Écoles, masters et doctorats / Schools, Masters and Doctorates / Enseignements / Teachings
to equip them with the knowledge required for performing quantitative analyses. 2. Strengthen students with the use of general econometric software in empirical research using Eviews. Required reading : C. Brooks (2008), Introductory Econometrics for Finance, Cambridge University Press, Fourth Edition ; B. Bhaskara Rao (2007), Cointegration for the Applied Economist, Second edition. Palgrave MacMillan, New York.
precision. Non Governmental Organizations, the standard humanitarian structures, now number well over thousands. This proliferation is a signal component of a larger phenomenon. Fundraising, the sheer scope and number of interventions are others. All these, suggesting a healthy and growing industry, have also led, maybe paradoxically, to a growing unease among all stakeholders : donors, private and institutional, NGOs, governments. In its modern acception, humanitarianism was born in Biafra in 1968. From there to the “military humanitarian interventions” in Kosovo, Timor Leste and, to a certain extent, in Iraq, there is a range of attitudes that appear to encompass virtually all types of interaction with power, from opposition to cooperation, through negotiation and instrumentalisation. As the number of stakeholders in the humanitarian agenda has skyrocketed, so has the diversity of interpretations. For some, the concept falls within the relatively narrow range of emergencies and the Geneva conventions ; for others, nothing less than international governance is at stake. Is humanitarianism political in nature ? Should it support national or international governance, or should it refrain from engaging in public action ? The concept intuitively remains meaningful, but for such a wide array of reasons that no one really remembers why. The focus of this course is to address these issues through an examination of humanitarian practice : actors, actions, relying on case studies and role plays. Students will explore scenarios based on real situations, designed to identify : - Decision points ; - The importance of organizational values and culture ; - The range of perspectives to be found among participants in humanitarian action ; - The variety of potential outcomes stemming from the interaction of the above components. The coursework is mainly practical (see workload), with 5 role play sessions organized every other class. The class will be divided in three groups, who will debate each other during the role plays. Each group will be lead by a rotating team leader for each debate. Required reading : Crombé, Xavier, and Jézéquel, Jean-Hervé, Eds. : A Not-So Natural Disaster, Niger 2005, Hurst and Company, London : 1037
ADVANCED HUMANITARIAN WORKSHOP
Semester : Spring Number of hours : 24 Language of tuition : English
Teachers : Roger PERSICHINO (Directeur développement). Pedagogical Format : Seminar Course validation : Students will be graded on two components : - Participation, including in Role Plays when they are not team leaders. This will contribute to 50% of the ﬁnal grade. - Team Leader contributions for role plays sessions, also contributing to 50% of the ﬁnal grade. Contributions will have to be presented in written format, to be speciﬁed in session 1. Workload : The course workload is contingent on how much participants are willing to invest in the preparation of the debates. Feedback from previous workshops suggest that solid preparation is demanding but highly rewarding. Pedagogical Method : Aside from class 1 and, to a lesser extent, class 2, all classes are structured in the same way : - A one hour session, with students debating the scenario at hand ; - A ½ hour follow up, debrieﬁng on the outcome of discussions and presenting the actual outcome in the real case ; - A ½ hour preparation for the next session, introducing key concepts and stakeholders. Course Description : Humanitarian issues have become a routine component of news and analysis, of the way we see the world. Yet the