The Council on Foreign Relations (CFR) presents a backgrounder on Al-Shabab; an Islamist insurgent group that remains capable of carrying out massive attacks in Somalia and surrounding countries despite a decade-long African Union offensive against the Islamist group. CFR Backgrounders provide an in-depth analysis on current political and economic issues.

The Council on Foreign Relation's (CFR) "Deforestation in the Amazon" InfoGuide provides a compelling look at the causes and consequences of deforestation in the Brazilian Amazon and is available online in English and Portuguese. CFR InfoGuides are a multimedia series to promote understanding of complex foreign policy issues.

The Council of Foreign Relations (CFR) InfoGuide on The Taliban examines the two Talibans, in Afghanistan and Pakistan, and the consequences for the region. CFR InfoGuides are a multimedia series to promote understanding of complex foreign policy issues.

The Final Report of the Truth and Reconciliation Commission of Canada Volume 4.

The Final Report of the Truth and Reconciliation Commission of Canada Volume 6.

The Final Report of the Truth and Reconciliation Commission of Canada Volume 1, part 1.

The Final Report of the Truth and Reconciliation Commission of Canada Volume 1, part 2.

The Final Report of the Truth and Reconciliation Commission of Canada Volume 2.

The Final Report of the Truth and Reconciliation Commission of Canada Volume 5.

The Final Report of the Truth and Reconciliation Commission of Canada Volume 3.

Canvas Course Shell for C-ID POLS 140 Introduction to International Relations: an introduction to international relations theory with an examination of national, international, transnational, and sub-national actors and their institutions, interactions and processes as they relate to global issues.

Canvas Course Shell for C-ID POLS 140 Introduction to International Relations: an introduction to international relations theory with an examination of national, international, transnational, and sub-national actors and their institutions, interactions and processes as they relate to global issues.

The content contained within this Open Education Resource (OER) was curated and/or created by Dr. Charlotte Lee at Berkeley City College, Dr. Katherine Michel at Ohlone College, and Dr. Josh Franco at Cuyamaca College. The curation and creation of this content was funded by the Academic Senate for California Community College's Open Educational Resources Initiative.

Question Banks were created by Josh Franco, Ph.D., Elizabeth Nash, M.A., and Jereme Umali, M.A..

In this course, we will seek to interpret capitalism using ideas from biological evolution: firms pursuing varied strategies and facing extinction when those strategies fail are analogous to organisms struggling for survival in nature. For this reason, it is less concerned with ultimate judgment of capitalism than with the ways it can be shaped to fit our more specific objectives Š—– for the natural environment, public health, alleviation of poverty, and development of human potential in every child. Each book we read will be explicitly or implicitly an argument about good and bad consequences of capitalism.

This course addresses the evolution of the modern capitalist economy and evaluates its current structure and performance. Various paradigms of economics are contrasted and compared (neoclassical, Marxist, socioeconomic, and neocorporate) in order to understand how modern capitalism has been shaped and how it functions in today's economy. The course stresses general analytic reasoning and problem formulation rather than specific analytic techniques. Readings include classics in economic thought as well as contemporary analyses.

This course is an introduction to economics for non-majors and political economy, with an emphasis on the moral and ethical problems that markets solve, and fail to solve. Taught by Professor Michael Munger of Duke University, this course includes full length lectures, links to readings, and a sample final exam.

Step 1. Students are asked to keep track of their energy use from a variety of sources (heating/cooling, electricity, transportation, secondary emissions, etc) during the 9 days of Thanksgiving break, when many of them are likely to travel. They use the total for the 9 days that they calculated using an online calculator to estimate their yearly footprint and compare it to US and world averages. For most of them, the amount of carbon emitted during those 9 days is quite large because of airplane travel or long-distance driving. However, using a week of break when many students will travel allows them to become aware of the significance of transportation in carbon emissions. We provided a table with electricity and heating/cooling bills for various residence halls for students who stay on campus during the break.

Step 2. Students complete an online survey where they are asked to enter the values that they have obtained for the various components of the calculator, perform some simple calculations and compare their annual footprint to the U.S. average. We used SurveyGizmo for the survey because it allows to download the data in a spreadsheet format and has some limited plotting features. The free version allows a maximum of 250 submissions, the Basic version ($19 per month, can be canceled at any time) has unlimited submissions.
Step 3. Students write an essay through BlackBoard/WebCT (Assignment). A few guiding questions are provided for this essay where students reflect on the results of their impact on the global carbon budget, what they found surprising, and if they plan to make any changes to their lifestyle to limit their impact. No length limit is set for the essay.

The guidelines and components of this assignment are available on a wiki page. The three steps can be implemented in BlackBoard/WebCT as a Lesson Plan with links to the online calculator (step 1), to the survey (step 2), and to the Assignment/essay (step 3).

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This ocean activity is used to help students analyze different solutions to a real-world case study of the problem of using various coastal stabilization structures. It is intended to be used as a small group activity (3-5 students in each group) following a short introductory lecture about coastal processes (especially longshore drift) and the different types of coastal stabilization structures (jetties, groins, and breakwaters). At the end of the activity, successful students will be able to critically evaluate the benefits and drawbacks of various types of coastal stabilization structures.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This course examines the causes of war, with a focus on practical measures to prevent and control war. Topics include causes and consequences of misperception by nations; military strategy and policy as cause of war; religion and war; U.S. foreign policy as a cause of war and peace; and the likelihood and possible nature of great wars in the future.
The historical cases covered include World War I, World War II, the Korean War, the Seven Years' War, the Arab-Israel conflict, other recent Mideast wars, and the Peloponnesian War.

Developed by a team of scientists from two national laboratories, education researchers, gamers, and a professional game developer, Challenge and Persuade is a highly social, fast-paced, fun-to-play card game in which players compete in applying skills in argumentation. Through game play, players come to understand the many manifestations of how the extreme amplification of the human population, exploding worldwide demand for energy, increasing exploitation of water resources, and alteration of the planet's climateâare tightly intertwined at the nexus of energy, water, and climate; one cannot be considered in isolation from the other two. Development was supported by the National Science Foundation.

This is a course for those who are interested in the challenge posed by massive and persistent world poverty, and are hopeful that economists might have something useful to say about this challenge. The questions we will take up include: Is extreme poverty a thing of the past? What is economic life like when living under a dollar per day? Why do some countries grow fast and others fall further behind? Does growth help the poor? Are famines unavoidable? How can we end child labor—or should we? How do we make schools work for poor citizens? How do we deal with the disease burden? Is micro finance invaluable or overrated? Without property rights, is life destined to be "nasty, brutish and short"? Has globalization been good to the poor? Should we leave economic development to the market? Should we leave economic development to non-governmental organizations (NGOs)? Does foreign aid help or hinder? Where is the best place to intervene?
MITx Online Version
This course is part of the Micromaster’s Program in Data, Economics, and Design of Policy through MITx Online. The course is entirely free to audit, though learners have the option to pay a fee, which is based on the learner's ability to pay, to take the proctored exam, and earn a course certificate. To access the course, create an MITx Online account and enroll in the course 14.73x The Challenges of Global Poverty.