Summarize the first 3 months of Carbon Diaries, both at individual levels (Laura, her family, her friends and neighbours) and institutional levels (country, regulation, city, etc.)
What triggered the creation of the Ministry for the Future? Emphasize the climate crisis and political turmoil that preceded its creation.
What is its status and legal foundation? How does it operate?
What are the first challenges it faces?
Final integration
What are the potential futures imagined in science fiction in terms of climate change and humanity’s strategies to adapt? Gather all the quotes in the chapters related to practices of counting, accounting and accountability:
Counting: What is counted exactly in these novels? What counts (in the sense of being important and relevant)? What are the units of measurement and the tools/techniques used to count?
Accounting: Which systems that are using these counting and measurements? Which authorities and stakeholders are involved in them? Who controls and audits if the counting and measures are accurate?
Accountability: How are stakeholders judged based on these practices of counting and accounting? How is one considered responsible or guilty? What are the consequences?
Callenbach (1975) Ecotopia, Introduction and Chapters “William Weston on his journey to Ecotopia”, “Crossing the ecotopian border”, “The streets of ecotopia’s capital”, “Food, sewage and stable states”, “In Ecotopia’s big woods”, and “Workers’ control, taxes and jobs in Ecotopia”
Step 3 – Unpacking accounting
What are the challenges posed by carbon accounting? Clarify the notions of (ac)counting, commensurability and commodification and explain why they are relevant to carbon accounting.
2 présentations de 15-20 minutes en groupe, sans notes
Premier et second niveaux d’analyse
sur la base d’une note de recherche de 2 pages qui doit être envoyée 3 jours avant la présentation
Dossier final (30%)
Un essai final reprenant les différentes recherches et analyses
2,500 mots (+/-10%)
Envoyé en PDF à ybazin@parisnanterre.fr
Troisième niveaux d’analyse
L’analyse doit reprendre l’ensemble des lectures et recherches des niveaux précédents
Elle doit également intégrer les retours faits en classe et en ligne
L’essai devra intégrer au moins 10 citations sur le cas étudié (en mentionnant la source, l’auteur, l’année de publication et la page) et 10 citations venant des sources académiques (avec la même précision).
Du pillage du PARC au lancement produit (Groupe 6)
Quelles ont été les personnes impliquées avant et pendant le passage de Jobs et ses équipes au PARC ? Soulignez l’importance du parcours et des compétences des personnes impliquées, le travail effectué et les contributions faites par Apple à partir de l’inspiration Xerox. Retracez les améliorations et additions faites au prototype original de Xerox.
Read the 2018 “Life Cycle Assessment of grocery carrier bags” report of the Ministry of Environment and Food of Denmark (Environmental Project n°1985). Pay particular attention to the life cycle of bags and the different End-of-life scenarios
Compare the results between traditional (LDPE), solid recycled (PET), compostable (biopolymer), paper and cotton bags. Make a recommendation to a supermarket chain who is looking to redesign its carrier bag offer. Justify which impact categories you include, the end-of-life scenarios and the calculation.
Conclude with recommendations on how to communicate about the new strategy with the different stakeholders (customers, employees, board, NGOs, press)
Life Cycle Assessment of grocery carrier bags (Ministry of Environment and Food of Denmark, 2018)
A partir de Kerlau (2010, Ch 6, partie 5) et Routier (2003, Ch 7 & 8), reconstituez les jeux d’alliance entre Henry Rocamier et Alain Chevalier d’abord, puis avec Bernard Arnault. Détaillez les raisons des rapprochements, les intérêts de chacun, puis éventuellement les motifs de distance, et les éventuelles tractations, négociations, promesses, et trahisons, depuis la création de LVMH jusqu’à l’entrée d’Arnault.
Second niveau d’analyse
A partir de Volle (2007, Ch 1) et de Mesly & Mangin (2013), définissez ce que serait une ‘éthique du prédateur’ (sans idéaliser, ni diaboliser la prédation). Utilisez le cas de Bernard Arnault tel que décrit par Villette & Vuillermot (2005) pour illustrer.
Troisième niveau d’analyse
Utilisez les grilles conceptuelles développées autour de la notion de prédation (Mesly & Mangin, 2013; Volle, 2007; Villette & Vuillermot 2005) pour analyser les jeux d’alliance de Bernard Arnault pour entrer au capital de LVMH. Reprenez pour cela en détail les données venant de Kerlau (2010) et Routier (2003) en ajoutant celles de Sebag-Montefiore (1992, Ch 6 à 10) et le documentaire « Luxe, la fabrique du rêve ».
N’oubliez pas que dans le monde des affaires un même acteur peut-être à la fois prédateur et proie, et que les prédateurs ne sont pas forcément les ‘méchants’ et les proies des ‘gentils’. Des schémas présentant la constellation des acteurs et leurs relations pourraient vous aider à clarifier le propos.
Pour conclure, répondez de manière argumentée à la question : Est-ce que Bernard Arnault mérite son surnom de ‘loup en cachemire’ ?
Must include at least 10 quotes from academic sources and 10 quotes from empirical material (with precise sources each time and a reference list)
Figures and references are not part of the word count
Your conclusion should take a position on the subject (it doesn’t have to be radical, but it has to state a position clearly on what to do or where to go from there)
Assignment: Summarize the first 3 months of Carbon Diaries, both at individual levels (Laura, her family, her friends and neighbours) and institutional levels (country, regulation, city, etc.)
Group E – Modern slavery, Step 2 and a proposal for a concrete case you would like to study specifically.
Group F – Fostering climate doubt, Step 3 and a proposal for a concrete case in the gas & oil industry which sustainability communication you would like to study specifically.
Must include at least 10 quotes from academic sources and 10 quotes from empirical material (with precise sources each time and a reference list)
Figures and references are not part of the word count
Your conclusion should take a position on the subject (it doesn’t have to be radical, but it has to state a position clearly on what to do or where to go from there)
13h30-14h15: The history of Koch Industries (Group A)
Who is Charles Koch? Present his background, the history of Koch Industries and the structure of the governance of the company. Analyze the role played by Charles Koch’s political views and values in the strategy of the company.
Deliverable: 2-page research note vy email two days before, and 15-minute presentation during the class
Each time you encounter an organization (firm, university, think tank, NGO, …) that is directly linked to Koch Industries or the Koch brothers, fill out this form.
15h45-16h30: Presentation of the Koch brothers’ network (Group B)
Explain why it is relevant to analyze the network of the Koch brothers. Present the sources and methods used for the network analysis. Detail the results and the importance of the most salient ones.
Deliverable: 2-page research note by email two days before, and 15-minute presentation during the class
Introduce Richard Fink, his career and his role in the Koch galaxy. Present the main arguments of the article (Fink, 1996). Use your previous work and Doreian & Mrvar’s (2021) analysis to explain how Fink’s ideological strategy structured the Kochtopus.
Deliverable: 2-page research note by email two days before, and 15-minute presentation during the class
Deliverable: 2-page research note by email two days before, and 15-minute presentation during the class
Group C: Presentation on Elizabeth Holmes’ defence strategy
What were Elizabeth Holmes’ different defence strategies during the trial? How solid were they? How likely were they to succeed? In particular, underline the claims and arguments she used to justify that she was not responsible and/or could not be held accountable of what happened in Theranos. Pay attention to the diffusion strategies (how she blames other) and their organizational aspects (delegation of responsibility, size of the company, lack of experience or expertise, etc.).
Deliverable: 2-page research note by email two days before, and 15-minute presentation during the class
Group B: Presentation of the whistleblowing of Erika Cheung and Tyler Schultz
Present Thomas’ (2020) network perspective on whistleblowing. Use his mode of presentation (in particular: Figures 1, 2 & 3) to map out the whistleblowing journey of Erika Cheung and Tyler Schultz
Deliverable: 2-page research note by email two days before, and 15-minute presentation during the class
11h-12h: Collective analysis of Theranos’ whistleblowing threads
Group A focuses on the early issues raised in Theranos. Based on Carreyrou’s (2015) Chapter 1 to 4, follow precisely how Ana Ariola and Avie Tevanian came to be concerned and how they voiced these concerns internally. List the other actors and organizations that were involved in the process of understanding the issues (see Template below). Analyze the reactions of the organization, Elizabeth Holmes in particular but also Don Lucas and other executive or board members for example. Map these encounters following the template below.
Group B will focus on the final threads around John Carreyrou’s publication. Based on Carreyrou’s (2015) Chapters 19, 21 and 23, reconstruct how John Carreyrou came to know about Theranos, how he confirmed the statements. Analyze in particular who he met, how he found them and how he slowly built the case – account also for people and organization that tried to stop him or change his mind.
Group C: will focus on Ian Gibbons. Based on Carreyrou’s (2015) Chapters 12, 14, 19 and 21, follow precisely how Ian Gibbons came to be concerned and how they voiced these concerns internally. List the other actors and organizations that were involved in the process of understanding the issues (see Template below). Analyze the reactions of the organization, Elizabeth Holmes in particular but also Sunny Balwany or the company’s lawyer for example. Map these encounters following the template below.
Group D will focus on Richard Fuisz Based on Carreyrou’s (2015) Chapters 5, 11, 18 and 19, follow precisely how Richard Fuisz came to be interested in Theranos and how he later voiced his concerns externally. List the other actors and organizations that were involved in the process of understanding the issues (see Template below). Analyze the reactions of the organization, Elizabeth Holmes in particular but also Sunny Balwany or the company’s lawyer for example. Map these encounters following the template below.
Template for the mapping out of interactions
Confirmation: Place the interactions that contributed to moving the whistleblowing forward (confirmation, validation, encouragement, …) with the name of the person involved and the date
Contradiction: Place the interactions that slowed down the whistleblowing process (challenges, counter-arguments, punishments, threats, …) with the name of the person involved and the date.
See example below:
12h-12h30: Conclusion
21/11 – Organization & Ethics
13h30-14h30: What is ethics?
14h30-15h: The dangers of slippery slope:
Group D: Presentation of Theohadraki et al (2021) with a focus on the slippery slope and moral disengagement.
Deliverable: 2-page research note vy email two days before, and 15-minute presentation during the class
15h15-16h30: Collective analysis of Silicon Valley (HBO)
Each group watches its assigned episode and analyzes it based on: moments of hesitation and debate about a decision to make, dilemmas, negotiations, arguments.
The aim is to identify the principles and values behind these moments, and to use Theohadraki et al’s (2021)framework to identify moments of slippery slope (see below).
In the end, pick one extract (2-3 minutes max) to show the rest of the class and show your analysis.
Illustration with Season 1, Episode 1:
25/11 – Tutorials
28/11 – Accountability and responsibility at Wells Fargo
13h30-14h45: Presentations
Group C: Analysis of Stumpf’s blame-game strategies
Based on Roulet & Pichler’s (2020) blame-game theory, present the four main pathways theyr identify. Analyze Joe Stumpf’s defence during his opening address and answers to the House of Representatives (14’50-31’00) by identifying his rhetorical strategies (see example below). Using Roulet & Pichler’s (2020), shed a light on Stumpf’s attempt at cultivating « high attributional ambiguity » to avoid « Pathway D ».
Deliverable: 2-page research note vy email two days before, and 15-minute presentation during the class
Example of analysis of rhetorical strategies (these three categories are just an illustration, more should be found):
15h-16h: Collective analysis of Joe Stumpf’s rhetorical strategies
Based on the analytical grid provided by Group C, each group analyzes a portion of Joe Stumpf’s testimonie in the front of the Senate. Bonus will be given to groups identifying strategies that Group C did not notice.
Group A: Analysis of Stumpf’s answers to Representarives Randy Neugebauer and Carolyn Maloney (31’15-42’30), Patrick McHenry and Nydia Velazquez (42’35-53’00), and Scott Garrett and Brad Sherman (53’10-1’03’50)
Group B: Analysis of Stumpf’s answers to Representarives Blaine Luetkemeyer and Gregory Meeks (1’04’00-1’14’30), Sean Duffy and Michael Capuano (1’14’40-1’25’20), and Ed Royce and Stephen Lynch (1’25’30-1’36’30)
Group C: Analysis of Stumpf’s answers to Representarives Frank Lucas and David Scott (1’36’30-1’47’10), Steve Pearce and Al Green (1’47’20-1’58’10), and Bill Posey and Emanuel Cleaver (1’58’15-2’08’50)
Group D: Analysis of Stumpf’s answers to Representarives Michael Fitzpatrick and Gwen Moore (2’08’50-2’19’25), Marlin Stutzman and Keith Ellison (2’19’25-2’29’40), and Mick Mulvaney and Ed Perlmutter (2’29’40-2’40’10)
16h-16h30: Responsability and accountability in modern organizations
11/12 – Presentations of research projects
Group A: Analysis of the structure of the Kochtopus
Complete this figure and use it as the center of your presentation.
Group C: Analysis of Wells Fargo blame-game strategie
Going back to Roulet & Pichler (2020) as a analytical grid, complete the analysis of Stumpf’s testimony before the US Senate , adding data from all his answers during the Senate hearing on « Wells Fargo Unauthorized Accounts ».
Map out his answers on Roulet & Pichler’s (2020) grid (in particular Figure 1) and use it as the center of your presentation.
Group D: Analysis of Fake it ’till you make it
Going back to Theohadraki et al (2021) as a analytical grid, complete the collective analysis of Silicon Valley in class adding your own analysis of Richard Hendricks during Seasons 3 and 4 of the TV show.
Use the 8 types of moral disengagements (Table 1) as analytical categories to classify your data and use it as the center of your presentation.
Yoann Bazin 