CMPS80J – Fall 2009
Technology Targeted at Social Issues
(with heavy emphasis on Social Entrepreneurship)
Instructor: James Davis
TA: Maria Daltayanni, Julio
Miles, Patricia Fung
Course Email: cmps80j-fall-2009@googlegroups.com
Office hours:
James Davis : M 4-5pm
Class:
T.Th 10-11:45
Why I teach this class
Thousands of people have been
working on making a positive change in the world for hundreds of years. Why can
we do better now? Are we smarter? Kinder? Willing to work harder? I doubt any
of those. However, there is something that’s different -- Technology keeps
changing the game. Every time a new invention or discovery or engineered
product comes along, it changes the set of solutions that are available.
Sometimes the new solutions are better than the old ones. Often the old school
can’t understand the relevance of the new tools. Importantly, the new tool
doesn’t just appear, someone needs to see the opportunity and invent the tool,
or change an existing tool, or combine two tools. Sometimes it takes a new
business model to go with the new technology, so we’ll be discussing social
business and entrepreneurship just as much as technology.
I teach this class so that
some of you will go find the opportunities, and take action to change the
world. “Right now” would be great of course, but maybe you’ll be better
prepared after grad school, or an MBA, or working for a few years. Maybe you
don’t find the opportunity until you’re 50 and already CEO of a fortune 500
company. I find that most adults have remarkably unsophisticated thinking about
how to do social good in the world (donate to charity X). I want the ideas from
this class to stick with you, so that you’re an active participant throughout
your life.
High level goals for class
1) Broad exposure of lots of
students to
- social entrepreneurship (in the for-profit sense)
- the ways technology is used to address social
issues
- empower/authorize students to believe in
themselves to take action
2) At least one outcome of
sufficient significance that I would include it on my own CV
- e.g. In 2007 the class won an Omidyar Network
Community Favorites $5000 award based on online forum for the class
- e.g. I could imagine student idea winning an
online contest for social business ideas
- e.g. I could imagine some student team actually
implements their ideas and achieves sufficient scale that we can point to
it
High level class agenda
1) Practice at coming up with social entrepreneurship ideas and
evaluating their significance
·
Repeated social
entr idea contest in class every two weeks
·
Assignment about
actually creating social value from paperclips
·
Assignment about
actually making money from $5 seed fund
2) Exposure to the tools necessary to do the above
1) Case studies of how to create viable social businesses
2) Case studies of how technology is getting used
3) Overview of global problems and how we might rank
significance
Team Project Assignments
You will be completing 5 team
projects meant to give you practice thinking about using technology and
business methods to affect social change. I don’t expect you’ll have the best
idea of your life the first time, so we’re going to practice over and over, so
that you’ll have better ideas someday in the future. The first two give
practice thinking about social change and financial sustainability. The last 3
will practice designing a complete social business. Each project will be set up
as a contest among the 15-20 teams. After completing each team projects, each
student will individually read, rank, grade, and give feedback on 5 other
projects. This will give us a ranking of class projects. The top 4-6 projects
will be have the opportunity to present in class.
Project team participation
Each project will have new
randomly assigned 4 person teams. Team members all get the same grade on the
project. You will occasionally get stuck with slacker team mates, and
occasionally get a super star who does all the work. Since we’re repeating
several times this should balance out. To account for the part that doesn’t
balance, you will be anonymously rating your team members on how much you would
like to work with them again in the future. By the end of the course we’ll have
15 samples of how much your classmates like working with you. I believe you
will find this personally informative. This feedback from your peers will also
show up in your grade.
Grading other students
The projects in this class
will be graded by the other students in the class. I hope you find it both fun
and educational to read the crazy ideas your classmates are coming up with. I
have found that in my own work I often learn as much when I am forced to
evaluate others as I do when try something new on my own. Since peoples grades
hang in the balance, I need you to take this seriously, providing real feedback
and careful thought to how you rank. Thus your effort in reviewing, grading,
and providing feedback will in turn be graded by the original team members on
how useful they found it.
There will be readings of course.
I understand that all your other classes also assigned a bunch of reading and
you’ll probably skip the reading in some class. I’d like to discourage choosing
my class. There will be short essays or quizzes associated with each reading in
order to encourage you to actually do them.
Participation
This class is about a general
set of concepts much more than it’s about specific knowledge. There are no
formulas, there are no special things to memorize, there are no midterm or
final. However I do need you to get exposed to the ideas we are talking about
-- thus showing up in class is part of the grade.
Grades
I want you to enjoy the
class, I want you to be inspired to work hard, I want you to get an A.
Some of the work is of the
DidIt/DidNotDoIt variety. Much of your graded work will be graded by your
classmates, so you can be sure I’m not being arbitrarily unfair (and because I
think grading your classmates work will be educational to you). However,
because I want you to really engage, I’m setting the bar high. “A” work means
“outstanding”, not “followed all the requirements”.
F – Didn’t really do the
assignment.
D – Unsatisfactory - Almost
met the requirements, but clear did a sloppy and last minute job of it.
C – Adequate work - Followed
the rules precisely, did everything required, but nothing beyond.
B – Good work – Did more than
specified and required. You would be proud of this work.
A – Outstanding – Holy
#@$%^. They did that? How do I get them
to work for me.
Projects 35%
Project participation 10%
Grading other students 10%
Participation 10%
At this point, if you are an
“A” student, you’re thinking, “!!$%^& this will screw my GPA”. Not to
worry. Two factors insure you can get an A if you want it. This is a GE class
- at least half the class isn’t taking
it seriously; also there is extra-credit available.
Extra Credit
At least half the class will
at one point or another have the flu, a marriage/death in the family, a sports
event, or simply over sleep – causing them to miss a class or an assignment. In
addition perhaps a quarter of the class will at one point or another get a
grade they feel is really unfair, despite trying. There is always extra-credit
available. You can do one extra credit assignment to bump each graded
assignment up by one letter grade if desired. You have one week to do this (otherwise everyone will wait until the last
week of class). Extra credit assignments take the form of:
·
Doing an
additional reading or watching a 1hr online lecture on a topic relevant to the
class and then writing a one page essay on its relevance to the class.
·
Presentations to
the class of top ranked projects (if done well)
·
Find a contest
for social business ideas that matches the class topics and timeline
·
I’d be happy to
accept more imaginative extra credit if you are inclined to make a proposal.
Use of class time
Lectures, student
presentations of projects, discussions, time for project teams to meet each
other.
Books
We have readings from these
three books. Unfortunately they aren’t at the bookstore. I recommend ordering
online used copies. There will be other readings which we’ll post online and
hand out in class.
High Noon 20 Global Problems,
20 Years to Solve Them
by Jean-francois Rischard
Banker To The Poor:
Micro-Lending and the
by Muhammad Yunus
How to Change the World:
Social Entrepreneurs and the Power of New Ideas
by David Bornstein
Project Details
Project #1 – Create social
value – I want you to get some experience thinking about creating real social
value. This is not an abstract concept that other people engage in, its
something you can do. You can do it on a small scale in a day, and you can do
it at a larger scale given more effort. You’ll be give some seemingly worthless
object, like rubberbands or paperclips, and your assignment is to create as
much social value as possible using that object. Be creative. Document what
you’ve done and the social impact you’ve created using no more than 1 page of
text, 1 page of images, and 1 minutes of video. As with all projects, these
will be graded by classmates, and the top teams will be asked to present in
class. Grading based primarily on who creates the most social change, with some
fudge factor allowed for style and creativity.
Grading #1 – You’ve been
randomly assigned 5 team projects to review. Check them all out. Judge them
based on the amount of social value they created, and style with which they did
this. Give some constructive feedback. Lets say roughly 1/3 to 1/2 page worth,
300-500 words. Tell them what was good, and what could be improved. Tell them
what inspired you, and what you would change to make it better. Rank the
projects from 1-5 (best-worst). You will use moodle to do this
feedback/ranking. Also assign a grade to each project according to this scale:
F – Didn’t really do the
assignment.
D – Unsatisfactory - Almost
met the requirements, but clear did a sloppy and last minute job of it.
C – Adequate work - Followed
the rules precisely, did everything required, but nothing beyond.
B – Good work – Did more than
specified and required. You would be proud of this work.
A – Outstanding – Holy
#@$%^. They did that? How do I get them
to work for me.
Project #2 – Create financial
value – Money matters. Without it your social goals can not be realized.
Without it you can not scale your plans to reach more people. If you want to
help people, you have to learn to make money. Donations of charity dollars and
volunteer hours alone will never allow you to do as much good as you want to
do. In addition, students are usually broke, so think making money is hard. I
want you to get some experience with how easy it is to make money given
creativity. You’ll be given $5/team seed money to use, and you can use your
time. You have no other resources. You can do preparation and planning as long
as you like, but you can only execute your money making plan for a total of 2
hours. Document what you’ve done using no more than 1 page of text, 1 page of
images, and 1 minutes of video. Project grading by classmates, primarily on
dollars earned, but with some fudge factor for style and creativity.
Project #3-5 – Design a
social enterprise that uses technology – Your business plan should both create social value and financial
value. You will need to justify that it does both, and try to convince the
reader that this is an awesome plan that could really succeed. You can’t repeat
a previous idea from the class, nor closely mimic a real organization we’ve
studied in class. You can of course pull together elements from what you are
learning and reading about to create a new idea, or adapt an existing idea into
a new domain. You’ll get a detailed set of common questions you should attempt
to address with your plan. Document your plan using no more than 2 pages of
text, and 1 page of supplementary figures/images/tables. Grading by classmates,
based on which plan they think is likely to create the most social change. You
could be conservative and go for a fairly certain small change, or risky and go
for a large change. Of course its also subjective which social goal is more
important. You’ll have to do your best balancing all these goals in one short
document.
Additional
Project Requirements and Details
Read all of the readings below. Then pick any of the readings, and go find two other articles about different but related projects. Write 1/2 page (roughly 400-500 words) comparing the project in the class reading to the new projects. Things you could include in your write up are: Whats the same or different about the articles? Which is more likely to do social good? Which will do more good if it succeeds? Which approach do you like better? How are the same methods being used towards different goals? Remember to write in such a way that we can tell you read the original article and that we can find the new article if we want to check it out.
Doing Well By Doing Good
The Operator
Shot Spotter
The Trees Have Eyes
Count on Geeks to Rescue the Earth
Everlasting Light
Old Clean Coals
What is this that Roareth Thus?
Water Projects
To Do With the Price of Fish
Design to Kickstart Incomes
One Laptop Per Child: Vision vs. Reality – Communication of the ACM, Jun 1 , 2009
Economist article
Multi-mice
(no writing required)
Microfinance – Yunnus Ch 3,4,5,13(p 31-85, 233-245)
Assignment: Go research microfinance a little bit –
·
How big is
microfinance is as a total world endeavor? $Millions? $Billions?
·
Is this big on the
world scale? How big is total philanthropic giving? How big is the total world
economy?
·
Is there any
controversy surrounding micro-finance? What is it?
·
What other
organizations besides Grameen are there?
Write a ½ page on how these questions tie into the reading. Demonstrate both that you’ve done the reading and that you did a little background research on microfinance. Turn this in online in moodle as an assignment.
Social Entr – Bornstein, Ch 2,6,10,18
These readings are about the organization Ashoka and how they define social entrepreneurs. Go check their website, search for a fellow and organization addressing a social issue that is important to you, and write ½ page about how this organization exemplifies the traits that the readings describe as important to Ashoka (as specified in the readings for identifying social entrepreneurs.)
Serving the World’s Poor Profitably – C.K. Prahalad, A. Hammond – Harvard Business Review Sep 2002
Bornstein Chapter 3 – 10-9-8 Childline
Bornstein Chapter 7 – Rural Electrification
½ page reading reflection:
Prahalad suggests that we can serve the poor by making them into consumers. Do one of the following:
1) Back up this claim by finding an example organization that does so, explaining what they do, and relating it to the reading.
2) Argue against this claim using examples, and relating to the reading.
(Hint on where to start looking: Prahalad’s book has case studies which describe examples of his claims, and some of these are linked from prior versions of my class as well as online elsewhere. Wikipedia has links from the BOP page to two articles arguing against Prahalad. An interview with Prahalad 5 years after his book was written: http://knowledge.wharton.upenn.edu/article.cfm?articleid=2356)
Rischard Ch 11-14 (p 65-150)
½ page reading reflection:
What if we wanted to come up with our own list of the worlds most
important problems? By what metric should we evaluate them? Net loss of human
life? Net happiness? Net change in probability that the world implodes? Dollars
created? Pick two or three big problems, and then try to come up with numbers
that allow you to compare them in a meaningful way. Write about this
comparison. Suppose you chose war, poor
quality drinking water, and hunger,
you might choose to use loss of human life to compare them. Which causes more
people to get killed? You can pick any issues, and any metric. But you have to
apply numbers in your argument and ranking. We will later have a similar
discussion in class looking at a wide range of issues, so if you happen to come
across several metrics and or rankings of problems, keep a copy of those for
use in class discussion, even if you don’t choose that to write about.
Other rankings you could check out, for a viewpoint other than the
reading:
http://www.copenhagenconsensus.com/Default.aspx?ID=1143
Reading & Assignment #7
Water Crisis
Access to safe and uncontaminated water is often
unreliable or nonexistent in the developing world. First, explore the different
quantitative metrics that can be used to measure the scale of this issue. For
examples of these metrics, refer to the links below.
http://www.wateraid.org/international/what_we_do/statistics/default.asp
http://www.worldwatercouncil.org/index.php?id=25
http://en.wikipedia.org/wiki/Drinking_water
http://www.who.int/water_sanitation_health/wsh0404.pdf
Once you have a grasp of the different ways to measure the scope and scale of
this issue, find three NGOs that are working to increase access to clean water.
How is their success measured? For each NGO, record at least 3 metrics used to
measure their effectiveness. Finally, rank the NGOs on how effective you think
they are in achieving their goals.
You should be able to use what you've learned about this issue to compare their
effectiveness.
You'll be posting your findings in Moodle discussions (one discussion per
student), and should also comment on other students' discussions. While more
than one student can analyze a given NGO, the metrics used to judge the
effectiveness of that NGO must come from a source that hasn't been used by any
other student. That is, you should be introducing new information into the
conversation, either new sources of info, new organizations, new ways to
measure effectiveness. You'll have to browse the previous postings to know if
your info is new. Acting earlier will be to your advantage since no one else
will have posted. Acting 1 hr before class will likely leave you with a couple
hours of prior postings to read through.
You must have posted your findings in a Moodle discussion by 10:00PM on Monday,
November 9th.
Places to start:
http://en.wikipedia.org/wiki/Appropriate_technology#Water_supply_and_treatment
http://www.vestergaard-frandsen.com/lifestraw.htm
http://water.org/solutions/
http://news.bbc.co.uk/2/hi/science/nature/7821082.stm
--------------------------------------------------------
Assignment Example:
Metrics:
1.
Weight/Portability of
solution, judged against fact that, "The weight of water that women in
Africa and Asia carry on their heads is commonly 20kg" (WaterAid).
2.
Solution's annual cost
per capita (cost divided by number of people served), compared to the Global
Water Supply and Sanitation Assessment 2000 report that established the average
annual cost of "[water] disinfection at point of use" in Africa at
$.33 per capita. (http://www.who.int/water_sanitation_health/wsh0404.pdf p.14)
3.
Total amount of water
purified by solution over its lifetime.
Solutions:
1.
Vestergaard-Frandsen's LifeStraw,
an in-line water purification system that purifies water on demand, as it is
sucked through the device by the user.
1.
160 grams
2.
$6.50/unit, intended for
one year's use by a single individual
3.
Each unit provides one
child with 700 liters of drinking water for one year
2.
Lifesaver Systems'
Livesaver bottle, a 750 ml bottle that rapidly purifies its contents after
filling.
1.
635 grams
2.
$45m worth of bottles
would provide 500k people with potable water for 16 months.
3.
6000 liter capacity
3.
PlayPump Water System, a
deep-bore water pump powered by a merry-go-round used by children.
1.
Not applicable, but
reduces impact of water weight by providing a community with a
centrally-located source of clean water.
2.
After a $14k donation, the
Intaka School in Maputo, Mozambique installed a PlayPump that provides water
for 1,600 students daily.
3.
According to the
manufacturers, the PlayPump system can provide 1400 liters of clean water per
hour for the life of the pump (at least 10 years) or underground aquifer.
|
|
LifeStraw |
Livesaver
Bottle |
PlayPump
Water System |
|
Weight
of solution |
.16
kg |
.635
kg |
NA |
|
Annual
cost/capita |
$6.50 |
$67.50 |
$8.75
first year, declining over time |
|
Lifetime
volume purified |
700
liters |
6000
liters |
(1400*24*365)
= 12.3M liters annually |
Ranking (descending order):
All solutions were much
more expensive than the $.33 figure provided by the GWSSA report. Why is that?
Addressing an issue or discrepency like this would made an excellent
Moodle discussion topic.
1.
PlayPump Water System --
The only solution out of the three that provides community-wide relief for
areas with high water scarcity. Maintenance costs are covered by revenues
from billboards placed on the pump housing, so theoretically the community's
water supply is sustainable and extremely low cost. Downside is the high
capital investment required for installation.
2.
LifeStraw -- Cheapest in
annual cost/capita and its form factor makes it well-suited for use by children,
a group at extremely high risk for water-borne diseases. Cheaper cost per
liter than the LifeSaver Bottle.
3.
Lifesaver bottle --
Expensive initial cost and capacity suited for individuals rather than families
makes the LifeStraw a better choice for personal use and PlayPump-type systems
more appropriate for family/community needs.
Sources:
http://www.irc.nl/page/7582 and
http://www.irc.nl/redir/content/download/8160/126955/file/TOP7_CostRec_03.pdf
http://www.who.int/water_sanitation_health/wsh0404.pdf
http://www.vestergaard-frandsen.com/lifestraw-introduction.htm
http://lifestraw.123yourweb.com/
http://en.wikipedia.org/wiki/Roundabout_Outdoor
http://blog.playpumps.org/home/
1.
Code
is Law, by Laurence Lessig
2.
Why
I wrote PGP, by Phil Zimmermann
3.
Assassination
Politics – Jim Bell
Lessig argues that controlling
the way code works (technology), allows you to control society. So which
society do we want? Phil Zimmermann says that he wrote PGP to provide a needed
privacy against the government. This is all good, surely we’d like the people
of
·
one news article that discusses the use of technology to either
limit or provide freedom (to speak, to copy, to whatever)...
·
one interest technology that allows/denies the same that we may
not have heard of before?
Reading #9
- Selections from: McDonough, William and Michael
Braungart. Cradle to Cradle: Remaking the Way We Make Things. North Point
Press: New York. 2002.
- Chapter One from Tina Selig. What I Wish I Knew When I was 20.
In a 1/2 page response, please address the following prompt:
William McDonough's excerpt provides insight on how products can be designed to
have a continuous life cycle. Go out and search for one organization or project
that incorporates the design themes that the McDonough readings touches upon
and describe ways in which social entrepreneurs are (or can) incorporate
environmental sustainability in their business plan. Good places to look are in
the field of architecture and design. Be sure to address the following points:
- Briefly describe the organization or project and how
their product/project represents a "cradle to cradle"
characteristic.
- Relate the goals of the organization or project to the
reading
- Provide a link or citation to the source
- (Note: Be sure to properly cite all outside sources in
either MLA or APA formatting)
Extra credit details
Examples of places you could find extra readings or videos. About 1 hr of video, or one chapter from a book, or one paper. Write 1 page of information or analysis about whatever it is and how it relates to the class.
- Tech Award Videos - http://www.techawards.org/laureates/videos/
- The
Tech Awards are short videos, so watch many. However you’ll get a good
overview of lots of kinds of social enterprises.
- CITRIS Talks - http://www.youtube.com/user/citrisuc
- There are lots of different kinds of talks. Pick
something that seems on topic and of interest to you. Most are 1 hr, and
are professors talking about some research project they are doing. Some
are from industry leaders as well.
- http://blogs.princeton.edu/kellercenter//tdr/seminar-series.html
- https://blogs.princeton.edu/kellercenter/events-news/video-archives.html
- The first page lists talks related. The second page has the videos.
- Additional chapters of case studies from Bornstein – How to Change the World that we aren’t assigned in class.
- Any of the chapters from Prahalad – Fortune at the Bottom of the Pyramid
- I found these are online before, but I can’t find at the moment, some of the chapters below
- http://www.soe.ucsc.edu/classes/cmps080j/Spring07/prahalad_sec_IV.pdf
- http://www.soe.ucsc.edu/classes/cmps080j/Spring07/prahalad_sec_V.pdf
- Papers from the Berkeley TIER group
- Papers from ICTD2007
Or perhaps you’d like to try to look into something in particular, talk to James for details, but here are some options:
- I
need information to help some slum kids from
- There are some stats in http://www.girleffect.org/ that I want more info on. Help me track down that info.
- As a class we’d like to be sending our ideas to contests. Help find some that are relevant and timely.
Schedule of classes
and assignments due
|
|
Class time |
Due |
Assigned |
|
Th Sep 24 |
Intro video and syllabus (Not necessary to go to
class if you have them) |
|
|
|
Tu Sep 29 |
Why this class? - slides Answer questions about
class In class pre-eval of
concepts that are known Short discussion: “Is it
possible to do social good as a primary goal & make money?” Video : New
Heros 2.2 – KickStart Discuss video briefly “What
social good? What income? What tech?” |
|
R#1 |
|
Th |
Lecture: Example social
enterprises --TechAwardsVideos – randomly
select in class In class practice designing
a social enterprise -- describe -- time to do it in teams -- present to class -- feedback from class Describe P#1 to class and
assign teams Time for teams to meet with
each other Did not watch: --OLPC
TED by Negroponte (pre-R#2) |
Reading/Essay #1 : Set of
intro articles |
P#1 R#2 |
|
Tu Oct 5 |
Lecture: ICTD Discussed: Hole in the wall,
OLPC, kiosk computing, cel phone
computing with examples, mPesa, Morgan Stanley Report, Kerala fish,
e-Choupal, cel phone microscope, LongRangeWifi for Aravind Eye, d.light
design, - (Did not discuss - CraftMarkets?, MSR projects (multi mice, digital
green, etc), TIER projects, Samasource/DoloresLabs, HashCache, TxtEagle,
research in CS depts.) Describe grading of project
to class Did not watch (moved
later): Video: Mary
Lou Jepson – OLPC eco-friendly http://www.scribemedia.org/2008/02/20/greener-gadgets-jepsen/ |
P #1 : Create Social Value |
G#1 |
|
Th |
Discussed readings Video:
Amy Smith – TEDTalk – Stoves Describe P#2 to class and
assign teams Time for teams to meet with
each other |
Grade other peoples project
#1 R#2 : ICTD, e-Choupal,
Playpump, OLPC?, |
P#2 R#3 |
|
Tu Oct 12 |
Present P#1 top ranked Fruchterman/Benetech
video @UC-CITRIS |
P #2 : Create Financial
Value (possibly presentation) |
G#2 |
|
Th |
Microfinance Grameen, Kiva, Portfolios of
the Poor, for-profit microfinance, criticisms, micro-insurance, insuring
micro-finance, user interfaces (Tapan), mPesa Have class teams use Kiva
to make loan Describe P#3 to class and
assign teams Time for teams to meet with
each other |
Grade other peoples project
#2 Click here to determine the projects you need
to grade. R#3 : Microfinance – Yunnus Ch 3,4,5,13(p 31-85, 233-245) |
P#3 R#4 |
|
Tu Oct 19 |
Social Entr. My
case for social entr as social business, business v 501(c)3, double/triple
bottom line, B-corp, Yunnus opposed to profit, SoCap all about profit,
Ashoka, for profit vs not is a tax/marketing/legal question, not a statement
of goals, 1-1-1 from salesforce, CSR often marketing oriented, lots of
contests, netsquared, techawards, ideablob, |
(possibly presentation) R#4 : Social Entr –
Bornstein, Ch 2,6,10,18 |
R#5 |
|
Th |
Present P#2 top ranked Discuss above Fun Stuff Forum Describe grading of
Projects to class Discuss Projects – Use
particular examples Don’t have the video yet–
maybe later in qtr Watch GSBI presentation Discuss good and bad Watch panel comments on GSBI presentation |
P#3 : Social Business Plan |
G#3 |
|
Tu Oct 26 |
Lecture/Discussion:
BOP/Yunnus, which soc. Entr. Model is right? (also Sachs vs. Easterly vs Collier)
(Philanthrocapitalism), aravind eye, BOP examples, play pump, criticisms of
Prahalad, |
R#5 : BOP, Prahalad,
Bornstein Ch 3 & 7? (10-9-8 childline and rural electrification) |
R#6 |
|
Th |
Assign P#4 teams Guest Speaker: Carla
Schroer (confirmed) “ “ |
Grade other peoples project
#3 |
P#4 |
|
Tu Nov 2 |
Present P#3 Top ranked
ideas Feedback to presenters Guest Speaker: Kyle Eischen
(confirmed) |
(possibly presentation) R#6 : Metrics – 20G.Probs –
Rischard Ch 11-14 (p 65-150) |
R#7 |
|
Th |
Lecture: Metrics Example
of ‘world inequality growing’ statements, Rosling, Copenghagen consensus,
Lomberg, criticism of Lomberg, examples of unsubstantiated claims in ads,
importance of assessment and criticisms of international aid for failure,
bednets example to compare good done per dollar spent, Sachs vs easterly, vs collier, Discussion: Metrics, Top
Problems, How to Rank, what are the top problems, (note to self: does this
all fit in one day? [James]) |
P#4 : Social Business Plan (global soc entr comp. Nov
11) |
G#4 |
|
Tu Nov 9 |
Guest Speaker Adam Thompson
(confirmed) |
R&A#7 : Water Crisis
(see instructions above) |
R#8 |
|
Th |
Discussion on ranking clean
water solutions Assign P#5 teams Time for teams to meet with
each other Discuss IdeaBlob (not here the following
Thur) |
Grade other peoples project
#4 |
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Tu Nov 16 |
Lecture: Where do I go from
here? Large
orgs doing this work, relative size of capital markets vs charity markets,
size of UN, foundations, individual gifts, family office, large orgs doing
each, Debt, credit card, bank, venture capital, how they work from entr side,
how they work from LP side, angel, social venture funds, how much shoud they
return, foundations, how they work from grantee angle, how the invest most
dollars like anyone else, contests – techAwards, bigIdeas(UC), UCSC business
plan, citris, ideaBlob, 501(c)3 status and how it affects who money can come
from, orgs that try to help, y-combinator, santa clara gsbi, netImpact,
places to look for jobs, skoll newsletter, school, MBA programs, Stanford
center for social innovation, Harvard social business club, Colorado ICTD,
Engineers without Borders, where to get money, VC< angel, rigourous, Acumen Fund, foundation, mixed rigor and
goals, individual donors, poor rigor, MS bike ride example, contest prize winning,
friends and family, credit card, opportunity fund, social vc and social
business, grad school as a funding source., Present P#4 Top ranked
ideas Choose top project for
IdeaBlob |
(possibly presentation) R#8 :free speech, lessig,
liberation tech, etc, what tech could enforce or deny free speech, find
example |
R#9 |
|
Th |
CLASS
CANCELLED (students
to vote on IdeaBlob) (James Traveling to NSF) |
|
|
|
Tu Nov 23 |
(Guest speaker:
Lukas/Leila?) |
R#9 :?? (first chap of Seelig)? Did we do Jepson video? |
R#10 |
|
Th |
Holiday, no class. |
Grade other peoples project
#5 |
|
|
Tu Nov 30 |
End of Qtr Evaluations Lecture: (more examples
and case studies) Netsquared,
GSBI, Prahalad BOP, PBS five minute clips, I am Technology clips from the
Honeytree guy, Voxiva, ITC, Present P#5 Top ranked
ideas Feedback to presenters |
(possibly presentation) R#10: ??, , Yunnus
no-profit, bornstein examples?, yunnus
dannon, kiva on why profit or not profit choice, criticism, |
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|
Th |
Lecture/Discussion: Free
speech, human rights lessig,
code is law, human rights, assassination politics, PGP, copyright, () |
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