former Yugoslavia; we'll be seeing portions of the Ratko Mladic trial later this morning. 

Pandemic comes to IB Global Politics...and iOS

Pandemic via ZMAN Games

One of my favorite board games, and a part of of our unit on Global Public Health (in Power, Sovereignty, and International Relations), Pandemic is now available for the iPad. I haven't seen pricing yet The game will cost you $6.99 and is definitely a game worth owning. I have several copies of the board game for play in class; however, anyone who's looking for a complex and fun (but not easy) game should have a go.