Antarctic Law and Policy
| Antarctic Law and Policy |
| ALP1076 |
| Even though the legal principles are universal, there is no other place on earth that is analogous to the Antarctic, and this makes studying Antarctic case material rewarding. Using practical examples of various aspects of the legal regime at work, this course will provide students with valuable translational experience that will enhance their overall knowledge of the Antarctic and international law. |
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| Bachelor |
| On completion of the course, a student shall have a fundamental understanding of how international law is achieved and applied in the Antarctic. |
| 6 |
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| English |
| Regular |
| Continuous Assessment: 3-hour Examination – 70% (10 short-answer questions, 3 problem-solving questions). Coursework and Tutorial Participation – 30%. |
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| 8/31/2011 11:55 AM |
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Arctic Human Development
| Arctic Human Development |
| ÞLN1074 |
| This course provides an interdisciplinary examination of the issues, problems and opportunities of Arctic human development, as well as a survey of North Circumpolar societies and economies in the context of various global processes and histories. Major topics include demography and migration; gender relations and roles; health and wellbeing; living conditions and community viability; economic sectors and systems; political structures and stratification; regional cooperation, international relations and geopolitics; sustainable development and climate change; education, language and culture; and diverse systems of knowledge. |
| responsible teacher: Jón Haukur Ingimundarson |
| Bachelor |
| • good understanding of critical issues of human development in the Arctic • comprehensive knowledge of social, economic and political change in the Arctic • an insight into the impacts of global processes and climate change in the Arctic • an overview of diverse living conditions, human experiences and knowledge systems in the Arctic |
| 2 |
| None. |
| HRI1072 or with permission from the course coordinator |
| English |
| Regular |
| continuous assessment: two exams, one assignment, class discussion |
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Course link
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| 8/31/2011 12:01 PM |
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Comparative Arctic Governance
| Comparative Arctic Governance |
| STN1074 |
| This course introduces the rights and practices associated with self-governance and the political participation of indigenous peoples and minorities in the Arctic within both federal and unitary States. Answers will be sought to some of the following questions:
- Do provisions in international human rights instruments on political representation and participation at both local and national levels, like for example in the International Covenant on Civil and Political Rights and in the ILO Convention No. 169 concerning Indigenous and Tribal Peoples in Independent Countries, affect indigenous autonomies and customary laws in the Arctic? Do current national arrangements live up to international standards as to political participation at State and municipal levels?
- Is there a right to self-government or autonomy in international human rights law? Do the stipulations on self-governance in international human rights instruments, such as the OSCE/HCNM Lund Recommendations on the Effective Participation of National Minorities in Public Life, meet the needs of indigenous peoples in the Arctic?
- What should be the minimum contents of self-government as to institutions (including a legislative assembly and an executive branch) and delegated powers (including political, cultural, economic and social issues)? How does one regulate the relationship between a central government and an autonomous regime? Does self-governance relate to land and resources rights? Should an autonomous regime have taxation powers and its own judiciary?
- What are the obligations of self-governments or autonomies towards persons who come under their jurisdiction?
- How and why do the various forms of indigenous governance distinguish themselves from the surrounding majority societies? How are self-governance issues and land and resources rights regulated in the Arctic? Do current national arrangements live up to international standards as to self-government? How do and could the autonomous regimes in the Arctic work together? Is there, or should there be, a relationship between self-governance and self-determination? How does globalization affect indigenous governance? |
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| Bachelor |
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| 4 |
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| English |
| Regular |
| Continuous Assessment. |
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Course link
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| 8/31/2011 12:07 PM |
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Economies and Business in Polar Regions
| Economies and Business in Polar Regions |
| HVH1076 |
| This elective course introduces students to the economies of the Arctic, the market as well as subsistence based economies. It examines the special characteristics of Arctic economies, their major challenges and opportunities in a time of change – climate change and globalization - while focusing on a diverse set of themes that include the role of the public sector; resource ownership and control; transfers and economic dependence; boom and bust cycles and sources of economic instability; industrial organization in the North; labour market issues; challenges in northern economic development; and community viability and adaptability.
The course starts out by introducing students to some of the basic principles and tools of economic analysis. With specific application to Arctic, the course goes on to cover a range of key topics in micro and macroeconomics that are critical to gaining an understanding of the workings of the economies of the Arctic. This will include topics that show the application of the methods of economics to legal problems, with emphasis placed on the roles played by human behaviour, incentives, and institutional frameworks.
In microeconomics topics include the price system, different forms of market structures; perfect and imperfect markets and market failures; public policy and regulation; and property rights issues. In macroeconomics topics such as macroeconomic performance, monetary and fiscal policy, economic growth and inflation, international and regional trade, and economic development will be studied. The topic of economic development will focus on the challenges and opportunities of economic development in the Arctic, while starting out with a look at the nature and meaning of development and underdevelopment, followed by a brief overview of some of the theoretical models of development, and an examination the major problems and policies of development as applied to the Arctic context. |
| responsible teacher: Joan Nymand Larsen |
| Bachelor |
| • knowing some of the basic principles and tools of economic analysis • applying some of the basic principles and tools of economic analysis to key issues on Arctic economy • understanding some of the main characteristics, and critical challenges and opportunities of Arctic regional and local economies in this time of global change |
| 6 |
| None. |
| None. |
| English |
| Regular |
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Course link
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| 8/31/2011 11:59 AM |
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Good Governance, Accountability and Transparency
| Good Governance, Accountability and Transparency |
| STG1072 |
| This course introduces good governance, including accountability and transparency, in policy- and decision-making at the levels of central, municipal and autonomous governments in the Arctic, as well as within international organizations. In so doing, the course offers a look at the two-way street of relations between majorities and minorities in the countries concerned. Answers will be sought to some of the following questions:
- Which international instruments/documents regulate good governance, and what does good governance mean? What are the benefits of good governance?
- As these instruments mostly originate with the international financial agencies and development institutions, to what degree are they relevant to the Polar regions? In other words, if these regulations are drafted mainly for use in developing countries, do they apply to the North? How and by whom is compliance with good governance monitored?
- How does good governance, together with its components of the rule of law, accountability, transparency and anti-corruption efforts, relate to international human rights law? In addition to non-discrimination and the right to freedoms of information and expression, which other substantive rights enter the picture?
- How does good governance relate to democracy and democratic society? How does good governance relate to legislatures, executive branches of government and the courts? And how does good governance relate to, for example, environmental management?
- Do national governments in the Arctic practice good governance in their relations with indigenous peoples? How is good behavior rewarded? Can and should both elected and appointed officials be held responsible for misconduct?
- How does one best guarantee transparency in public institutions? In that regard, what are the relative roles of the media, non-governmental organizations and other components of civil society as well as official institutions, such as NIHRs?
- The regulations on good governance have been mainly intended for national governments, but do they also apply to the self-governance institutions of indigenous peoples? What are the implications? Should these international regulations of good governance as well as of human rights be applicable to traditional societies? |
| Instructor: Giorgio Baruchello |
| Bachelor |
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| 2 |
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| English |
| Regular |
| 2 x 45% projects or essay and presentation; 1 x 10% participation. |
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Course link
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| 8/31/2011 12:13 PM |
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Icelandic as a Foreign Language
| Icelandic as a Foreign Language |
| ISLFU03 |
| The principal aim of this course is to give the student a comprehensive insight into the Icelandic language, its uniqueness and characteristics. Emphasis will be placed on understanding written and spoken language by means of conversations and simple texts. The course will, among other things, involve strolls around the school neighbourhood where names of streets and local traits will be discussed and their meaning analyzed. Those "field trips" give the students a chance to become acquainted with the town, practising and improving their Icelandic at the same time. In general, emphasis will be placed on day to day usage of the language, such as communication in shops, the reading of newspapers, adverts and so on. Some basic grammar will be covered.
Last but not least, students will be encouraged to ask for guidance regarding language barriers they experience in daily utilization of the Icelandic language. |
| responsible teacher: Ingibjörg Sigurðardóttir |
| Bachelor |
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| 6 |
| None. |
| None. |
| English |
| Regular |
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Course link
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| 8/31/2011 11:59 AM |
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Icelandic Nature
| Icelandic Nature |
| INJFU03 |
| The aim of this course is to give students insight into the diverse nature of Iceland. It involves lectures on subjects such as Icelandic Geology, Marine Science, Environmental Science etc. These lectures serve to prepare the students for field trips which involve for instance lava lakes, craters and boat trips out to sea. On these field trips, students sample data from which they must hand in assignments and essays. |
| responsible teacher: Ingibjörg Sigurðardóttir |
| Bachelor |
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| 6 |
| None. |
| None. |
| English |
| Regular |
| participation in field trips, assignments |
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Course link
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| 8/31/2011 11:58 AM |
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International Co-operation: Governance and Security
| International Co-operation: Governance and Security |
| ASÖ1074 |
| This elective course introduces international cooperation in relation to national, bilateral and multilateral governance and security issues in the Polar regions. Answers will be sought to some of the following questions and issues:
- The provisions of the UN Charter banning the use of force, as well as the exceptions thereto set forth in the Charter, apply to Polar areas. In the case of disputes, what roles could the Security Council play in the prevention of violent conflicts or the management and resolution of such conflicts?
- What international security arrangements apply to Antarctica? Do lessons from Antarctica carry useful lessons for the Arctic?
- How do security questions affect the Polar regions? Which boundary disputes, at sea or on land, still persist in Polar areas? How might these be resolved? How have other disputes in the Arctic region been resolved, for example between Iceland and Norway?
- In addition to territorial disputes, which other situations or developments in the Polar areas, such as questions relating to the environment and climate change, the exploration and exploitation of natural resources or new transport routes, could give rise to violent conflicts? In this context, human security, food security and energy security should also be covered.
- To what degree are Polar territories covered by agreements setting up intergovernmental agreements for collective self-defense or other similar arrangements?
- Where do special treaty-based or other arrangements establish sovereignty or other forms of jurisdiction over Polar territories? The status of several territories, such as Spitzbergen and Jan Mayen, will be examined.
- Does the presence of indigenous peoples in the Arctic in any way restrict or otherwise affect military activities in the area, including the placement of military bases or the conduct of military exercises? Should this be the case? |
| instrutor: Lassi Heininen |
| Bachelor |
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| 4 |
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| English |
| Regular |
| Continuous Assessment |
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Course link
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| 8/31/2011 12:08 PM |
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Introduction to Polar Law
| Introduction to Polar Law |
| HRI1074 |
| Beginning with the geographical scope of both the Arctic and Antarctica, this compulsory course introduces Polar Law, in terms of applicable legal systems and laws.
Emphasis will be placed on legal theory and method and the general aspects of public international law in relation to the Polar Regions, including possible lessons that can be learned from both the Arctic and the Antarctic. Initial references will also be made to other academic disciplines that have a bearing on polar issues, such as anthropology, economics, geography, geology, history, international relations, sociology, and trade.
The course structure will also follow the topics of the International Akureyri Polar Law Symposium and will address the most recent developments and challenges in areas of Polar Law (the Arctic and the Antarctic) including questions in Environmental Law, Human Rights, Law of the Sea, the Rights of Indigenous Peoples, the Law on Natural Resources, Sustainable Development, and legal aspects of Governance and policies. |
| responsible teacher: Natalia Loukacheva |
| Bachelor |
| • obtaining theoretical and practical knowledge about actual and emerging issues in the Polar Law and policies • communicating with the leading authorities (academics and practitioners) in the field to obtain the most recent information first-hand • having an understanding of legal systems and laws applicable to the Polar Regions • being able to conduct inter-disciplinary research and to link academic issues and disciplines with other contemporary, real-life issues in the Polar Regions, encompassing both the public and private sectors |
| 4 |
| None. |
| None. |
| English |
| Regular |
| continous assessment |
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Course link
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| 8/31/2011 11:56 AM |
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Introduction to the Circumpolar World
| Introduction to the Circumpolar World |
| NOR0173 |
| This course introduces students to the interdisciplinary study of the natural and physical environments, peoples and cultures, and societies and economies in the circumpolar North in the context of various global processes and histories. The students will acquire basic knowledge of the region’s geography as well as biological and physical processes, and of the diversity of Northern adaptations, cultures, societies, economies and political systems. Major topics concern the critical issues, problems and opportunities facing circum-Arctic regions, such as natural resource change, sustainability and human development; the impacts of climate change; globalization, economic systems and culture continuity and change; challenges of health, education and diverse knowledge systems; transforming structures of demography, gender, class and ethnicity; indigenous claims, regional cooperation and emerging political structures; and international relations and geopolitics. |
| responsible teacher: Jón Haukur Ingimundarson |
| Bachelor |
| The students should acquire basic interdisciplinary knowledge of ecological and social diversity and processes in Arctic and sub-Arctic region, and gain a comprehensive understanding of the critical issues, problems and opportunities that the residents of the Circumpolar North are facing and experiencing today. |
| 6 |
| None. |
| None. |
| English |
| Regular |
| continous assessment |
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Course link
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| 8/5/2011 1:30 PM |
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Law of the Sea
| Law of the Sea |
| HRT1176 |
| The course provides a general overview of the law of the sea with emphasis on the natural resources of the ocean and the ocean floor. The course focuses on the 1982 UN Convention on the Law of the Sea, customary law and recent agreements supplementing the Convention. After a short historical introduction, such topics as: baselines, internal waters, the territorial sea, straits, archipelagos, the exclusive economic zone, the continental shelf, maritime boundaries, the high seas, the international seabed area, navigation, fisheries, whaling and settlement of disputes will be examined. The main aims of the course are that students shall be capable of explaining how different ocean areas are delimited according to international law, besides clarifying rights and duties of coastal states and other states in the various ocean areas. When appropriate, special consideration will be given to the Polar Regions. |
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| Bachelor |
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| 6 |
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| English |
| Regular |
| Continuous Assessment |
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Course link
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| 8/31/2011 12:16 PM |
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Maritime Industries and marine resources in the Polar Regions
| Maritime Industries and marine resources in the Polar Regions |
| SSJ1074 |
| The Polar Regions are important areas for the exploitation and sustainable use of a variety of marine resources. This includes living marine resources such as fisheries, non living resources such as minerals and energy, and maritime sectors such as navigation and tourism. Shipping is perhaps the most international of the world’s industries, serving more than 90 percent of global trade.
This course provides an overview of general sectors and industries that are operating in the Polar Regions and the laws that govern their actions at an international scale. The course will explore the challenges and debates that surround sustainable use, particularly in the context of climate change, scarcity, economic development and evolving legal and policy frameworks for sustainable development. The course will explore a number of sectors and issues including:
• Perspectives on resource development in the Antarctic: the response from the Antarctic Treaty System and the Madrid Protocol
• Perspectives of resource development in the Arctic: climate change science, the development of new maritime sectors, and challenges for Arctic governance.
• The evolution of fisheries exploitation in the Antarctic and the Arctic and relation to global fisheries instruments.
• Treaties and instruments to manage fisheries in the Antarctic: CCAMLR, the ecosystem approach, and IUU fishing
• Treaties and instruments to manage fisheries in the Arctic: NEAFC and Norwegian-Russian Fisheries Commission.
• Alternative environmental policy instruments in fisheries: market based methods, the rise of certification and the impacts on Polar fisheries.
• Mineral and energy development in the Arctic: current developments, perspectives and trends. A focus on the recent AMAP Oil & Gas Assessment and USGS survey.
• The resources of, and access to, the deep sea – a focus on bioprospecting in the Arctic and Antarctic.
• Shipping and navigation in the Polar Regions, the opening of new sea routes and legal perspectives on shipping in the Arctic including Article 234 of the UNCLOS. Analysis of the PAME Arctic Shipping Assessment.
• The role of the IMO and MARPOL to develop safe and sustainable navigation.
• Regulation of tourism in the Polar Regions and safety at sea.
• The influence of external States in the demand for, and regulation of, Arctic resources: a focus on the EU and Asia. |
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| Other |
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| 4 |
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| English |
| Regular |
| Continuous assessment. |
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Course link
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| 8/31/2011 12:17 PM |
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Societies and Cultures in the Arctic
| Societies and Cultures in the Arctic |
| SMN1072 |
| This course provides an interdisciplinary examination of the peoples and cultures of the North Circumpolar Region, based upon research in the fields of the social and human sciences with a special emphasis on anthropology. Major topics include the various modes of subsistence and production among indigenous and non-indigenous residents of the Arctic and the sub-Arctic; change and persistence in societies and cultures; demography and migration; gender relations and roles; health and wellbeing; industrialization, resource utilization and governance, and political change; and indigenous issues and diverse knowledge systems. |
| Instructor: Jón Haukur Ingimundarson |
| Bachelor |
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| 2 |
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| HRI1072 or with permission from the course coordinator |
| English |
| Regular |
| Continuous assessment: One exam, one assignment and class discussion. |
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Course link
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| 8/31/2011 12:07 PM |
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The Rights of Indigenous Peoples
| The Rights of Indigenous Peoples |
| FBR1074 |
| This course introduces the rights of indigenous peoples and minorities. After looking at international human rights law in general, including equal rights and non-discrimination, answers will be sought to some of the following questions:
- Why do we need indigenous and minority rights?
- What are the definitions of the terms ‘minorities´, ‘indigenous peoples´ and ‘tribal peoples´? By contrast, what is the definition of the term ‘peoples´? What consequences flow from these distinctions?
- Which main human rights instruments specifically address minority and indigenous rights? What is the value of the new UN Declaration on the Rights of Indigenous Peoples?
- Why do we need special measures/preferential treatment to the benefit of indigenous peoples and minorities and which ones are spelled out in the human rights instruments? In addition to individual rights of members of indigenous peoples and of minorities, are the groups entitled to any rights as groups?
- What is the content of land rights of indigenous peoples and minorities in international human rights law? What is the reasoning behind land rights in ILO Convention No. 169 and in the case-law of the Human Rights Committee under article 27 of the International Covenant on Civil and Political Rights?
- How do indigenous self-governance and traditional economic activities of indigenous peoples relate to land and resources rights?
- Does the right of self-determination apply to indigenous peoples? What is the difference between external and internal self-determination? How does self-government or autonomy relate to this terminology?
- Who is responsible for the implementation of indigenous and minority rights? What and how can NIHRs contribute to the realization of the rights?
- Who is responsible for monitoring compliance with indigenous and minority rights? Which indigenous- and minority-specific monitoring institutions/instances are available and how do they work? How has case-law and other monitoring work contributed to the substance of minority and indigenous rights? Does the monitoring work make a difference on the ground?
- Is respect for minority and indigenous rights relevant to the prevention of violent conflicts?
- The United Nations, the ILO, UNESCO, the World Bank, the Council of Europe, the OSCE, the African Union and the OAS are involved in work on minority and/or indigenous rights. How do their contributions compare?
- What is the likely future development of indigenous and minority rights? |
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| Bachelor |
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| 4 |
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| English |
| Regular |
| Continuous Assessment |
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Course link
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| 8/31/2011 12:18 PM |
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The Role of International and Regional Organizations in the Polar Regions
| The Role of International and Regional Organizations in the Polar Regions |
| HAH1073 |
| This course introduces the role of international and regional arrangements and organizations in the Polar areas. Answers will be sought to some of the following questions and issues:
- Which other international and regional intergovernmental organizations are currently engaged in Polar areas and/or issues? What are the mandates, main activities, membership and institutions?
- What are the main substantive and institutional components of the current Antarctica treaty system? Are they satisfactory? Would any elements of the Antarctica regime be useful as models for and transferable to the Arctic?
- How does the work of the International Whaling Commission relate to the Arctic? In addition to whaling, which other marine or land resources are likewise the subject of organizational or institutional approaches at international or regional levels?
- Which international, regional, national and local non-governmental organizations are involved in the Polar regions or with Polar-related issues?
- Which sectors of the mandates and work activities of international and regional organizations are relevant to Polar areas? Would it be beneficial and relevant if additional international and/or regional organizations were to establish Programs in Polar areas and/or undertake projects there? Is it necessary to prepare and adopt additional international law instruments? |
| responsible teacher: Kári á Rógvi |
| Bachelor |
| • knowing and critically assessing the roles of international and regional organizations in Polar regions • obtaining knowledge of key organizations in Polar regions • applying knowledge of the Polar regions and current normative frameworks to assess the merits of new projects, international agreements or other interventions |
| 4 |
| None. |
| None. |
| English |
| Regular |
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Course link
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| 8/31/2011 11:56 AM |
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