Great! Then we can also skype! We can choose a week end so there is no
clashes with other classes.
and please let me know about the ending dates - My last class could be
on 24th October. From 26th the students have exam week, no classes
allowed.
Best regards,
Ksenia
On 2015-08-26 21:20, Coates, Rodney wrote:
> Ksenia
>
> Thanks..but we would love to also skye in...we can work out the time
> ..and if need be..come un at 2/3 in our morning..
>
> r
>
> On Wed, Aug 26, 2015 at 4:07 PM, K.L. Gerasimova <[log in to unmask]>
> wrote:
>
>> Dear Rodney,
>>
>> Thank you for the program. This year we are trying to engage more
>> in the joint initiatives and personally I am very happy to
>> participate.
>>
>> For now I have couple of questions -
>> When does blogging end? Yo mention it starts after 25 September.
>> Who is leading joint projects?
>> Also, we have a very intense but short semester, I will have to
>> resume by the end of October. Would it be possible that Russian
>> students will do only Question 1 - by 20 October?
>>
>> Also, just as idea, and perhaps because of the time difference, it
>> might be possible only with the Italian colleagues. So, Enzo, this
>> is a question for you. Maybe we can have skype-bridge among two
>> classes, where students can meet each other in real time and attend
>> each other class.
>>
>> Best regards,
>> Ksenia
>> On 2015-08-26 17:56, Coates, Rodney wrote:
>>
>>> As we move forward..and as is our custom..below you will find the
>>> first 3rd of a suggested syllabus. Again, it is a suggestion not
>>> a
>>> requirement. For those that have been with us a bit you will
>>> notice
>>> that the readings have been trimmed down to allow for more
>>> in-class
>>> discussions. This was done based upon feedback over the years.
>>> Let's
>>> see if it works. Also, the Blogs have been tweaked a bit, where
>>> students are encouraged to not only critically reflect on the
>>> readings
>>> and discussions, but to do so within the context of current
>>> events.
>>> Toward that end, they are being asked to identify no less than 3
>>> news
>>> articles (available over the internet) that deal with that week's
>>> readings and class discussions. At least 2 of these must come
>>> from a
>>> country different than their own.
>>>
>>> 1st third of syllabus draft. (More within next couple of days)..
>>>
>>> SJS 487: GLOBALIZATION, HUMAN RIGHTS AND SOCIAL JUSTICE – 3
>>> CREDIT
>>> HOURS
>>>
>>> COURSE DESCRIPTION
>>>
>>> THIS COURSE FOCUSES ON THE THEORIES, ISSUES, AND DEBATES RELATED
>>> TO
>>> PROMOTING SOCIAL JUSTICE AND POSITIVE CHANGE. STUDENTS WILL
>>> ANALYZE
>>> HOW CURRENT FRAMEWORKS – INCLUDING VALUES, ASSUMPTIONS, AND
>>> ACTIONS
>>> – MAINTAIN THE ECONOMIC, POLITICAL, AND CULTURAL STRUCTURES
>>> SHAPING
>>> OUR LIVES THAT IN MANY WAYS PERPETUATE SOCIAL INEQUITIES. YOU
>>> WILL
>>> ALSO BUILD COMPETENCIES AND SKILLS TO TRANSFORM THESE STRUCTURES
>>> TOWARD A MORE JUST SOCIETY. THIS COURSE DRAWS ON LITERATURE IN
>>> POLITICAL SCIENCE, SOCIOLOGY, AND SOCIAL MOVEMENTS TO ADDRESS
>>> SUSTAINED EFFORTS TO BRING ABOUT SOCIAL AND POLITICAL CHANGE.
>>> THROUGH
>>> THE USE OF SOCIAL NETWORKING, STUDENTS WILL BE EXPECTED TO
>>> REGULARLY
>>> INTERACT WITH STUDENTS AND FACULTY FROM PARTNER UNIVERSITIES
>>> AROUND
>>> THE WORLD.
>>>
>>> SOCIAL JUSTICE PERSPECTIVES INFORMS THIS COURSE. SOCIAL JUSTICE
>>> CAN
>>> BE UNDERSTOOD AS A GENERAL PROCESS OF CREATING SUSTAINABLE
>>> COMMUNITIES
>>> OF INCLUSION, DIVERSITY, AND EQUITY. AT THE MOST BASIC LEVEL, IT
>>> RECOGNIZES THAT SOCIAL JUSTICE PROJECTS CAN HAVE GLOBAL IMPACTS
>>> EVEN
>>> WHEN THEY OCCUR ON THE LOCAL LEVEL. THUS, WE WILL INVESTIGATE HOW
>>> DECISIONS MADE LOCALLY MAY HAVE GLOBAL SIGNIFICANCE. WE WILL LOOK
>>> AT
>>> HOW THE DECISIONS OF THE INDIVIDUAL – SUCH AS IN HOW AND WHAT
>>> THEY
>>> CHOOSE TO WEAR, EAT, AND DRIVE – CAN HAVE GLOBAL IMPLICATIONS.
>>> AS WE
>>> MOVE OUTWARD FROM THE LOCAL SCENE, WE WILL SEE SIMILAR CONCERNS
>>> ABOUT
>>> EQUITY, FAIRNESS AND JUSTICE AT THE NATIONAL AND INTERNATIONAL
>>> LEVELS.
>>> WE WILL CONSIDER SUCH ISSUES AS WAR AND PEACE, LABOR AND
>>> IMMIGRATION
>>> POLICIES, FOOD AND HEALTH, ACCESS AND SUCCESS, TECHNOLOGY AND
>>> INNOVATION, AND POLLUTION AND ECONOMIES ALL HAVE SOCIAL JUSTICE
>>> DIMENSIONS. AS WE CONTEMPLATE THESE SOCIAL JUSTICE DIMENSIONS, WE
>>> WILL
>>> LEARN THAT THE WORLD WE LIVE IN IS INFINITELY INTERCONNECTED AND
>>> DELICATE.
>>>
>>> PARTNER INSTITUTIONS
>>>
>>> VERSIONS OF THIS COURSE ARE BEING TAUGHT AROUND THE WORLD, AND WE
>>> WILL
>>> BE LEARNING FROM AND WORKING WITH STUDENTS AT A VARIETY OF
>>> PARTNER
>>> INSTITUTIONS. IN ADDITION TO THIS INSTITUTION, THIS COURSE IS
>>> BEING
>>> OFFERED THIS SEMESTER AT UNIVERSITIES THROUGHOUT THE RUSSIA,
>>> ITALY AND
>>> THE UNITED STATES PLEASE SEE NING FOR AN UPDATED LIST OF
>>> PARTNERS.
>>>
>>> HTTP://GLOBALIZATIONANDHUMANRIGHTS.NING.COM/ [1] [1]
>>>
>>> COURSE OBJECTIVES: STUDENTS WHO COMPLETE THIS COURSE SHOULD BE
>>> ABLE
>>> TO:
>>>
>>> A. DEVELOP AND EXERCISE THE ABILITY TO COMMUNICATE AND ACT
>>> RESPECTFULLY ACROSS LINGUISTIC AND CULTURAL DIFFERENCES. THE
>>> ABILITY
>>> TO DISCUSS THESE AND OTHER TOPICS VIA TECHNOLOGY ON A GLOBAL
>>> SCALE
>>> WILL INEVITABLY INFLUENCE THE DIRECTION AND RESULTS OF THE
>>> DISCUSSION
>>> AND LEARNING. THIS COURSE RECOGNIZES THE IMPORTANCE OF NOT ONLY
>>> COMMUNICATING BUT ALSO ACTING RESPECTFULLY ACROSS BOTH LINGUISTIC
>>> AND
>>> CULTURAL DIFFERENCES. THIS GOAL UNDERLIES ALL OF THE READINGS,
>>> DISCUSSIONS AND ACTIVITIES THAT STUDENTS WILL PARTICIPATE IN AS A
>>> RESULT OF THIS COURSE. SPECIFICALLY, STUDENTS WILL MAINTAIN
>>> WEEKLY
>>> BLOGS.
>>>
>>> STUDENTS WILL PARTICIPATE IN THE FOLLOWING ACTIVITIES – IN
>>> CLASS
>>> DISCUSSIONS, BLOGS, AND JOINT GROUP WRITING PROJECTS. STUDENTS
>>> FROM A
>>> DIVERSE GROUP OF UNIVERSITIES WILL PARTICIPATE IN THESE
>>> ACTIVITIES.
>>> MORE SPECIFICS ARE PROVIDED BY THE COURSE BLOGS. STUDENTS WILL BE
>>> ASKED TO RESPOND TO WEEKLY FEATURED BLOGS FROM EACH UNIVERSITY.
>>> THESE
>>> RESPONSE BLOGS MUST COME FROM A COUNTRY OUTSIDE OF THEIR OWN.
>>> IN
>>> THESE FIRST BLOG EXERCISES STUDENTS WILL BEGIN DISCUSSIONS ACROSS
>>> CULTURES AND LANGUAGES. THESE ACTIVITIES WILL CONTINUE
>>> THROUGHOUT THE
>>> SEMESTER. STUDENTS WILL PARTICIPATE IN A GROUP WRITING PROJECT.
>>> IN
>>> THE PROCESS STUDENTS WILL NOT ONLY LEARN TO INTERACT BUT ALSO TO
>>> RESPECT THE DIFFERENCES OF OTHERS. (SEE SYLLABUS FOR THE DETAILS
>>> FOR
>>> THESE ACTIVITIES AND ASSIGNMENTS). FINALLY, STUDENTS WILL
>>> ACTIVELY
>>> ENGAGE IN A COMMON SET OF READINGS WHICH PROVIDE A DETAILED CROSS
>>> CULTURAL/NATIONAL EXAMINATION OF GLOBALIZATION, SOCIAL JUSTICE
>>> ISSUES,
>>> EVENTS, AND SITUATIONS FROM MULTIPLE PERSPECTIVES.
>>>
>>> _B. _ EXPLORE AND UNDERSTAND THEIR PLACE AND INFLUENCE IN
>>> THE
>>> CHANGING WORLD. ALL OF THE BLOGS ARE INTENTIONALLY DESIGNED TO
>>> ASSIST
>>> STUDENTS TO EXPLORE AND UNDERSTAND THEIR PLACE AND INFLUENCE IN
>>> THE
>>> CHANGING WORLD. SPECIFICALLY, STUDENTS WILL RESPOND WEEKLY ON
>>> THE
>>> CURRENT SET OF READINGS (WHICH INCLUDE SUCH THINGS AS CHILDREN
>>> AND
>>> HUMAN RIGHTS, IMMIGRANT RIGHTS, ECOLOGICAL AND MINERAL RIGHTS,
>>> WOMEN’S RIGHTS AND ETC.). IN THESE RESPONSES STUDENTS ARE
>>> ASKED TO
>>> VIEW THESE ISSUES FROM LOCAL, NATIONAL AND INTERNATIONAL LEVELS.
>>> FOLLOWING EACH RESPONSE, STUDENTS ARE REQUIRED TO ALSO READ AND
>>> CRITICALLY REFLECT UPON AT LEAST ONE DIFFERENT BLOG ENTRÉE.
>>> (NOTE:
>>> STUDENTS MUST RESPOND TO A BLOG FROM A PEER FROM A DIFFERENT
>>> NATION/UNIVERSITY THEN THEIR OWN. HIGHEST POINTS GIVEN FOR
>>> RESPONDING
>>> TO DIFFERENT NATION. ) AS THEIR OWN BLOGS WILL ALSO BE RESPONDED
>>> TO
>>> BY PEERS, EACH STUDENT WILL BE PROVIDED A MIRROR BY WHICH AND
>>> THROUGH
>>> WHICH TO UNDERSTAND THEIR OWN PLACE AND INFLUENCE IN A CHANGING
>>> WORLD.
>>>
>>> C. DETERMINE AND ASSESS RELATIONSHIPS AMONG SOCIETIES,
>>> INSTITUTIONS, AND SYSTEMS IN TERMS OF RECIPROCAL – THOUGH NOT
>>> NECESSARILY SYMMETRICAL – INTERACTIONS, BENEFITS, AND COSTS:
>>> THIS
>>> WILL BE ACCOMPLISHED WITH THE HELP OF A COMMON SET OF READINGS
>>> WHICH
>>> DISCUSS THE VARIOUS INSTITUTIONS, NATIONAL POLICIES, AND SYSTEMS
>>> WHICH
>>> CREATE AND SUSTAIN RECIPROCAL AND NON-RECIPROCAL INTERACTIONS.
>>> AS WE
>>> DISCUSS ISSUES DETAILING CHILDREN'S, WOMEN'S, INDIGENOUS,
>>> AND
>>> MINORITY RIGHTS, CHILD SLAVERY, AND MINERAL RIGHTS WE WILL
>>> DISCUSS
>>> INTERNATIONAL ENTITIES INCLUDING THE UNITED NATIONS, HUMAN RIGHTS
>>> WATCH, AND VARIOUS COUNTRY FOCI. THIS OBJECTIVE IS
>>> OPERATIONALIZED IN
>>> BOTH THE WEEKLY BLOGS, BUT PARTICULARLY WITH THE ACCOMPLISHMENT
>>> OF THE
>>> GROUP WRITING ASSIGNMENT. SPECIFICALLY, STUDENT TEAMS FROM
>>> MULTIPLE
>>> COUNTRIES WILL PARTICIPATE IN EACH OF THESE PROJECTS, ALLOWING
>>> STUDENTS TO DETERMINE AND ACCESS THESE RELATIONSHIPS AMONG AND
>>> ACROSS
>>> SOCIETIES, INSTITUTIONS AND SYSTEMS. A CRITICAL COMPONENT OF THIS
>>> COURSE ON GLOBALIZATION, SOCIAL JUSTICE AND HUMAN RIGHTS REQUIRES
>>> STUDENTS TO EXPLORE HOW SOCIETIES, THEIR INSTITUTIONS INTERACT
>>> WITHIN
>>> RECIPROCAL SOCIAL SYSTEMS. FOR EXAMPLE, STUDENTS WILL EXPLORE
>>> HOW
>>> DIFFERENT NATIONAL VIEWS REGARDING HUMAN RIGHTS AND SOCIAL
>>> JUSTICE
>>> DIRECTLY AFFECT THEIR RESPONSES TO IMMIGRATION AND LABOR,
>>> MINORITIES
>>> AND WOMEN, CHILDREN AND FAMILIES.
>>>
>>> ATTENDANCE POLICY:
>>>
>>> WHENEVER A STUDENT IS ABSENT FROM CLASS TO SUCH AN EXTENT AS TO
>>> MAKE
>>> THE STUDENT’S WORK INEFFICIENT OR TO IMPAIR THE MORALE OF THE
>>> CLASS,
>>> THE INSTRUCTOR MAY DIRECT THE OFFICE OF THE REGISTRAR TO DROP THE
>>> STUDENT. DURING THE FIRST 20 PERCENT OF THE COURSE NO GRADE WILL
>>> BE
>>> RECORDED; AFTER THE FIRST 20 PERCENT IS COMPLETED BUT BEFORE 60
>>> PERCENT OF THE COURSE IS COMPLETED, A GRADE OF W WILL BE
>>> RECORDED.
>>> AFTER 60 PERCENT OF THE COURSE IS COMPLETED, A GRADE OF F WILL BE
>>> RECORDED. THE INSTRUCTOR SHALL NOTIFY THE STUDENT OF THIS ACTION
>>> NO
>>> LATER THAN THE TIME HE OR SHE NOTIFIES THE OFFICE OF THE
>>> REGISTRAR
>>> (SEE ACADEMIC CALENDAR FOR SPECIFIC DATES).
>>>
>>> DISCUSSION QUESTIONS:
>>>
>>> STUDENTS SHOULD COME TO CLASS READY TO ENGAGE. TOWARD THAT END,
>>> ALL
>>> STUDENTS WILL BE REQUIRED TO SUBMIT A DISCUSSION QUESTION NO
>>> LATER
>>> THAN 12 MIDNIGHT PRIOR TO EACH CLASS DATE. THESE WILL BE POSTED
>>> ON
>>> THE CLASS FORUMS TAB ON NIIHKA SITE AS INDICATED. NOTE: YOUR
>>> DISCUSSION QUESTIONS SHOULD CENTER ON THE ACTUAL READINGS AND NOT
>>> THE
>>> INTRODUCTIONS. WHILE QUESTIONS FROM THE INTRODUCTIONS FOR EACH
>>> SECTION MAY BE POSED, YOU WILL ONLY RECEIVE CREDIT FOR THOSE
>>> COMING
>>> FROM THE ACTUAL READINGS. QUESTIONS SUBMITTED BY STUDENTS THAT
>>> ARE
>>> SUBSTANTIALLY THE SAME WILL COUNT ON A FIRST COME, FIRST GRADED
>>> BASIS.
>>> THAT IS TO SAY, ONLY THE FIRST OF ANY QUESTION WILL BE COUNTED
>>> FOR
>>> THE DISCUSSION CREDIT. THESE SHOULD RANGE FROM 250-300 WORDS
>>> EACH.
>>>
>>> GRADE CALCULATION
>>>
>>> RESPONSE TO FEATURED BLOG 15 %
>>>
>>> WEEKLY BLOG 30%
>>>
>>> JOINT WRITING PROJECT 30%
>>>
>>> CLASS DISCUSSION 20%
>>>
>>> ATTENDANCE 05%
>>>
>>> IF YOU GRADE FALLS BELOW A B YOU WILL BE REQUIRED TO TAKE A
>>> MIDTERM
>>> AND/OR FINAL EXAMINATION. IF THAT IS THE CASE THEN YOUR GRADE
>>> WILL BE
>>> DETERMINED BY THE FOLLOWING CALCULATION.
>>>
>>> FEATURED BLOG 20 %
>>>
>>> WEEKLY BLOG RESPONSES 20%
>>>
>>> ATTENDANCE/DISCUSSION - 10%
>>>
>>> JOINT GROUP PROJECT - 20%
>>>
>>> MIDTERM 15 %
>>>
>>> FINAL EXAMINATION 15%
>>>
>>> BLOGS
>>>
>>> YOU ARE REQUIRED TO WRITE A WEEKLY BLOG. THIS BLOG SHOULD
>>> CRITICALLY
>>> REFLECT ON THE MATERIAL DISCUSSED AND READ FOR THAT WEEK. THIS
>>> IS,
>>> HOWEVER MORE THAN JUST A SIMPLE SUMMARY OF THE MATERIAL. FOR
>>> THIS YOU
>>> ARE TO IDENTIFY AT LEAST 3 NEWS ARTICLES THAT EXPLICITLY DEAL
>>> WITH
>>> SOME ASPECT OF THE WEEK DISCUSSIONS OR READINGS. ONLY ONE OF
>>> THESE
>>> NEWS ARTICLES CAN COME FROM THE U.S. YOUR CRITICAL REFLECTION OF
>>> THE
>>> CLASS MATERIAL WILL USE THESE ARTICLES AS A MEANS BY WHICH YOU
>>> EXPLORE, EVALUATE AND UTILIZE THE MATERIAL PRESENTED.
>>>
>>> YOU ARE REQUIRED TO RESPOND TO AT LEAST ONE FEATURED BLOG PER
>>> WEEK.
>>> YOU DON’T HAVE TO RESPOND TO THE SAME BLOG EACH WEEK, AND KEEP
>>> IN
>>> MIND THAT YOU MAY HAVE TO A GET A FREE USERNAME TO OTHER SITES IN
>>> ORDER TO VIEW ALL BLOGS. COMMENTS FOR A WEEK’S POSTS ARE DUE BY
>>> SUNDAY BY 11:59 PM. EACH WEEK. THESE WILL BE POSTED ON OUR NING
>>> SITE.
>>> THEY SHOULD BE A MINIMUM OF 500-700 WORDS, AND CRITICALLY REFLECT
>>> ON
>>> NOT ONLY THE BLOG BUT RELEVANT CLASS MATERIAL. (NOTE: THESE WILL
>>> NOT
>>> START TILL SEPT 25.)
>>>
>>> _ _
>>>
>>> JOINT PROJECT
>>>
>>> YOU WILL BE ASSIGNED TO WORK WITH AN INTERNATIONAL TEAM EXPLORING
>>> A
>>> SPECIFIC ISSUE/PROBLEM WITH GLOBAL, SOCIAL JUSTICE AND HUMAN
>>> RIGHTS
>>> IMPLICATIONS. THIS PROJECT IS INTENDED TO BE A BRIEFING PAPER
>>> WHICH
>>> EXPLORES THE PROBLEM (HISTORICALLY, ACROSS VARIOUS
>>> NATIONAL/CULTURAL
>>> AND DISCIPLINARY BOUNDARIES) AND PROPOSES SUSTAINABLE SOLUTIONS
>>> WHICH
>>> CRITICALLY REFLECTS AND OPERATIONALIZES THIS COURSE CONTENTS.
>>>
>>> IMPORTANT DEADLINES:
>>>
>>> WEEK BEGINNING
>>>
>>> TASK
>>>
>>> 3 OCT
>>>
>>> GROUPS ASSIGNED
>>>
>>> 20 OCT
>>>
>>> FIRST QUESTION ANSWERED
>>>
>>> 17 NOV.
>>>
>>> SECOND QUESTION ANSWERED
>>>
>>> 8 DEC.
>>>
>>> THIRD QUESTION ANSWERED
>>>
>>> SYLLABUS AND READINGS: (NOTE: DATES INDICATE BEGINNING OF WEEK)
>>>
>>> AUG. 24/26TH: THEME –INTRODUCTION TO GLOBALIZATION, SOCIAL
>>> JUSTICE
>>> AND HUMAN RIGHTS.
>>>
>>> · DAY 1: CLASS ORIENTATION, EXPECTATIONS, AND DISCUSSIONS.
>>>
>>> · DAY 2: DISCUSS STUDENT REFLECTIONS
>>>
>>> AUGUST 31/SEPT 2ND: WHAT IS GLOBALIZATION?
>>>
>>> DAY 1: WHAT IS GLOBALIZATION?
>>>
>>> · READINGS: MANFRED B. STEGER, CHAPTER ONE,
>>> “GLOBALIZATION: A
>>> CONTESTED CONCEPT”
>>>
>>> o
>>>
>>
> HTTP://WWW.CALEDONIANBLOGS.NET/MLLS406/FILES/2009/09/STEGER-CH1-2.PDF
>>> [2]
>>> [2]
>>>
>>> · READINGS: Mike Collins, “The Pros and Cons of
>>> Globalization”
>>>
>>> o [3]
>>>
>>
> HTTP://WWW.FORBES.COM/SITES/MIKECOLLINS/2015/05/06/THE-PROS-AND-CONS-OF-GLOBALIZATION/
>>> [3]
>>> [4]
>>>
>>> · READINGS: Robert I. Lerman and Stephanie R. Schmidt
>>> “An
>>> Overview of Economic, Social and Democratic Trends Affecting the
>>> U.S.
>>> Labor Market”
>>>
>>> o
>>>
>>
> http://www.dol.gov/oasam/programs/history/herman/reports/futurework/conference/trends/trendsVI.htm
>>> [4]
>>> [5]
>>>
>>> DAY 2: DISCUSS STUDENT REFLECTIONS
>>>
>>> SEPT 7/9TH GLOBALIZATION, GENDER AND CLASS
>>>
>>> DAY 1: GENDER INEQUALITY
>>>
>>> · READINGS: J. AKER “GENDER AND CAPITALISM”
>>>
>>> o
>>> HTTP://FACULTY.MAXWELL.SYR.EDU/MDEVAULT/CRITICAL%20SOC.NOV.03.PDF
>>> [5]
>>> [6]
>>>
>>> · READINGS: WORLD BANK: GLOBALIZATION’S IMPACT ON GENDER
>>> EQUALITY
>>>
>>> o
>>>
>>
> HTTP://SITERESOURCES.WORLDBANK.ORG/INTWDR2012/RESOURCES/7778105-1299699968583/7786210-1315936222006/CHAPTER-6.PDF
>>> [6]
>>> [7]
>>>
>>> · DAY 2: DISCUSS STUDENT REFLECTIONS
>>>
>>> SEPTEMBER 17/19TH INCOME INEQUALITY
>>>
>>> DAY 1: GLOBALIZATION AND INCOME INEQUALITY
>>>
>>> · READINGS: STEVEN J. MARKOWITZ: THE INCOME INEQUALITY
>>> DEBATE
>>>
>>> o
>>> HTTP://WWW.CFR.ORG/UNITED-STATES/INCOME-INEQUALITY-DEBATE/P29052
>>> [7]
>>> [8]
>>>
>>> · READINGS: DIETER BRAEUNIGER: “HAS GLOBALIZATION
>>> DEEPENED
>>> INEQUALITY?”
>>>
>>> o
>>>
>>
> HTTP://YALEGLOBAL.YALE.EDU/CONTENT/HAS-GLOBALIZATION-DEEPENED-INEQUALITY
>>> [8]
>>> [9]
>>>
>>> DAY 2: DISCUSS STUDENT REFLECTIONS
>>>
>>> SEPTEMBER 24/26TH ETHNIC CONFLICT
>>>
>>> DAY 1: GLOBALIZATION AND ETHNIC CONFLICT
>>>
>>> · READINGS: BEVERLY CRAWFORD: “GLOBALIZATION AND
>>> CULTURAL
>>> CONFLICT: AN INSTITUTIONAL APPROACH
>>>
>>> o
>>>
>>
> HTTP://BEV.BERKELEY.EDU/IPE/READINGS/BEVERLY_JAN_06_EDIT_WORLD_CULTURES.PDF
>>> [9]
>>> [10]
>>>
>>> · READINGS: SUSAN OLZAK “DOES GLOBALIZATION BREED ETHNIC
>>> DISCONTENT?”
>>>
>>> o HTTP://JCR.SAGEPUB.COM/CONTENT/55/1/3.FULL.PDF+HTML [10] [11]
>>>
>>> DAY 2: DISCUSS STUDENT REFLECTIONS
>>>
>>> --
>>>
>>> _ __"ONLY WHEN THE LAST TREE HAS DIED AND THE LAST RIVER BEEN
>>> POISONED
>>> AND __THE LAST FISH BEEN CAUGHT WILL WE REALIZE WE CANNOT EAT
>>> MONEY."
>>> --NINETEENTH CENTURY NĒHILAWĒ (CREE) PROVERB_
>>>
>>> _ “A TRUE BELIEVER IS ONE WHO DOES NOT HURT OTHERS WITH HIS
>>> THOUGHTS, WORDS OR ACTIONS.” (PROPHET MUHAMMAD)_
>>>
>>> _THE SONG THAT LIES SILENT IN THE HEART OF A MOTHER SINGS UPON
>>> THE
>>> LIPS OF HER CHILD..KAHLIL GIBRAN_
>>>
>>> Rodney D. Coates
>>> Professor of GLOBAL AND INTERCULTURAL STUDIES
>>> INTERIM DIRECTOR OF BLACK WORLD STUDIES
>>>
>>> Links:
>>> ------
>>> [1] http://globalizationandhumanrights.ning.com/ [11]
>>> [2]
>>>
>>
> http://www.caledonianblogs.net/mlls406/files/2009/09/Steger-Ch1-2.pdf
>>> [12]
>>> [3]
>>>
>>
> http://smpsebastiao.files.wordpress.com/2010/09/globalization__a_very_short_introduction__very_short_introductions_.pdf
>>> [13]
>>> [4]
>>>
>>
> http://www.forbes.com/sites/mikecollins/2015/05/06/the-pros-and-cons-of-globalization/
>>> [14]
>>> [5]
>>>
>>
> http://www.dol.gov/oasam/programs/history/herman/reports/futurework/conference/trends/trendsVI.htm
>>> [4]
>>> [6]
>>> http://faculty.maxwell.syr.edu/mdevault/Critical%20Soc.Nov.03.pdf
>>> [15]
>>> [7]
>>>
>>
> http://siteresources.worldbank.org/INTWDR2012/Resources/7778105-1299699968583/7786210-1315936222006/chapter-6.pdf
>>> [16]
>>> [8]
>>> http://www.cfr.org/united-states/income-inequality-debate/p29052
>>> [17]
>>> [9]
>>>
>>
> http://yaleglobal.yale.edu/content/has-globalization-deepened-inequality
>>> [18]
>>> [10]
>>>
>>
> http://bev.berkeley.edu/ipe/readings/Beverly_Jan_06_edit_World_Cultures.pdf
>>> [19]
>>> [11] http://jcr.sagepub.com/content/55/1/3.full.pdf+html [20]
>
> --
>
> _ __"ONLY WHEN THE LAST TREE HAS DIED AND THE LAST RIVER BEEN POISONED
> AND __THE LAST FISH BEEN CAUGHT WILL WE REALIZE WE CANNOT EAT MONEY."
> --NINETEENTH CENTURY NĒHILAWĒ (CREE) PROVERB_
>
> _ “A TRUE BELIEVER IS ONE WHO DOES NOT HURT OTHERS WITH HIS
> THOUGHTS, WORDS OR ACTIONS.” (PROPHET MUHAMMAD)_
>
> _THE SONG THAT LIES SILENT IN THE HEART OF A MOTHER SINGS UPON THE
> LIPS OF HER CHILD..KAHLIL GIBRAN_
>
> Rodney D. Coates
> Professor of GLOBAL AND INTERCULTURAL STUDIES
> INTERIM DIRECTOR OF BLACK WORLD STUDIES
>
>
> Links:
> ------
> [1] HTTP://GLOBALIZATIONANDHUMANRIGHTS.NING.COM/
> [2]
> HTTP://WWW.CALEDONIANBLOGS.NET/MLLS406/FILES/2009/09/STEGER-CH1-2.PDF
> [3]
> HTTP://WWW.FORBES.COM/SITES/MIKECOLLINS/2015/05/06/THE-PROS-AND-CONS-OF-GLOBALIZATION/
> [4]
> http://www.dol.gov/oasam/programs/history/herman/reports/futurework/conference/trends/trendsVI.htm
> [5] HTTP://FACULTY.MAXWELL.SYR.EDU/MDEVAULT/CRITICAL%20SOC.NOV.03.PDF
> [6]
> HTTP://SITERESOURCES.WORLDBANK.ORG/INTWDR2012/RESOURCES/7778105-1299699968583/7786210-1315936222006/CHAPTER-6.PDF
> [7] HTTP://WWW.CFR.ORG/UNITED-STATES/INCOME-INEQUALITY-DEBATE/P29052
> [8]
> HTTP://YALEGLOBAL.YALE.EDU/CONTENT/HAS-GLOBALIZATION-DEEPENED-INEQUALITY
> [9]
> HTTP://BEV.BERKELEY.EDU/IPE/READINGS/BEVERLY_JAN_06_EDIT_WORLD_CULTURES.PDF
> [10] HTTP://JCR.SAGEPUB.COM/CONTENT/55/1/3.FULL.PDF+HTML
> [11] http://globalizationandhumanrights.ning.com/
> [12]
> http://www.caledonianblogs.net/mlls406/files/2009/09/Steger-Ch1-2.pdf
> [13]
> http://smpsebastiao.files.wordpress.com/2010/09/globalization__a_very_short_introduction__very_short_introductions_.pdf
> [14]
> http://www.forbes.com/sites/mikecollins/2015/05/06/the-pros-and-cons-of-globalization/
> [15] http://faculty.maxwell.syr.edu/mdevault/Critical%20Soc.Nov.03.pdf
> [16]
> http://siteresources.worldbank.org/INTWDR2012/Resources/7778105-1299699968583/7786210-1315936222006/chapter-6.pdf
> [17] http://www.cfr.org/united-states/income-inequality-debate/p29052
> [18]
> http://yaleglobal.yale.edu/content/has-globalization-deepened-inequality
> [19]
> http://bev.berkeley.edu/ipe/readings/Beverly_Jan_06_edit_World_Cultures.pdf
> [20] http://jcr.sagepub.com/content/55/1/3.full.pdf+html
|
