New York UniversityRobert F. Wagner Graduate School of Public Service

Water Sourcing and Delivery in an Era of Climate Change[Areas in yellow still being updated]

URPL-GP.2666.001 Spring 2017Wednesday 4:55-6:35 145 Fourth Avenue, Room 208

Instructor:

Natasha IskanderPuck Building295 Lafayette St., Room 3043212-998-7479natasha.iskander@nyu.eduOffice Hours: Thursdays 4:30-6pm

1. Description: In the coming decades, water will be the central issue in global economic development and health. With one in six people around the world currently lacking access to safe drinking water (1.2 billion people), and more than two out of six lacking adequate sanitation (2.6 billion people), water is already a critical factor affecting the social and economic well being of a sizable proportion of the world’s population. However, with the world’s population projected to double over the next fifty years, and with rapidly dwindling water supplies becoming both more scarce and more volatile as a result of global warming, we are likely to face a water crisis so severe it will reshape everything from our governance structures to our modes of economic and agricultural production to our patterns of social interaction. Water will be the axis around which all public policy revolves.

In light of the centrality of water as a current and future public policy issue, this course explores innovative and sustainable solutions for water harvesting and distribution to address the challenges presented by anthropogenic climate change. The field of water harvesting and delivery has generally considered water supplies to be fairly stable, available to be sourced in the same places. As a result, water infrastructure management has traditionally been concerned with efficient methods of water sourcing, delivery, and purification, and with effective methods of cost-recovery for those services. In this course, we will step out of this conventional framework and look at water provision from a new vantage point: Instead of taking water supplies as a constant, we will look at how water sources are changing as a function of global warming and increased population pressures, and then will ask what implications these shifts are likely to have for water sourcing and water distribution.

2. Design:

To address the central question of how to secure basic water needs when the water sources and use are undergoing fundamental and unpredictable shifts, the course is built around cases of local water harvesting and distribution systems that students will research collaboratively in small teams throughout the semester (cases are described below). Throughout the course, we will workshop these cases, and use them as concrete settings to accomplish the following three learning goals: 1) to understand the challenges presented by changing water availability to existing systems of water sourcing and delivery; 2) to explore the political economy of water supply and delivery, and develop a solid grasp of the political and economic issues around the trade of water and around access to water; 3) to develop a broad understanding of the challenges of implementing new water harvesting and delivery technologies and institutions, and to develop frameworks for devising creative solutions to overcome those constraints.

The course will be organized into five segments: an introduction, three thematic modules, and a conclusion. The introduction provides an overview of the basic frameworks used by theorists and practitioners to plan and implement water sourcing and distribution systems. The three thematic modules hone in on three key aspects on water provision in the face of climate change and population pressures, including:

Module 1: water sources and climate change; Module 2: the political economy of water sourcing and provision; and Module 3: technological and institutional innovations for water harvesting and

delivery.

The modules, which are mapped out in the schedule summary below, draw on multiple teaching modalities. The first class of each module presents the emerging scholarship on the topic at hand through a participatory lecture format. Each module will feature a guest speaker who is a recognized expert on the issue covered in the module. There will be a class towards the end of each module that is devoted to student presentations on the aspects of their case covered by the module. After the student presentations, the class will draw out common lessons from the cases about the topic covered in the module through an extensive class discussion. The conclusion segment is devoted to synthesizing the common lessons offered by the cases for water harvesting and distribution in an age of global warming.

The combination of these pedagogical approaches will simulate the practices involved in creative inquiring and problem solving. These practices include: developing profound familiarity with the case being researched, drawing on the expertise of researchers who study elements that emerge as critical in the case, brainstorming collaboratively with colleagues and enlisting multiple points on view on the problem at hand, and, finally, teasing out the significance of the lessons the case offers by situating it in a larger body of scholarship on the issue. Instead of outlining this process and imparting it through a traditional lecture format, the course will engage students in the process itself, enabling them to participate in a dynamic of learning-in-action.

URPL-GP.2666.001 Natasha Iskandernatasha.iskander@nyu.edu

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3. Assignments and grading: Case selection: Please note that you need to select your top three choices for cases and email them to the instructor by Jan 31 st at 5:00pm. . You will receive your case assignments in class on Feb 1. Please also note that each team will have to designate a contact person.

Readings, class participation, blog posting, and feedback (30% of total grade): Students are expected to complete all assigned readings. Guidance on how to complete the readings will be provided at the beginning of each module. Students are also expected to review team memos, and to participate actively in class discussion. Feedback on student presentations and memos is expected to be constructive and timely. Specific information on feedback for memos is provided below. The completion of readings, class participation (including providing constructive, thoughtful, and detailed oral and written feedback to colleagues), and the initial reflection essay account for 20 percent of the final grade.

Blog posting on Jeff Goodell The Water Will Come: 500-700 words. Please choose one or two themes or one or two examples from the book. Briefly describe and summarize the themes or examples that caught your attention (no more than 200 words) and then reflect on why they resonated for you. Did they surprise you? Did they confirm or complement something that you believed or knew? Did they raise unexpected questions for you? Please write this essay thoughtfully and carefully. Posting due Jan 31, 5pm, on the forum link on the NYU Classes site.

Presentations and memos (55% of total grade): (see below for instructions on submission)

Module 1 Memo and Presentation (15% of total grade) : Students are expected to prepare a five-page memo and a PowerPoint presentation on how the water sourcing and distribution systems in their cases are likely to be affected by changing patterns of water availability due to climate change. Memo due Tuesday, Feb. 20 at 5 p.m. All students in the class need to read the memos of other teams and come to class prepared to give constructive and specific feedback. Presentations—including Q&A—should be 10 minutes in length. They should be considered a complement to team memos—NOT a summary of the memos. They should focus on areas that teams are still struggling to resolve. Please include a map in your presentation.

Module 2 Memo (15% of total grade) : Students are expected to prepare a 7- to 10-page memo of the political and economic factors shaping water sourcing and distribution, as well as sanitation provision, if applicable, in their water system. Memo due Tuesday, March 27 at 5 p.m. All students in the class need to read the memos of other teams and come to class prepared to give constructive and specific feedback. There is no presentation for this module. Teams will be paired up and will discuss each other’s memos in detail. Please note that memos should build on each other: The second memo should build on the first. Consider these memos white papers—building blocks—for the final memo.

URPL-GP.2666.001 Natasha Iskandernatasha.iskander@nyu.edu

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o Team-to-Team Feedback: Each team is expected to review the memo of another team (team assignments will be made in class) and come to class with thoughtful oral commentary. Please point out the strengths of the memo. Please also point out areas that could be further developed, questions that may have been overlooked or glossed over, inconsistencies or internal contradictions, factual and conceptual. Please feel free to also suggest helpful resources or readings.

Module 3 : Students are not expected to prepare a separate presentation and memo for the third module. Solutions to the problems raised in Module 3 should be incorporated into the final memo and final presentation.

o Final Memo and Presentation (25% of total grade): Student teams will write a final 10-page memo that will synthesize the lessons learned about the case throughout the course and make recommendations for how to adapt the existing water sourcing and delivery systems in their case to the changes foreseen due to climate change. Students will turn in their draft memos on Tuesday April 24 th at 5pm . Students will present their draft concepts on Thursday, April 26, in class when we will discuss them. Presentations—including Q&A—should last no more than 15 minutes. They should be considered a complement to team memos—NOT a summary of the memos. All students are expected to read and prepare comments on all final memos for the last class. Final versions of the final memos are due on the last day of class, Thursday May 3 at the start of class. Final memos account for 25 percent of the final grade.

o Individual-to-Team Feedback: 250 words. Each person will be assigned a team memo and will be required to provide individual feedback. This means that each team memo will receive 4 separate individual commentaries. For guidelines on the quality of feedback, please refer to the description under Module 2. Please send feedback to the team contact and the instructor before class –

Final essay (15% of total grade): Each student will write a final individual 700 word essay on an aspect of water and climate change that he or she found particularly compelling. This essay is a reflective and analytic exercise. It does require additional research. The essay is to be turned into the professor—NOT to the entire class. This essay is due on Monday, May 7 at 5 p.m., and accounts for 15 percent of the final grade. Final essays should be turned into the instructor (natasha.iskander@nyu.edu) WATER [your name] [final essay] in email subject line.

See end of syllabus for schedule summary.

URPL-GP.2666.001 Natasha Iskandernatasha.iskander@nyu.edu

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4. Cases:

Rising population and water scarcity in Mexico City: This project will explore both the water scarcity and the wastewater challenges in Mexico City, with its growing population and diminishing source of water. Adaptive plans of a sewage canal and well drilling for water are met with the challenge of the city sinking each year due to dry brittle land, that gets more dry and brittle with a warmer climate and continual drought.

Flooding, sea level rise, and governance in the Khulna district of Bangladesh: This project will explore the impact of increasing flooding and higher sea levels in the deltaic southwestern district of Khulna, Bangladesh. One of the country’s poorest districts and one with particularly weak political representation at the central government level, Khulna is faced with a bleak future owing to flooding and siltation, more catastrophic weather, and sea-level rise and salinity of river water.

Extreme water stress in Sana’a, Yemen:  This project examines the multiple contributing factors lead to water-stress in Sana’a, Yemen. With no rivers, Yemen relies heavily upon rainfall, which is decreasing annually over time. Yemen also has poor water management, an increasing population, and exploitation of an overstressed aquifer that may soon run out. Some researchers have suggested that Sana’a could be the world’s first capital city to run out of water.

Water shortages in San Diego and the Imperial Valley: This project deals with the challenges in maintaining water sourcing and delivery in the San Diego and the Imperial Valley in the face of an extended drought and rapidly growing demand (due to population increases and agricultural uses).

Water demand in Las Vegas:  Las Vegas faces chronic water shortages that are only getting more serious due to climate pressures. Las Vegas is exploring alternate—and very controversial—solutions for water provision, including a plan to build a $2 billion pipeline that would pump water out of nearby White Pine County to Vegas.

Climate change and severe weather impacts on Puerto Rico: The frequent hurricanes and tropical storms along the Gulf of Mexico are progressively gaining in strength and in frequency. This project aims at examining the impact of climate change on Puerto Rico and the communities’ impacted access to potable water.

Sao Paulo, Brazil: In a country that accounts for 12-16% of the worlds freshwater, the city of Sao Paulo has a completely different reality. This project is an exploration of the water management systems and policies in Sao Paulo, Brazil that are leading to its water scarcity, as well as how climate change has exacerbated the impact of clean accessible water to one of the Western Hemisphere’s largest cities.

Water Contamination in China: This project is an exploration of the contamination of the water source for rural villages and towns. It focuses on the Hai River of the Liao River Basin, which is arguably the most contaminated river in the country, and the Yangtze River, which is increasing in pollution and is further impacted by drought.

URPL-GP.2666.001 Natasha Iskandernatasha.iskander@nyu.edu

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5. Speaker Series Three of our class sessions will feature researchers working on various aspects of hydrology, water sourcing and provision, and adaptation. This speaker series is open to the public.

Dr. Tara Troy

Earth Institute Post-Doctoral Fellow, IRI, Columbia UniversityWednesday, Feb. 15, 4:55 p.m. – 6:35 p.m.Kimmel Center 805Tara Troy holds a Ph.D. in civil and environmental engineering from Princeton University, where she studied the hydrology of northern Eurasia with a focus on change in terrestrial water and energy cycles. As an Earth Institute fellow, she is conducting a holistic study that accounts for seasonal variability, climate change, population change and human effects on the water cycle that would provide critically needed information about the effect of water scarcity on sustainable development. 

The Interaction Between Climate, Surface Hydrology, and Human Water Demands

This discussion explores two case studies that shed insight on how climate, surface hydrology, and human water demands interact. The first case focuses on how changes in climate are driving changes in the surface hydrology. Northern Eurasia has experienced significant warming trends during the past century as well as increases in streamflow. Through the use of a numerical land surface model and in-situ observations, Dr. Troy shows that the interactions of precipitation and temperature trends during the past century have resulted in changes in the snowpack that then caused the documented increases in streamflow. The second case focuses on the interactions of climate variability and human water demands in the Indus River Basin, the breadbaskets of India and Pakistan. Monsoon rainfall dominates the seasonal cycle of precipitation, but large agricultural water demands occur during the drier winter season, which has led to an overreliance on groundwater pumping to ensure a constant irrigation supply.

Dr. Gen ConnorsManager for Strategy and Operations in the Climate Change Group of the World Bank

River restoration in action – the case of the Ganges River

Dr. Genevieve Connors is the Manager for Strategy and Operations in the Climate Change Group of the World Bank, based in Washington DC, where she supports mainstreaming climate in Bank operations and tracking the Bank’s climate finance. Previously, from 2014-2017 she was the Program Leader for Water and Sustainability in the India Country Office. She was based in New Delhi, where she worked in the office of the Country Director on new operations and on analytical work in the Bank’s sustainability sectors, including water, environment, agriculture and irrigation, rural development, disaster management and climate change. From 2013-2015, she supervised implementation of the National Ganga River Basin Project, the $1 billion loan to the Government of India to support cleaning of the Ganges River. She was also, from 2013 to 2014, Acting Program Leader for the South Asia Water Initiative (SAWI) which aims to

URPL-GP.2666.001 Natasha Iskandernatasha.iskander@nyu.edu

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increase regional cooperation in the management of Himalayan river systems.. She has a B.A. from Columbia, an M.Phil. from Cambridge, and a Ph.D from MIT.

Maryam HaririVisiting Fellow at the Institute for Environmental Studies, University of Amsterdam VUWednesday, April 18, 4:55 p.m. – 6:35 p.m.Location TBD

Maryam Hariri is an urban planner, researcher, and writer on climate change adaptation issues in cities. She is currently a visiting fellow at the Institute for Environmental Studies at the University of Amsterdam VU where she is conducting a comparative research study on spatial planning policies and flood resilience in dense, aging coastal cities such as New York City, Rotterdam, and London. She has worked on related water and sanitation, land use, and municipal sustainability planning policies with government and community stakeholders in California, Bangladesh, and Turkey. She received her masters in Urban Planning from New York University and bachelors in International Development and Middle Eastern Studies from University of California Berkeley.

Using ‘Softer’ Interventions for Technological Innovation in Climate Change

Technological solutions to climate change threats have traditionally focused on protection and prevention through “hard” (engineering-oriented) solutions (i.e. building dykes,). More recently, however, there has been a shift toward “softer” (ecologically-oriented) interventions that replicate and/or enhance nature to increase resiliency—an approach sometimes referred to as “building with nature.” This lecture will focus on the intersection of technological innovations and climate adaptation in urban environments. It will use New York City and Amsterdam as case studies.

Previous speakers have included (podcasts of several of the discussions can be found on http://wagner.nyu.edu/podcasts/): o Upmanu Lall, Director, Earth Institute at Columbia University

(http://www.columbia.edu/~ula2/) o Jessica Barnes, Sustainable Development, Columbia University, Ph.D. candidate

(http://www.earth.columbia.edu/sitefiles/file/education/phd/JBarnes_CV.pdf)o Mark Carey, Assistant Professor, Washington and Lee University, author of In the

Shadow of Melting Glaciers (http://home.wlu.edu/~careym/) o Daniel Hillel, Senior Research Scientist, The Earth Institute, Columbia University

(http://www.giss.nasa.gov/staff/dhillel.html)o Fred Pearce, author of When the Rivers Run Dry

(http://www.beacon.org/productdetails.cfm?PC=1775) o Bryan Mark, Assistant Professor, Ohio State University, Department of Geography &

Byrd Polar Research Center (http://www.geography.osu.edu/faculty/bmark/)

URPL-GP.2666.001 Natasha Iskandernatasha.iskander@nyu.edu

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6. Required Books These titles are available at the NYU bookstore, and the remaining readings are available on NYU classes or through hyperlinks in this syllabus.  

The Water Will ComeJeff GoodellISBN-13: 978-0316260244

7. Recommended readings on hydrology (not required)

Brutsaert, Wilfried. Hydrology: An Introduction. http://www.amazon.com/Hydrology-Introduction-Wilfried-Brutsaert/dp/0521824796

Loucks, D. et al. Water Resources Systems Planning and Management: An Introduction to Methods, Models, and Applications. UNESCO. http://ecommons.cornell.edu/handle/1813/2804

Tindell J., Kunkel J. Unsaturated Zone Hydrology for Scientists and Engineers. http://wwwbrr.cr.usgs.gov/projects/GW_Unsat/Unsat_Zone_Book/index.html 

Intergovernmental Panel on Climate Change. Climate Change 2001: Chapter 4: Hydrology and Water. http://www.ipcc.ch/ipccreports/tar/wg2/index.php?idp=159 

URPL-GP.2666.001 Natasha Iskandernatasha.iskander@nyu.edu

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8. Modules:

Introduction: Water systems, water sourcing, water delivery Jan. 25 – Feb. 1

Film screening: Parched: Water Wars

Readings: Goodell, Jeff. (2017). The Water Will Come: Rising Seas, Sinking Cities,

and the Remaking of the Civilized World. New York: Little, Brown, and Company.

“Water Wars: The Next Great Driver of Global Conflict.” (2015).  The National Interest. http://nationalinterest.org/feature/water-wars-the-next-great-driver-global-conflict-13842

“Three stories from Africa’s drought, famine”. CNN. July 2011. http://www.cnn.com/2011/WORLD/africa/07/21/africa.famine.voices/index.html

“Sao Paulo-Anatomy of a failing megacity”. (Feb 2015). https://www.theguardian.com/cities/2015/feb/25/sao-paulo-brazil-failing-megacity-water-crisis-rationing

“5 years after Superstorm Sandy”. (Oct 2017). Associated Press, Business Insider. http://www.businessinsider.com/superstorm-sandy-new-york-city-lessons-sea-level-rise-2017-10

Due: Blog posting on ‘The Water Will Come’ AND Case Preference Form Jan 31, 5pm

Module 1: Climate Change, Water Availability, and Social Impacts Feb. 8, Feb. 15, Feb. 22.

Readings:

“Long term global water projections using six socioeconomic scenarios in an integrated assessment modeling framework”. (Jan 2014). Technological Forecasting and Social Change. http://www.sciencedirect.com/science/article/pii/S0040162513001169?via%3Dihub

Climate Change 2014: Impacts, Adaptation, and Vulnerability – Summary for Policy Makers. (2014). IPCC. http://www.ipcc.ch/pdf/assessment-report/ar5/wg2/ar5_wgII_spm_en.pdf

High and Dry: Climate Change, Water, and the Economy” (2016). World Bank Group. http://www.worldbank.org/en/topic/water/publication/high-and-dry-climate-change-water-and-the-economy

“The Global Groundwater Crisis” (2014). Jay Famiglietti. Nature Climate

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Change. https://www.nature.com/nclimate/journal/v4/n11/full/nclimate2425.html

NASA module: “Coastal Consequences od Sea Level Rise”. https://climate.nasa.gov/resources/education/pbs_modules/lesson3Overview/

Benjamin Strauss. “Image Impact of sea level rise on global icons” (Nov 2015). http://www.climatecentral.org/news/global-icons-at-risk-from-sea-level-rise-pictures-19633

“Mapped: How climate change affects extreme weather around the world” (July 6, 2017). https://www.carbonbrief.org/mapped-how-climate-change-affects-extreme-weather-around-the-world

Gosling, S.N. & Arnell, N.W. Climatic Change (2016) 134: 371.https://link.springer.com/article/10.1007/s10584-013-0853-x

Speaker: Feb. 15Presentations: Consider the water system in which the water sourcing and water delivery of your project is embedded. How will this system be affected by climate change? What impacts will this have on the water sourcing and delivery mechanisms of your project?

Feb 22

Module 2: Political Economy of Water Sourcing and Delivery Mar 1, Mar 8, Mar 29, April 5

Readings:Part 1: Water trade: Virtual water, privatization, and pricing schemes

Neville, Kate . (2011). Adversaries versus Partners: Urban Water Supply in the Philippine. Pacific Affairs 84.   2 (Jun 2011): 245-265.

Olsen, Tim. 2014. “Virtual Water: tracking the unseen water in goods and resources”. Earth Magazine. https://www.earthmagazine.org/article/virtual-water-tracking-unseen-water-goods-and-resources

Oki et al. 2017. “Economic aspects of virtual water trade”. Environmental Resource Letter 12 044002. http://iopscience.iop.org/article/10.1088/1748-9326/aa625f/pdf

Kishore, Roshan. 2016. “India is the biggest virtual exporter of water”. http://www.livemint.com/Opinion/bPPHFHv19qBaA5qrPa6SuN/India-is-the-biggest-virtual-exporter-of-water.html

Allan, J.A. (2003). “Virtual water – the water, food, and trade nexus: useful concept or misleading metaphor?” IWRA, Water International, Vol. 28(1). Pp. 4-11

Vidal, John. 2015. “Water Privatization: a worldwide failure?”. https://www.theguardian.com/global-development/2015/jan/30/water-privatisation-worldwide-failure-lagos-world-bank

Lappe, Anna. 2014. “World Bank wants water privatized, despite

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risks”. http://america.aljazeera.com/opinions/2014/4/water-managementprivatizationworldbankgroupifc.html

Fletcher, S. M., Miotti, M., Swaminathan, J., Klemun, M. M., Strzepek, K., & Siddiqi, A. (2017). Water Supply Infrastructure Planning: Decision-Making Framework to Classify Multiple Uncertainties and Evaluate Flexible Design. Journal of Water Resources Planning and Management, 143(10).

Part 2: Water access: Environmental justice, power, and place

Case study: Flint, Michigan

L. Harris, D. Kleiber, J. Goldin, A. Darkwah & C. Morinville (2017) Intersections of gender and water: comparative approaches to everyday gendered negotiations of water access in underserved areas of Accra, Ghana and Cape Town, South Africa, Journal of Gender Studies, 26:5, 561-582

Clement, F., & Karki, E. (2018). When Water Security Programmes Seek to Empower Women–A Case Study from Western Nepal. In Water Security Across the Gender Divide(pp. 151-169). Chicago: Springer.

Mehta, L., Allouche, J., Nicol, A., & Walnycki, A. (2014). Global environmental justice and the right to water: the case of peri-urban Cochabamba and Delhi. Geoforum, 54, 158-166.

Sultana, F. (2014). Gendering climate change: Geographical insights. The Professional Geographer, 66(3), 372-381. http://farhanasultana.com/wp-content/uploads/2015/01/Sultana-PG-Final.pdf

Thorn, J., Thornton, T. F., & Helfgott, A. (2015). Autonomous adaptation to global environmental change in peri-urban settlements: evidence of a growing culture of innovation and revitalisation in Mathare Valley Slums, Nairobi. Global Environmental Change, 31, 121-131. link

Speaker: Dr. Gen Connors Connors, G. (2005). “When utilities muddle through: Pro-poor

governance in Bangalore’s public water sector.” Environment and Urbanization. 17. Pp. 201-217

April 5

Papers: Please evaluate the political economy of water as it applies to your case. How is water traded in the water sourcing and distribution system in your case? Consider pricing, ownership and distribution schemes. What kind of access to water do people who use the water in your case have? What are the factors that shape their access? Consider factors such as social identity (gender), social power (social class), and spatial location.

March 29Memo due:March 27, 5pm

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Module 3: Technological and Institutional Innovation for Adaptation to Climate Change

Apr 12, Apr 19, April 26

Readings:

Cho, Renee. 2011. “From Wastewater to Drinking Water”. Earth Institute, Columbia University. http://blogs.ei.columbia.edu/2011/04/04/from-wastewater-to-drinking-water/

Godoy, Julio. 2011. Great Green Wall to stop Sahel desertification. The Guardian. https://www.theguardian.com/global-development/2011/feb/25/great-green-wall-sahel-desertification

“UAE Water Aid initiative reflects UAE’s efforts to find solutions to community water challenges” DEWA. https://www.dewa.gov.ae/en/about-dewa/news-and-media/press-and-news/latest-news/2016/01/uae-water-aid

O’Hare, Ryan. November 2016. “The ‘fog catchers’ in the Sahara that can make water out of Thin Air for hundreds of people”. http://www.dailymail.co.uk/sciencetech/article-3949572/The-fog-catchers-Sahara-make-water-AIR-hundreds-people.html

Nguyen, Tuan. 2014. “This Tower Pulls Drinking Water Out of Thin Air”. Smithsonian. https://www.smithsonianmag.com/innovation/this-tower-pulls-drinking-water-out-of-thin-air-180950399/

Johan Rockstrom, Malin Falkenmark. “Agriculture: Increase water harvesting in Africa”. Nature. http://www.nature.com/news/agriculture-increase-water-harvesting-in-africa-1.17116

Temple, James. 2017. How to pull water out of thin air, even in the driest parts of the globe. MIT Technology Review. https://www.technologyreview.com/s/604137/water-from-desert-skies/

Dizikes, p. 2010. Out of Thick Air (Fog Harvesting). MIT News. http://web.mit.edu/newsoffice/2011/fog-harvesting-0421.html?tr=y&auid=8231637

Speaker: Kimberly Worsham April 19Considerations to be included in final presentation/memo: What are the technologies used to source and distribution water in your case? What are the institutions that govern how water is sourced and distributed? How might both of these be affected by climate change? Are technological and institutional alternatives that would facilitate adaptation to climate change available?

Final Draft Memo- Apr 24 , 5pm – presentation April 26

Conclusion: Synthesis and Recommendations May 3

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9. Schedule Summary

Date Course Section Class Focus

Jan. 25 Introduction Lecture and Discussion(Jan. 31, 5 p.m. – Case Preference Form Due)

Feb. 1 Introduction Discussion of The Water Will ComeReflection Essay Due – January 31- 5pm

Feb. 8 Module 1 Lecture and DiscussionFeb. 15 Module 1 SpeakerFeb 20 Module 1 Memo Due, 5pmFeb. 22 Module 1 Team PresentationsMarch 1 Module 2 Lecture and DiscussionMarch 8 Module 2 Lecture and Discussion

March 15 --- No Class (Spring Break)March 22 -- No class sessionMar 27 Module 2 Memo Due, 5pm

March 29 Module 2 Module 2 Team to team discussionApril 5 Module 2 Speaker: Gen ConnorsApril 12 Module 3 Lecture and DiscussionApril 19 Module 3 Speaker: Kim WorshamApril 24 Final Draft Memo, 5pmApril 26 Conclusion Draft Concept Presentations; Individual-to-Team Feedback DueMay 3 Conclusion Discussions

Final Memo Due, 4:55pmMay 7 Final Essay Due, 5pm

URPL-GP.2666.001 Natasha Iskandernatasha.iskander@nyu.edu

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