{"id":59,"date":"2015-09-17T23:04:10","date_gmt":"2015-09-17T23:04:10","guid":{"rendered":"https:\/\/edspace.american.edu\/jlee\/?page_id=59"},"modified":"2016-12-30T00:20:39","modified_gmt":"2016-12-30T00:20:39","slug":"class-syllabus-and-weekly-activities","status":"publish","type":"page","link":"https:\/\/mandalaprojects.com\/wordpress\/index.php\/class-syllabus-and-weekly-activities\/","title":{"rendered":"Climate Conflict Class Syllabus"},"content":{"rendered":"

 <\/p>\n\n\n\n
 <\/p>\n

“Climate Change and Violent Conflict”<\/p>\n

 <\/td>\n

 <\/p>\n

Professor James Lee<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

About This Class<\/p>\n

After a long and heated debate, there is scientific consensus on the existence of significant climate change and that humans have played a major role in its rise. \u00a0The next major debate, and perhaps the one that really matters, is on the social implications of climate change.<\/p>\n

The social consequences of climate change will not be uniform.\u00a0 The results will be mixed, with some countries benefitting and others suffering. \u00a0Both the opportunity for gain and the avoidance of cost will lead to social dislocation and violence.<\/p>\n

Any type of climate change causes social and economic dislocation, whether caused by humans or nature. \u00a0It is logical to also assume that the faster the rate of climate change, the greater the level of social dislocation.\u00a0 Climate change is however only one of many factors at play in inciting conflict. \u00a0History, geography, demography, and many other factors are also important.<\/p>\n

Climate change forecasts give a clue to where conflict is more likely to occur due to its influences. \u00a0Given this “head start”, can decision-makers create policies to reduce the role of climate change in causing conflict?<\/p>\n

We will explore these issues using traditional as well as a couple of new technology tools I will show you.\u00a0 Here are some of key theoretical questions we will cover in the course.<\/p>\n

 <\/p>\n

 <\/p>\n

Goals, Outcomes, and Skills Development<\/p>\n

Course Goals
\n<\/u>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Understand A New and Old Relationship.<\/strong>\u00a0 There has been a relationship between climate change and violent conflict for millennia. A major goal is to understand this relationship using historic trends and cases to illustrate the manifold ways that such phenomena unfold.
\n2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Recognize a Multiplicity of Causes.<\/strong>\u00a0 The many factors that lead to conflict need to be part of the knowledge of these cases. How, why, and where cases of climate change and conflict have occurred possess unique characteristics that need to be understood.\u00a0 A related goal is to be able to visualize the context for conflict and the role of climate change in relation to other factors.
\n3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Imagine Future Possibilities.<\/strong>\u00a0 The general trajectory of climate over the next century is agreed. \u00a0From this, it is possible to forecast trends and future cases of related conflict. This future is not however a single projection or immune from our efforts to change it.\u00a0 A third goal is to understand the range of forecasts, how they differ, and their impact on social behavior (especially conflict).
\n4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ability to Use Data Visualization Tools.<\/strong>\u00a0 A fourth goal is to learn how to prepare visual images that can assist in understanding climate and other issues.\u00a0 This skill will be an asset in reaching the prior three goals noted.<\/p>\n

Course Outcomes
\n<\/u>1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Understand A New and Old Relationship.<\/strong>\u00a0 You will build a web page as part of the Inventory of Conflict and Environment.\u00a0 The web page will examine an issue of climate change and conflict and use a categorical case study format.\u00a0 The case study will include graphics as well as data visualization tools.
\n2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Recognize a Multiplicity of Causes.<\/strong>\u00a0 You will learn the technique of causal diagramming and two free software programs that you can use to create them.
\n3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Imagine Future Possibilities.<\/strong>\u00a0 You will prepare a regional analysis of climate change and conflict.\u00a0 The case study will include graphics including map visualization and causal diagramming.
\n4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ability to Use Data Visualization Tools.<\/strong>\u00a0 You will learn to use Google Earth as a means for creating original graphics.<\/p>\n

Summary of Goals and Outcomes for Climate Change and Armed Conflict<\/p>\n\n\n\n\n\n\n\n
<\/td>\nGoal<\/td>\nOutcome<\/td>\n<\/tr>\n
1.<\/td>\nShow climate and conflict as both old or new phenomena<\/td>\nBuild a web page that is a categorical case study with history and forecasts in mind<\/td>\n<\/tr>\n
2.<\/td>\nDetail how many factors lead to conflict<\/td>\nBuild a causal model using a software program<\/td>\n<\/tr>\n
3.<\/td>\nDepict future possibilities through scenario building<\/td>\nPrepare a report on a region in the future<\/td>\n<\/tr>\n
4.<\/td>\nIntegrate data visualization into analysis<\/td>\nLearn to create graphics with Google Earth<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Key Questions We Will Address<\/p>\n

    \n
  1. Climate change includes a wide variety of impacts that are environmental in nature. There are many types of environmental conflict, including climate change. Where does climate change stand within the larger field of environmental conflict?
    \n2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Climate change alters resource availability.\u00a0 How do changing resources, through their degradation or their abundance, lead to conflict?
    \n3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Climate change will do more than raise the temperature.\u00a0 There will clearly be social implications, including conflict.\u00a0 Yet the cause and affect are indirect.\u00a0 What are the pathways from climate change to conflict?
    \n4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Are there examples of policy approaches, and their limits, to ameliorating environmental conflict?\u00a0 What are the lessons learned?
    \n5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What are some historical examples of how has climate change altered resource availability that eventually led to conflict?
    \n6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What are trends in climate change and forecasts of future behavior?\u00a0 How does this break down on a regional basis?
    \n7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What are some plausible future scenarios of climate change and conflict?
    \n8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What are the policy and perspectives that can mitigate or prevent climate-induced conflict?
    \n9.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What are the new and emerging topics in climate change and conflict research?<\/li>\n<\/ol>\n

    Required Texts and Readings<\/p>\n

    There are four required books for the course. \u00a0They can be acquired through the AU bookstore or on-line vendors. \u00a0All ISBN numbers are for paperbacks that will be for sale in the bookstore.\u00a0 Kindle versions are also available through other vendors.<\/p>\n

    (1) Brian Fagan, The <\/u>Great<\/u> Warming: Climate Change and the Rise and Fall of Civilizations<\/u>, Bloomsbury. ($6.63, paperback).\u00a0 ISBN-10: <\/em>9781596913929 (Paperback)
    \n<\/em>Amazon:<\/p>\n

    (2) James R. Lee, Climate Change and Armed Conflict: Hot and Cold Wars<\/u>, Routledge, 2009. ($39.95, paperback).\u00a0 ISBN-10: <\/em>9780415592512<\/p>\n

    (3) William F. Ruddiman, Plows, Plagues, and Petroleum: How Humans Took Control of Climate<\/u>, Princeton, 2010, ($12.67, paperback).\u00a0 ISBN-10: 0691146349<\/p>\n

    (4) Laurence C. Smith, The World in 2050<\/u>, Plume: New York, 2011($10.88, paperback).\u00a0 ISBN-10: 0452297478<\/p>\n

    (5)\u00a0 Curt Stager, Deep Future: The Next 100,000 Years of Life on Earth<\/u>, Thomas Dunne Books: New York, 2011.\u00a0 ($12.70 paperback) ISBN-10: 0312614624<\/p>\n

    Assignments<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
    \u00a0 Assignment<\/td>\nValue<\/td>\nDescription<\/td>\n<\/tr>\n
    1. Case Study Proposal<\/td>\n5 points<\/td>\nProvide a brief case study proposal.<\/td>\n<\/tr>\n
    2. Causal Diagram<\/td>\n10 points<\/td>\nCreate a graphic and write-up of a causal loop diagram that represents the dynamics in your case study.<\/td>\n<\/tr>\n
    3. \u00a0History<\/td>\n10 points<\/td>\nProvide a history of the case study, weaving in a variety of key threads.<\/td>\n<\/tr>\n
    4. Visual Map<\/td>\n10 points<\/td>\nCreate a map and write-up for your case study that has some data visualization elements in your case study.<\/td>\n<\/tr>\n
    5. Dreamweaver Quiz<\/td>\n0 points<\/td>\nTake a practice hands-on Dreamweaver programming quiz. Open book.<\/td>\n<\/tr>\n
    6. ICE Case Study<\/td>\n35 points<\/td>\nProvide a draft and post a case study for a virtual conference.\u00a0 Complete the case study after comments.<\/td>\n<\/tr>\n
    7. Regional Future Assessment<\/td>\n25 points<\/td>\nGive a future assessment for a region of on climate and conflict influences.<\/td>\n<\/tr>\n
    8. Being There<\/td>\n5 points<\/td>\nParticipating in class activities, adding to discourse, providing a classroom presence.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    Skills Development<\/p>\n

      \n
    1. Ability to Create Categorical Case Studies Using a Coding Construct
      \n2. Capacity for Building Causal Loop Diagrams
      \n3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Training in Making maps with Google Earth
      \n4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 How to build a web site using Dreamweaver<\/li>\n<\/ol>\n

       <\/p>\n

      Blackboard Course Layout<\/p>\n\n\n\n\n\n\n\n
      BB Site Materials<\/td>\nDescriptions<\/td>\n<\/tr>\n
      <\/td>\nCourse, Name, semester and number<\/td>\n<\/tr>\n
      Course information <\/strong>contains the syllabus<\/u> and course week-to-week planner<\/u>.\u00a0 All assignments<\/strong> submitted here and discussions<\/strong> undertaken.<\/td>\n<\/tr>\n
      I will post Lecture Notes<\/strong>.\u00a0 Causal Loops<\/strong> and Data Visualization<\/strong> folders contain a lot of relevant material for each assignment.<\/td>\n<\/tr>\n
      Web Pages<\/strong> contain information of Dreamweaver and posting cases online.\u00a0 The Virtual Conference<\/strong> is used later, and the other features could be used.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

       <\/p>\n

      Grading<\/p>\n

      Grade\/Numerical Score Table:<\/p>\n\n\n\n\n
      A 93-100<\/td>\nA- 90-92<\/td>\nB+ 87-89<\/td>\nB 83-86<\/td>\nB- 80-82<\/td>\nC+ 77-79<\/td>\n<\/tr>\n
      C 73-76<\/td>\nC- 70-72<\/td>\nD+ 67-69<\/td>\nD 64-66<\/td>\nD- 60-63<\/td>\nF 0-59<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      Grade: A-F (0-100) The assignments will be graded on four dimensions, save for the “Dreamweaver quiz” and “Being There”.<\/p>\n

      ___25___ Analysis: Coverage of critical theoretical issues, use of course tools in coverage.
      \n___25___ Concepts and Writing: Structure, clarity of expression, coverage of issues.
      \n___25___ Sufficiency: Completeness of assignment (formats, gaps, research, presentation). ___25___ Brilliance: Creativity in methods and theories, and data visualization.
      \n___100___ Total
      \n
      \n<\/em>New Topics:
      \nClimate Change and Violent Conflict<\/p>\n

      These cases are culled from many sources, including old students. The case list is revised each semester.\u00a0 Please feel free to suggest new cases.\u00a0 New cases are developed as part of a virtual conference where all are made available to the participants for comment.\u00a0 Here are some prior virtual conferences of class projects.\u00a0 Note that this is the page format for cases.\u00a0 The links may not work because students have graduated.\u00a0 To see the actual cases go to the ICE web site.
      \nVirtual Conference #27
      \nhttp:\/\/bender.library.american.edu\/climate_conflict\/
      \nVirtual Conference #26
      \nhttp:\/\/www1.american.edu\/ted\/class\/virtual26.htm<\/a>
      \nVirtual Conference #25
      \n      http:\/\/www1.american.edu\/ted\/class\/virtual25.htm<\/a>
      \nVirtual Conference #24
      \n      http:\/\/www1.american.edu\/ted\/class\/virtual24.htm<\/a><\/p>\n

      I want to focus ICE cases on conflict and environment and specifically on its relation to climate change and violent conflict. \u00a0These topics can be considered in terms of the case study, region forecast, or policy application assignments.\u00a0 The case studies can be historical, current or future.<\/p>\n

      Past and Occurring Cases <\/strong><\/p>\n

      Here are some ideas of possible topics related to your case study. Be sure to check that your choice is original and not already completed in the ICE set.<\/p>\n

        \n
      1. 2. Rainfall and Conflict in Nepal
        \n3. Argentina-Chile Border dispute and climate change
        \n4. \u00a0\u00a0Year Without Summer (1816) and Migration from New York west.\u00a0 Food riots in Europe.
        \n5. \u00a0\u00a0Droughts and Africa and Asia in History.\u00a0 Millions died during droughts in the 1800s.
        \n6. \u00a0\u00a0Desertification in the Middle East over time (from the Fertile Crescent until now).
        \n7. \u00a0\u00a0Conflict along the Sahel line in Africa. Farmers versus ranchers, Muslims and Christians, black and white.\u00a0 There are many conflicts like Darfur.
        \n8. \u00a0\u00a0Arctic and Antarctic resources related to resources and sovereignty.\u00a0 Specific country claims.
        \n9. \u00a0\u00a0Native Americans and Climate Change
        \n10. \u00a0\u00a0Native peoples and Arctic warming, where impact is already felt.
        \n11.\u00a0 \u00a0Use of cloud seeding to make rain. \u00a0Saudi Arabia, China, US, etc.
        \n12. \u00a0\u00a0Russia and Norway Arctic Sea Agreement
        \n13. \u00a0\u00a0Migration plans for island countries.
        \n14.\u00a0\u00a0 Melting Andes Glaciers and Climate Change
        \n15.\u00a0\u00a0 Current Somalia drought, conflict and climate change<\/li>\n<\/ol>\n

        Future Cases<\/strong><\/p>\n

        Here are some ideas of possible future topics related to countries or regions. Be sure to check that your choice is original and not already completed.<\/p>\n

        1. \u00a0Future impact of higher temperatures in northern parts of the parts of the planet, especially far north. Countries include: US (Alaska), Canada, Denmark (Greenland), Iceland, Norway, Sweden, and Russia. (See Northwest Territory ICE case.) Impacts could include receding ice shelves, rising ocean waters, and new access to mineral and energy resources. Some limited changes are possible in Antarctica and southern parts of South America. There is some boundary dispute in this area between Argentina and Chile.
        \n2. \u00a0Future impact of less precipitation in already water-stressed areas in the Middle East, Central Asia, and parts of Iran, Pakistan, India, and China. Also, possible drier conditions in Southern Africa, the extension south of the Sahara, and Central America.
        \n3. \u00a0Future impact of deforestation in the Amazon region, the forests of Central Africa and in Southeast Asia.
        \n4. \u00a0Water trading and dependence: Pipelines like oil can be political.
        \n5. \u00a0Weather Wars: Climate change, drought, will lead countries to massively divert water and use weather modification. A widely used form of environmental modification is cloud seeding. More than 30 countries use this technique to produce rain or suppress hailstorms.
        \n6. \u00a0Glacier Wars: Control of glacial areas of the world will be more sought if climate change makes them more habitable. Kashmir as an existing theater and the poles as a new theater would be two types.
        \n7. \u00a0Impacts of rising oceans on island or seashores (i.e., Pacific Islands).
        \n8. \u00a0Consequences of warming conditions on resource access (i.e., Siberia and oil and gas).
        \n9. \u00a0EEZ disputes.\u00a0 Especially in Arctic and territorial offshore claims. UK claimed Antarctica EEZ.
        \n10. \u00a0Drying conditions and affects on food availability and production.\u00a0 Shifting crop zones.
        \n11. \u00a0More intense monsoons and hurricanes, i.e., Katrina and Pakistan in 2010.
        \n12. \u00a0Climate adaptations (i.e., building dams to save more water or dikes to protect shorelines, causing refugees) as a cause for conflict.<\/p>\n

        Border Cases with Climate Change Aspects<\/strong><\/p>\n

        See this page for some example of how borders separate peoples and how climate change might exacerbate.\u00a0 These images were made with Google Earth.\u00a0 http:\/\/www1.american.edu\/ted\/ice\/border-maps.htm<\/p>\n

          \n
        1. Haiti-Dominican Republic Border
          \n2. India \u2013Bangladesh Border
          \n3.\u00a0 China-Vietnam
          \n4.\u00a0 Thailand and Cambodia (violent dispute over ancient Khmer religious shrine).
          \n5.\u00a0 Enclaves in South and Central Asia.
          \n6.\u00a0 Rivers that are boarders and possible climate change impacts on flows or cousre: Aras, Niger, Amu and Sri Darya, Rio Grande, Tigris-Euphrates River
          \n7.\u00a0 Amu or Syr Darya and Climate Change
          \n8.\u00a0 Niger River and Climate Change
          \n9.\u00a0 Recent upper stream Nile River compact and Climate Change<\/li>\n<\/ol>\n

          Key University Contacts and Information<\/p>\n

          AU Academic Integrity Code<\/strong><\/p>\n

          All students are governed by American University’s Academic Integrity Code. The Academic Integrity Code details specific violations of ethical conduct that relate to academic integrity. By registering, you have acknowledged your awareness of the Academic Integrity Code, and you are obliged to become familiar with your rights and responsibilities as defined by the code. All of your work (whether oral or written) in this class is governed by the provisions of the Academic Integrity Code. Academic violations include but are not limited to: plagiarism, inappropriate collaboration, dishonesty in examinations whether in class or take-home, dishonesty in papers, work done for one course and submitted to another, deliberate falsification of data, interference with other students’ work, and copyright violations<\/strong>. The adjudication process and possible penalties are listed in American University’s Academic Integrity Code booklet, which is also available on the American University web site. Being a member of this academic community entitles each of us to a wide degree of freedom and the pursuit of scholarly interests; with that freedom, however, comes a responsibility to uphold the high ethical standards of scholarly conduct.<\/p>\n

          Plagiarism: Academic Regulations (80.00.00 Academic Integrity Code)
          \n<\/strong>
          \nPlagiarism is the representation of someone else\u2019s words, ideas, or work as one\u2019s own without attribution. Plagiarism may involve using someone else\u2019s wording without using quotation marks\u2014a distinctive name, a phrase, a sentence, or an entire passage or essay. Misrepresenting sources is another form of plagiarism. The issue of plagiarism applies to any type of work, including exams, papers, or other writing, computer programs, art, music, photography, video, and other media. More information can be found at:           http:\/\/www.american.edu\/provost\/registrar\/regulations\/reg80.cfm<\/a><\/p>\n

          My Note on Use of Graphics<\/strong><\/p>\n

          You own the ideas and their representations in the Web pages you create. Make sure that you have the right to use the graphic files you send me to post on the Web (and of course, any words you copy). I have to act as a legal Internet Service Provider in this regard and follow the law on copyright protection. You are liable for any infringement claims.<\/p>\n

          You cannot take any materials that are copyrighted or otherwise protected without permission. There are many places to obtain free graphics and you can make your own (or your friends in faraway places can take pictures and send them to you). Usually you can ask permission to use graphics and often all that is required is to express thanks to the author and acknowledge ownership. Be sure that you have complete ownership of the product, because you are liable in cases of copyright infringement. I want you to provide me a bibliography of all the graphics files used attesting to the rights of usage, just as you do for published works you cite.<\/p>\n

          Emergency Preparedness<\/strong><\/p>\n

          In the event of a declared pandemic (influenza or other communicable disease), American University will implement a plan for meeting the needs of all members of the university community. \u00a0Should the university be required to close for a period of time, we are committed to ensuring that all aspects of our educational programs will be delivered to our students. \u00a0These may include altering and extending the duration of the traditional term schedule to complete essential instruction in the traditional format and\/or use of distance instructional methods. \u00a0Specific strategies will vary from class to class, depending on the format of the course and the timing of the emergency. \u00a0Faculty will communicate class-specific information to students via AU e-mail and Blackboard, while students must inform their faculty immediately of any absence due to illness. \u00a0Students are responsible for checking their AU e-mail regularly and keeping themselves informed of emergencies. \u00a0 In the event of a declared pandemic or other emergency, students should refer to the AU Web site (www. prepared. american.edu<\/a>) and the AU information line at (202) 885-1100 for general university-wide information, as well as contact their faculty and\/or respective dean\u2019s office for course and school\/ college-specific information.
          \n
          \nDisabilities\u00a0<\/strong><\/p>\n

          If you have difficulty in this course for any reason, please don\u2019t hesitate to consult with me. In addition to the resources of the department, a wide range of services is available to support you in your efforts to meet the course requirements.<\/p>\n

          Academic Support Center <\/strong>(x3360, MGC 243) offers study skills workshops, individual instruction, tutor referrals, and services for students with learning disabilities. Writing support is available in the ASC Writing Lab or in the Writing Center, Battelle 228.<\/p>\n

          Counseling Center <\/strong>(x3500, MGC 214) offers counseling and consultations regarding personal concerns, self-help information, and connections to off-campus mental health resources.<\/p>\n

          Disability Support Services<\/strong> (x3315, MGC 206) offers technical and practical support and assistance with accommodations for students with physical, medical, or psychological disabilities. \u00a0If you qualify for accommodations because of a disability, please notify me in a timely manner with a letter from the Academic Support Center or Disability Support Services so that we can make arrangements to address your needs.<\/p>\n

          Blackboard and Wimba Help<\/strong>: blackboard@american.edu or 202.885.3904.\u00a0 Contact them for issues of BB or Wimba.\u00a0 If you are on campus, they are located in Hurst 11.
          \n
          \nOIT Help Desk<\/strong>:\u00a0           help@american.edu<\/a> General information technology and computer account questions.<\/p>\n

          Student Evaluation of Teaching:\u00a0 <\/strong>Near the end of the course, you will have the opportunity to evaluate this online class and your learning experience by completing an online Student Evaluation of Teaching. The evaluation contains the same set of questions used in assessing classroom-based courses, with the addition of four questions specifically applicable to online learning. As with any other face-to-face course, you are strongly encouraged to participate in this evaluation of your educational experience. A high participation rate is critical to AU\u2019s ability to continually improve and strengthen the quality of the University\u2019s learning opportunities.<\/p>\n

          \u00a0<\/u><\/p>\n","protected":false},"excerpt":{"rendered":"

              “Climate Change and Violent Conflict”     Professor James Lee   About This Class After a long and heated debate, there is scientific consensus on the existence of significant climate change and that humans have played a major role in its rise. \u00a0The next major debate, and perhaps the one that really matters, […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-59","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack-related-posts":[],"_links":{"self":[{"href":"https:\/\/mandalaprojects.com\/wordpress\/index.php\/wp-json\/wp\/v2\/pages\/59","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mandalaprojects.com\/wordpress\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/mandalaprojects.com\/wordpress\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/mandalaprojects.com\/wordpress\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/mandalaprojects.com\/wordpress\/index.php\/wp-json\/wp\/v2\/comments?post=59"}],"version-history":[{"count":3,"href":"https:\/\/mandalaprojects.com\/wordpress\/index.php\/wp-json\/wp\/v2\/pages\/59\/revisions"}],"predecessor-version":[{"id":722,"href":"https:\/\/mandalaprojects.com\/wordpress\/index.php\/wp-json\/wp\/v2\/pages\/59\/revisions\/722"}],"wp:attachment":[{"href":"https:\/\/mandalaprojects.com\/wordpress\/index.php\/wp-json\/wp\/v2\/media?parent=59"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}