PS 1A03

PS 1A03:

Introduction to Peace Studies

Course Outline — Term 2 (Winter) 2010/11

Monday 1:30-2:20 pm HH 109

Wednesday 1:30-2:20 pm HH 109

Subject Coordinator: Dr. Colin Salter

Office: TSH 302

Phone: (905) 525 9140 | Extension 23722
Email: saltec@mcmaster.ca
Website:

Consultation Times: Mondays 2:30-4:30pm

Other times by appointment

My tutorial time and room:

My TA:

Office:

Phone:

Email:

Consultation Times:

PS 1A03: Introduction to Peace Studies (Winter 2010)—page 1 of 12

Subject Description
Throughout remembered history to the present, we, as a species, have witnessed and participated in
horrific forms of violence. From genocide and war, sexual abuse and domestic violence through to other
marked and unmarked acts, violence surrounds us. There are a number of people who suggest that the
everyday lived experience of (western) society is predicated on and requires persistent and widespread
violence.

In this course we will look at the growing study and engagement with peace as both a vision for the
future and a means to achieve it: a means and an end. Through engagement with varied theoretical,
personal and activist approaches to peace and conflict (from conservative and religious through to
radical perspectives), we will consider strategies adopted for both the prevention of violent conflict, and
its transformation, ranging from the interpersonal through to the international levels.

Through critical engagement with a number of case studies, exploring both historical and contemporary
conflicts, alongside individual actions, that draw on these theoretical insights, we will collectively
discuss the dynamics of peace-based approaches to conflict and change. This will help to foster practical
understandings and mutual respect in working through the challenges and practicalities of current
approaches to conflict transformation.

Assessment Summary
Assessment Format Length Due Date Weighting

active engagement in 15%

1 Participation n/a weekly
discussion (see notes)
max 15 minutes
2 Short Presentation 10%
(see notes)

3 Commentary writing task 750 words January 24 15%

Essay/dialogue
4 writing task 200 words + February 28 10%
plan

5 Essay/dialogue writing task 1500 words April 4 30%

6 Final exam formal exam see notes Exam period 20%

Courseware
There is no set textbook for this course. Scheduled readings are listed in this outline and included in the
courseware available at Titles.

PS 1A03: Introduction to Peace Studies (Winter 2010)—page 2 of 12

Courseware & Other Resources
Required readings for each week are listed in
this outline and included in the courseware.
These readings are complementary to the lecture
material presented and essential for your active
participation in tutorials—a requirement of this
course.

You are responsible to ensure you have either an

understanding of the week’s reading materials,
or questions based on these to help gain an
understanding of these before class.
I have not set a required text for this course. A
number of texts receive repeated reference, and
would provide worthy resources for those of you
continuing with Peace Studies:
David P. Barash (2010) Approaches to Peace – a
reader in peace studies, Second Edition, New York:
Oxford University Press. [Also First Edition,
2000]
Robert L. Holmes & Barry L. Gan (2005)
Nonviolence in Theory and Practice, Illinois:
Waveland Press, 2nd edition.
Krishna Mallick & Doris Hunter (2002) An
Antholog y of Nonviolence – historical and
contemporary voices, Connecticut: Greenwood
Press.
It is recommended that you keep abreast of
current events for in-class discussion. Alternate
news sources that are available online include:
Al Jazeera, CBC Radio 1, Democracy Now! (news
and radio show/podcast), Independent Media
Centre/Media Coop, Mother Jones (nonprofit
news organization), The Guardian (UK
newspaper), Green Left Weekly (Australian/
internationalist), New York Times, etc.
As a starting point for research, the following
journals are available online or via the library:
The Journal of Peace Research, The Online Journal of
Peace and Conflict Studies (OJPCR), Peace and
Change – a Journal of Peace Research, and Peace and
Conflict Studies Journal.
An extensive list is available at http://
www.peacejusticestudies.org/resources/
journals.php
Learning Outcomes
PS 1A03 will engage you in a prefigurative
learning environment—one that encompasses
the values we are studying—in both its direct
experience and for learning in itself. At
completion, you will possess an understanding
of the key concepts of peace studies and a broad
knowledge of different perspectives on peace
and conflict and the effectiveness of these in
day-to-day, interpersonal, and international
conflict transformation and the projection of
peace.
These learning outcomes include:
- To evaluate and engage the concepts of
peace and conflict.

PS 1A03: Introduction to Peace Studies (Winter 2010)—page 3 of 12

 - To consider, experience and reflect on
the basis of conflict and the challenges
of working within peace-based
frameworks.
- To address, personally and in groups,
issues that require attention currently
and in the future, that affect the
embrace of peace-based relations.
- Self-growth through personal
engagement and lived experiences of
peace based relations.
- To improve writing, inter-personal
(group) relations and public speaking
skills.
Group work and group processes will foster the
development of valuable collaborative skills that
will assist you in becoming more effective
communicators.
PS 1A03 Pedagogy
This course is run a bit differently to other
subjects you may be taking. Please read the
subject outline carefully rather than assuming
things are like other classes.
- The penalty for less than 80%
attendance is unusual. Please check it.
- Be prepared for group activities.
In PS 1A03, the aim is to encourage you to learn
through direct participation in discussions and
group activities. By coming to class prepared to
discuss set readings, lecture material and current
events, you will contribute to and participate in
a rich—and at times challenging—learning
environment. This will both assist you and your
fellow students.
Timeline
Each week we will be looking at a number of set
readings. These will complement the lecture
material, including real-world examples
introduced.
As there are tutorials before and after the lecture
times each week, the material covered in
tutorials will be for the preceding week’s lecture:
i.e. the readings listed in week 2 are discussed in
the week 3 tutorial, and so on.
Week 1. Course overview & Introduction
(January 3)
This week we start with an overview of the
course structure and material. We also introduce
ourselves.
We often hear references to peace, yet what does
it actually mean? Is there a universal or
popularly adopted definition of peace? Why
study Peace?
Readings
Erich Fromm (1984), On disobedience and other
essays, London: Routledge. pp. 133-48 (Chapter
10: On the Theory and Strategy of Peace).
David P. Barash (1991), Introduction to Peace
Studies, California: Wadsworth Publishing. pp.
5-12 & 25-29.
Week 2. Bases of inter-personal conflict
(January 10)
What are the causes of person-to-person
(social) conflict? In what unmarked ways are
our lived experiences shaped by the presence of
patriarchy/sexism, racism, heteronormativity,
relations to difference and constructed
hierarchies more broadly?
We will have a very brief lecture, followed by a
screening of Phillip Noyce’s (2002) Rabbit Proof
Fence. The film address key issues about
PS 1A03: Introduction to Peace Studies (Winter 2010)—page 4 of 12
Australia’s recent past (and present), that
directly parallels events in Canada.
**Please ensure you arrive to class on time.
Required readings:
Johan Galtung (1996), Peace by peaceful means:
peace and conflict, development and civilization,
London: Sage Publications. pp. 40-48
(Chapter 3)
Sura Hart (2004), ‘Creating a culture of peace
with nonviolent communication’, in Riane Eisler
and Rod Miller (eds), Educating for a culture of
p e a c e , Po r t s m o u t h , N H : He i n e m a n n .
pp. 113-125.
Week 3. Bases of international conflict
(January 17)
Where can we locate the bases of international
conflict? What are the effects of colonialism,
Nationalism, capitalism and sovereignty?
Required readings:
Lila Abu-Lughod (2002), ‘Do Muslim Women
R ea l ly Need Sav i ng ? A nt h ro pol og i c a l
Reflections on Cultural Relativism and Its
Others’, American Anthropologist, Vol. 104, No. 3.
pp. 783-790.
Peter Singer (2002) ‘Speciesism Today’, in
Krishna Mallick & Doris Hunter (Eds) An
Antholog y of Nonviolence – historical and
contemporary voices, Connecticut: Greenwood
Press. pp. 153-167
Anthony Browne (2001) 'You eat cows and pigs,
so why can't we eat whales?’, The Guardian,
Sunday 24 June, http://www.guardian.co.uk/
environment/2001/jun/24/
whaling.observerfocus
Week 4. Foundations for peace (January 24)
What are the cornerstones of peace? Is there a
diversity or disparity of views on what these
cornerstones are? How can we work towards
implementing these?
Required readings:
Universal Declaration of Human Rights, United
Nations
David P. Barash (2010) ‘Human Rights’, in
David P. Barash (ed) Approaches to Peace – a
reader in peace studies, Second Edition, New York:
Oxford University Press. pp. 176-185.
H e n r y D a v i d Th o r e a u ( 2 0 0 2 ) ‘ C i v i l
Disobedience’, in Krishna Mallick & Doris
Hunter (Eds) An Anthology of Nonviolence –
historical and contemporary voices, Connecticut:
Greenwood Press. pp. 51-65.
**Commentaries are due at the start of the
Monday lecture time.
Week 5. Differing approaches to peace and
conflict (January 31)
What are the implications of differing personal/
political perspectives in the world (and within
countries)? How do these perspectives shape
understandings of peace and conflict?
Required readings:
Betty Reardon (2010) ‘Sexism and the War
System’, in David P. Barash (ed) Approaches to
PS 1A03: Introduction to Peace Studies (Winter 2010)—page 5 of 12
Peace – a reader in peace studies, Second Edition,
New York: Oxford University Press. pp. 259-66.
Jasmina Tesanovic (pp. 80-86), Theresa
Hitchens (pp. 88-90) & Arundhati Roy (pp.
90-97), in Daniela Gioseffi (2003), Women on
War: an International anthology of women writer’s
from antiquity to the present, New York: Feminist
Press at City University of New York.
Brian Martin (1999), ‘Nonviolence Versus
Capitalism’, Gandhi Marg, Vol. 21, No. 3,
October-December. pp. 283-312.
Week 6. Religious/cultural/ethical perspectives
on peace (February 7)
In what ways do differing religious perspectives
shape approaches to peace and conflict? What
are the commonalities and differences
underlying and embodied in these approaches?
Required readings:
Aldo Leopold (2010) ‘The Land Ethic’, in David
P. Barash (ed) Approaches to Peace – a reader in
peace studies, Second Edition, New York: Oxford
University Press. pp. 148-155.
Robert C. Johansen (1997), ‘Radical Islam and
Nonviolence: a case study of religious
empowerment and constraint among Pushtans,’
in Journal of Peace Research, Vol. 34, No. 1.
pp. 53-71.
Week 7. Nonviolence (February 14)
What is nonviolence? Like Peace, we often hear
references to nonviolence, yet what does it
actually mean? Is there a universal or popularly
adopted definition of nonviolence?
Required Readings:
A. Paul Hare (1968), ‘Introduction to the
theories of non-violence’, in A. Paul Hare and
Herbert H. Blumberg (eds.) Nonviolent direct
action – American cases, social- psychological analysis,
Washington, D.C.: Corpus Books. pp. 3-30.
Karen Beckwith (2002), ‘Women, Gender, and
Nonviolence in Political Movements’, PS:
Political Science & Politics, Vol. 35, No. 1. pp.
75-81.
**Essay/dialogue plan are due at the start of the
Monday lecture time.
** Mid-term recess Monday February 21st-26th.
Week 8. Grassroots approaches to conflict I
(February 28)
Grassroots actions for peace and justice receive
regular media attention. How does the basis for
such actions differ to that of governmental and
(international) non-governmental
organizations? How do such approaches differ
between the north and south? How do they
differ between industrialized countries? How do
they differ within industrialized countries?
Required reading:
Jeff Conant (2010) A Poetics of Resistance: the
Revolutionary Public Relations of the Zapatista
Insurgency, Oakland: AK Press. pp. 23-8, 39-47.
Alex Khasnabish (2010) Zapatistas: rebellion from
the grassroots to the global, Nova Scotia: Fernwood
Publishing. Chapter 4 (‘“a world made of many
wo r l d s ” : t h e t rans nat i o na l i m pac t o f
Zapatismo’) pp. 164-198; and Conclusion (‘to
open a crack in history’) pp. 199-204.
Week 9. Grass-roots approaches to conflict II
(March 7)
This week we look at the evolution of a a local
dispute, focussing on the community campaign:
the outcomes of which continue to shape the
city and the province.
Required reading:
Jane Mulkewich and Richard Oddie (2009)
‘Contesting Development, Democracy, and
Justice in the Red Hill Valley’ in Laurie E.
PS 1A03: Introduction to Peace Studies (Winter 2010)—page 6 of 12
Adkin. (ed) Environmental conflict and democracy in
Canada, Vancouver: UBC Press. pp. 243-261.
Friends of Red Hill Valley website — http://
www.hwcn.org/link/forhv/
Week 10. State approaches to conflict: the
United Nations, Peace Keeping and NGO’s
(March 14)
How are governmental and international non-
governmental organizations approaching
conflict? Is there a role for economic sanctions,
or do they hurt those already suffering? Is there
a role for UN Peacekeepers? Is there a place for
pragmatism? Are ‘best intentions’ adequate?
Required readings:
Lori Buck, Nicole Gallant & Kim Richard
Nossal (1998), ‘Sanctions as a gendered
instrument of statecraft: the case of Iraq’, Review
of International Studies, Vol. 24, No. 1. pp. 69–84.
Week 12. Post 911/new challenges to peace
(March 28)
What happened on September 11 changed many
things including how people viewed the
potential of and for peace in the world. Some
refer to this atrocity as bringing the realities of
western acts of aggression into full view, this
time with us (as opposed to them) as the
victims.
What are the potentials for peace post 911?
How can we work towards positive change?
Required readings:
bell hooks (2004), The Will to Change: Men,
Masculinity and Love, New York: Washington
Square Press. pp. 17-33.
Stanley Hauerwas (2002), ‘September 11, 2001:
A Pacifist Response’, The South Atlantic Quarterly,
Vol. 101, No. 2: pp. 425-433.

Brian Martin (1992), ‘Science for Nonviolent

Elizabeth Boardman (2005), Taking A Stand: a
Struggle’, Science and Public Policy, Vol. 19, No. 1:
guide to Peace Teams and accompaniment projects,
pp. 55-58.
Gabriola Island: New Society. pp. 5-14.

Week 13. Wrap-up (April 4)

Week 11. Conflict transformation (March 21)
How can we embrace, work with and transform
conflicts in a peaceful manner? How can we, as
individuals, be the change we want to see in the world
in our interpersonal communications?
We reflect on the range of material covered,
drawing the threads together
**Essay/dialogue due at the start of the Monday
lecture time.

Required readings:
Paulo Freire (2010) ‘The Pedagogy of the
Oppressed’, in David P. Barash (ed) Approaches
to Peace – a reader in peace studies, Second Edition,
New York: Oxford University Press. pp.
160-166.

Dudley Weeks (2002) ‘The eight essential steps

to conflict resolution’, in Krishna Mallick &
Doris Hunter (Eds) An Anthology of Nonviolence –
historical and contemporary voices, Connecticut:
Greenwood Press. pp. 231-244.

PS 1A03: Introduction to Peace Studies (Winter 2010)—page 7 of 12

Requirements and assessment tasks
Assessment and submission
- You are not required to pass every
component of assessment to pass the
subject.
- Penalty for late submission of work: 10
marks per day out of 100.
- The subject coordinator reserves the
right to hold an additional oral
examination for any piece of
assessment.
Attendance
Attendance at class is a key requirement of this
course. Non-attendance will significantly impact
on what you can learn from this course. By not
participating, you also detract from the ability of
others to learn with you. Attendance will be
recorded in lectures and tutorials.
If you miss more than 2 tutorials, marks will be
subtracted from your final mark, as follows:
- 0, 1 or 2 absences: no penalty
- 3 absences: 3% subtracted
- 4 absences: 6% subtracted
- 5+ absences: 9%+ subtracted
For example, if your mark is 75% but you missed
4 classes, your final mark will be 75% - 6% =
69%.
If you are present for only part of a class, that
counts as fractional attendance. For example, 2.5
absences leads to a 2% penalty.
If you will not be able to attend a class, you
should contact me in advance.
Participation:
You will not receive participation marks for
merely turning up. You will be graded on your
active participation in class discussions and how
this reflects your knowledge of the readings. If
you have questions about the reading materials,
this is the best environment in which to discuss
them.
Short (Tutorial Presentation)
Due date: various
Weighting: 10%
Length: 12-15 minutes
As part of a group of 3-4, you will be responsible
for leading a 12-15  minute presentation and
subsequent discussion of a week’s reading
material. Groups will be assigned in Week 4,
with a maximum of eight groups. The task of the
presentation is not to summarize the reading
materials, rather to engage and critically reflect
on them with regard to one, or more, specific
case studies. You will be graded both on your
understandings of the material, how you
present, and your ability to facilitate a peaceful
and respectful discussion.
You will be required to submit a one-page
bibliography. If you do not submit a
bibliography, you will lose 5 of a possible 15
marks for this assignment.
PS 1A03: Introduction to Peace Studies (Winter 2010)—page 8 of 12
The rest of the class will demonstrate their
critical reflection on the reading materials in
their comments and this will shape their
participation grade.
Commentary:
Due date: At start of the lecture, January 24.
Weighting: 15%
Length: 750 words
For this assignment, you have a choice from the
following:
1. Reflect on the actions of residents, a
community group, or others involved
in action over an issue.
2. Reflect on the strategies and actions of
a public interest group.
3. Review a biography or autobiography
of a prominent peacemaker/activist.
4. Review a film that critically engages
with, comments on, or showcases
peace, war or non-violence.
Write a 700-word commentary which links
course material and readings to the themes and
subject of the case study.
Consult your TA regarding your choice of case
study, biography/autobiography or film.
Essay or dialogue plan
Due date: At start of lecture, February 28
Weighting: 10%
Length: 200 words +
This task has two parts.
1. Write a 200 word outline for your
essay or dialogue. Introduce and
outline your proposed case study and
how it relates to the study of peace
and/or conflict transformation.
2. Write an annotated bibliography
detailing four sources.
If you have chosen to write the dialogue, you
will need to include the participants (see details
under ‘Essay of Dialogue’ below), the topic of
the discussion and the perspectives of each of
the participants within the outline.
Submission of this assessment task is
mandatory. Failure to do so will lead to a grade
of zero for both the proposal and the essay.
You will resubmit this plan with your essay/
dialogue. If you wish to change your case study
and focus before writing your essay/dialogue,
you must consult with your TA.
Essay or Dialogue
Due date: At start of the Lecture, April 4
Weighting: 30%
Length: 1500 words
Write a 1500-word essay or dialogue about your
case study and how it relates to the study of
PS 1A03: Introduction to Peace Studies (Winter 2010)—page 9 of 12
peace and/or conflict transformation. The case
study can be a specific conflict (eg. the US
cou nter / i nsu rgen c y i n Iraq , t h e G 2 0
demonstrations in Toronto, protests against the
Vancouver Olympics), or a more generalized
problem of violence in society (domestic
violence against women). Engage with the
s u b j e c t a n d (a ny) m e a n s o f c o n fl i c t
transformation.
If you have chosen to write a dialogue, the people
involved can be fictional or real, dead or alive,
but should not be staff or students at the
university (including yourself). For example,
the dialogue might involve Judi Bari, George W.
Bush, Emma Goldman, Johan Galtung, Gandhi,
Adolph Hitler, bell hooks, Naomi Klein, Osama
bin Laden, Subcomandante Marcos, Shrek,
Vandana Shiva, Mother Theresa, V (or Evey,
from V for Vendetta), or Lisa Simpson. The
dialogue should be as realistic as possible within
the assumptions about the participants and
situation.
Virtually the entire body of text should be
dialogue. You may add the equivalent of “stage
directions” (see Shakespeare plays for
examples). Each participant in the dialogue
should speak from and/or advocate a specific
perspective (eg. radical, conservative, Marxist,
liberal, anarchist, Quaker) to peace and conflict.
The participants should not normally refer to
references explicitly (with the exception of well
known writers). You, as the author of the
dialogue, should prov ide footnotes at
appropriate places, explaining what sources the
speakers might be using, drawing inspiration or
ideas from.
If you have chosen to write an essay, you are also
required to address at least two specific
perspectives (eg. radical, conservative, Marxist,
liberal, anarchist, Quaker) to peace and conflict
in relation to the case study addressed.
For both the essay and dialogue, the minimum
requirements are:
- four different sources about the case
study; and
- two different sources about each of the
approaches.
That is a minimum of 8 different sources for this
assignment. At least half of the sources used
must not be listed in this course guide.
You are welcome to work in a team to collect
material for this assignment. For example, in a
team of four, two team members could
investigate the case study, means of conflict and
its transformation whilst the other two team
members could study two theories. It needs to
be noted that you must write your own
individual essay.
Exam
The final exam will be composed of multiple
choice and short answer questions. The entire
content of the course (including videos shown
during class) is examinable.
Image sources
Peace flag, original source unknown.
Marc Riboud. Jan Rose Kasmir, protest against the
Vietnam War outside the Pentagon, Arlington County,
Virginia, Saturday, 21 October 21, 1967 —  http://
en.wikipedia.org/wiki/Jan_Rose_Kasmir
Elisa Iannacone, As leaders of the G20 nations
gathered in Toronto, Canada, protesters took to the
streets [caption]. ‘G20 summit protests in Toronto :
Your pictures’, BBC News, 27 June 2010 — http://
www.bbc.co.uk/news/10427404
‘The U.S. vs. John Lennon’ reproduced from Jürgen
Fauth’s Muckworld — http://jurgenfauth.com/
2007/02/14/the-us-vs-john-lennon/
PS 1A03: Introduction to Peace Studies (Winter 2010)—page 10 of 12
General grading criteria
The following criteria will be utilized in the
assessment of all written work and will guide the
assessment of all other assignments.
Excellent (A+, A, A-) (100% - 80%)
Thoughtfully develops interesting and original
ideas; secondary material and course readings
are used intelligently and not as a substitute for
the learner’s own thinking; clear indication of
conceptual understanding; originality, creativity
and enthusiasm; solid organization; convincing/
well supported statements; virtually free of
errors in grammar, spelling and punctuation;
uses the conventions of scholarly
documentation correctly.
Very Good to Good (B+, B, B-) (79% – 70%)
Competent/accurate treatment of its topic; well
written with a clear purpose; may demonstrate
weaker conceptual understanding; may lean
uncritically on secondary sources; organization
is clear and sentences are comprehensible; few
errors in grammar and spelling; follows
conventions of scholarly documentation.
Your notes:
Good to Fair (C+, C, C-) (69% - 60%)
Lack of clarity; trivial/underdeveloped
purpose/thesis and/or arguments; considerable
summary and paraphrase, with only occasional
analytical commentary; may be characterized by
conceptual and research inaccuracies; may rely
exclusively on secondary sources; organization
is disjointed; some sentences may be convoluted
and incomprehensible; mistakes in grammar,
spelling and punctuation; carelessness with
scholarly documentation.
Problematic (D+, D, D-) (59% - 50%)
Serious inaccuracies or inconsistencies; minimal
grasp of topic; sources are often misused or
misinterpreted; expresses opinion, but does not
support effectively; lacks coherence/clarity; has
errors in grammar, spelling and punctuation.
Failures (F) (49% - 0%)
Total misunderstanding; disorganization;
considerable grammatical errors; unscholarly
presentation. (This grade is also given for
plagiarism/other academic integrity issues)
PS 1A03: Introduction to Peace Studies (Winter 2010)—page 11 of 12
Course Policies
Submitted work
Assignments must be submitted by due dates. Late
submissions will be penalized by 5% of their .value per
day (including weekends) unless an extension has been
granted by the instructor (only the course instructor may
grant extensions). Extension requests will only be
granted if appropriate documentation is provided (e.g. a
doctor’s note). Late assignments will receive a grade, but
No,additional comments.
The instructor cannot accept/grade work after the end of
term. Under rare circumstances learners who were not
able to complete their work during the regular term may
apply for an extension by submitting an application to
the Undergraduate Reviewing Committee before the end
of term (see http://www.humanities.mcmaster.ca/
forms/DeferredTermWork.pdf).
The instructor and TA are not responsible for any
misplaced assignments – always keep an extra copy of
your work. Assignments not submitted in class may be
dropped off in the box outside of TSH 313 (the
Interdisciplinar y Studies Office). Do not slip
assignments under the instructor’s or TA’s doors – these
will not be accepted. Electronic/email copies of
assignments will not be accepted.
Group Work Participation:
It is an issue of academic integrity, closely allied to
plagiarism and cheating, to be a “free-loader” in group
worm and activities. “Free-loading” is providing less than
an equal contribution to the work and decision-making
of the group, i.e. benefiting in marks from work done by
other members of the group in an unjust way.
To contribute, each learner needs to be present and
contribute during all group meetings and activities.
Participation will be peer monitored and absences may
result in a reduction in the grade awarded an individual
for group work (amount to be determined on a case-by-
case basis). Multiple absences may be taken as negating
membership in one’s group. Failure to effectively
contribute to the group work may also result in a
reduction of the overall participation grade awarded.
In order to ensure the Small Groups work effectively,
group members must maintain open communication
with the instructor and teaching assistant regarding their
group’s dynamics. Please inform the instructor of any
conflicts or cases of uneven workload distribution as
soon as possible.
Statement on Academic Integrity:
You are expected to exhibit honesty and use ethical
behaviour in all aspects of the learning process.
Academic credentials you earn are rooted in principles of
honesty and academic integrity.
Academic dishonesty is to knowingly act or fail to act in
a way that results or could result in unearned academic
credit or advantage. This behaviour can result in serious
consequences, e.g. the grade of zero on an assignment,
loss of credit with a notation on the transcript (notation
reads: "Grade of F assigned for academic dishonesty"),
and/or suspension or expulsion from the university.
It is your responsibility to understand what constitutes
academic dishonesty. For information on the various
types of academic dishonesty please refer to the
Academic Integrity Policy, located at http://
www.mcmaster.ca/academicintegrity
The following illustrates only three forms of academic
dishonesty:
- Plagiarism, e.g. the submission of work that is not
one's own or for which other credit has been
obtained.
- Improper collaboration in group work.
- Copying or using unauthorized aids in tests and
examination.
All assignments will be evaluated to ensure academic
integrity. Academic dishonesty will be treated as a very
serious matter in this course and all cases of academic
dishonesty will be reported to the Office of Academic
Integrity.
Email Communication Policy
The course instructor will only open emails sent from
McMaster email addresses. Emails sent from any other
email provider (e.g. Hotmail, Gmail, Yahoo) will not be
opened and will be deleted immediately. This policy
protects confidentiality and confirms your identity.
Assisted Learning
The Centre for Student Development is always available
to help students with different learning needs (MUSC
B-107; Ext 24711; http://csd.mcmaster.ca). If you
require special arrangements, you should talk to the
course instructor as soon as possible.
PS 1A03: Introduction to Peace Studies (Winter 2010)—page 12 of 12