Norfolk State University

College of Liberal Arts Department of Interdisciplinary Studies

INT 412.90 Contemporary Globalization

(3 credit hours)

SPRING 2014

Instructor: Dr. Danny Adams

Physical Office: BMH, Rm C-236 Phone: 757-354-1326 Email: dadams@nsu.edu Skype: global-412

VIRTUAL OFFICE HOURS SYNCHRONOUS - Adobe Connect Sundays 8 pm10pm --------------ASYNCHRONOUS: NSU email (allow 24 hours for reply)

COURSE DESCRIPTION (Prerequisites INT 308, INT 322) INT 412 is a required course for seniors in the BS INT degree program. This course introduces students to key terms, concepts, and processes that are integral to the increasing interconnectedness among cultural, economic, and political dimensions of peoples and nations worldwide. Attention is given to how neo-liberal theories and western principles have significantly influenced the pace and trajectory of globalization, and the extent to which they impact (pro or con) the well-being of nations in various states of development. Global events/affairs are used to showcase issues and tensions among institutions and actors as the engage the forces of globalization. Conditions of inequality and poverty, gender and ethnic violence, environmental threats, and population and migration shifts reveal pro and con attributes of globalization, giving rationale for positions of anti-globalization. An overriding outcome from the study of globalization provides students with the ability to identify and discuss critical indicators that suggest we are experiencing the world as a single place. As such, the study of globalization calls for an interdisciplinary approach that is broad enough to behold the big picture. Interdisciplinary Studies: (A) A process of answering a question, solving a problem, or addressing a topic that is too broad or complex to be dealt with adequately by a single discipline or profession... (Klein and Newell, 1966); (B) The application of methodology and language from more than one discipline to examine a central theme, issue, problem, topic, or experience (Jacobs, 1989). Related University-Wide and Course Specific Requirements The following competencies are required and assessed throughout the Interdisciplinary Studies core courses: (a) writing; (b) information technology literacy; and (c) critical thinking. By the end of this course, students should be able to write clearly, concisely and analytically. Students writings should include demonstration of reading completion and comprehension, application when necessary, critical thinking, independent thinking, analysis, synthesis and argumentation. Students critical thinking abilities will be assessed on their presentation of ideas (others and their own), problemsolving capabilities, synthesis, evaluation, analysis and clarity of thought (including language use and comprehension).

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MEASURABLE COURSE LEARNING OUTCOMES

1. STUDENTS WHO COMPLETE THE B.S. IN INTERDISCIPLINARY STUDIES WILL BE ABLE TO FORMULATE QUESTIONS AND ASCERTAIN RELATIONSHIPS THAT ARE CONVENTIONALLY UNRELATED IN ORDER TO CREATE AND DEMONSTRATE NEW KNOWLEDGE. 1.1 Students will identify and critique answers given as to why human-rights are considered a standard for all nations, given that the rights designated are fashioned by the developed/elite nations and rationales proffered by this class of nation-states. 1.2 Students will apply analytical skills in written and group activities that examine case studies of events and phenomena that transect nations, institutions, and peoples around the world, especially natural and man-made dilemmas related to political, economical, historical dimensions 1.3. Students will examine the effects of information and communications technologies on viewing and experiencing the world as a single place 2. THE INT GRADUATE WIL BE ABLE TO DESCRIBE, ANALYZE, SYNTHESIZE, INTERPRET, AND EVALUATE PHENOMENA INTERDISCIPLINARILY TO CRITICALLY EXAMINE THE VALIDITY OF ASSUMPTIONS, HYPOTHESES, AND THESES. 2.1 Students will identify perspectives and critique the consequent arguments that both support and reject globalization 2.2. Students will identify and analyze arguments that depict interconnectedness of issues that have multiple alignments with various institutions, forces, and phenomena (e.g., that rising waters (climate control) may impact food shortage, which impacts, regional/local conflict, which may impact migration, which may impact population/census, which may impact economic policies, which impacts cultural/multicultural continuity, and so on) 2.3 Students will enumerate the complexities that involve Westernization, modernization, and neo-liberalism as solutions to enhance global prosperity 3. THE INT GRADUATE WILL BE ABLE TO ASSESS SOCIAL, ECONOMIC, CULTURAL, AND POLITICAL ISSUES IN ORDER TO BECOME A PRODUCTIVE CITIZEN (I.E., CHANGE AGENT) IN THEIR LOCAL AND GLOBAL COMMUNITY. 3.1 Students will identify the institutional paradigm(s) under which world issues have their traditional affiliations 3.2 Students will utilize a vocabulary for identifying key institutions and players in the field of international development and alignments 4. THE INT GRADUATE WILL BE ABLE TOA ENGAGE HIS/HER THINKING PROCESSES TO PROMOTE SELF-REFLECTION AMIDST DIVERSITY. 4.1. Students will locate and research various media and real-life resources related to

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globalization themes current global issues 4.2 Students will apply terms and vocabulary (e.g. glocal, flows, to think globally) that demonstrate interdependencies, interconnectedness, and transference of concepts and perspectives across discipline domains. 4.3 Students will exhibit critical thinking in written responses to study guide questions that explore connections among personal perspectives and events, and their place in the global context. 4.4 Students will exercise the ability to analyze, synthesize and evaluate multiple source data on global issues of inequality and the various forms of discrimination, and propose alternative measures. Course Materials/Required Texts/Supplementary Resources Required Textbooks:
Joshua S. Goldstein and Jon C. Pevehouse (2013). International Relations, 10 ed. Pearson. Written in a style accessible to undergraduates, and draws on both academic and popular sources in its explanations. it helps to clarify complex concepts and issues in international relations (IR) so that a synthesis can be understood between international relations and globalization. It features upto-date events and actors on the global stage. This book is referenced in the detailed class schedule as IR
th

Supplementary Resources (students are not required to purchase): Fareed Zakaria (2011). Post-American World, Release 2.0. W.W. Norton & Co., NY.
"This is not a book about the decline of America, but rather about the "rise of the rest"the growth of countries like China, India, Brazil, Russia, and many others as the great story of our time. The 2008 financial crisis turned the world upside down, stalling the United States and other advanced economies. Meanwhile emerging markets have surged ahead, coupling their economic growth with pride, nationalism, and a determination to shape their own future.

STUDENT RESPONSIBILITIES Students are expected to engage the course site with an open-mindedness and respect for the information it contains, even if it differs from beliefs and knowledge formed by the students in advance. Students are expected to participate in all discussion board posts and/or designated social networking avenues created and sanctioned by the instruction. Participation is imperative to class enlightenment, student development, and to overall understanding. Students are expected to complete all assigned readings and activities on time. LATE ASSIGNMENTS will NOT BE ACCEPTED. Repeat: LATE ASSIGNMENTS will NOT BE ACCEPTED! It is the students responsibility to read the syllabus, which serves as a type of contract between the Professor and the Student regarding the responsibilities and expectations of both instructional facilitator and the student learner for this course. Amendments can be made to the syllabus at the discretion of the professor, and it is the responsibility of the student to maintain awareness of any such changes, amendments, additions, adjustments, etc. By accepting the syllabus, the student agrees to abide by the information contained therein.

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Self-Motivation and Self-Direction Adult learners, who are typically more mature and more experienced than younger students, have a better understanding of what is required in a self-directed environment. Younger students and students new to online learning may need considerable help to achieve the same appreciation for self-reliance that adult learners have. Regardless of your relative experience, your attention to the following points can only help your journey toward successful and rewarding completion of the course. Be self-motivated and self-disciplined Be a good time manager Approach the course with a desire to learn Assume a leadership role and be a teacher when necessary. Voluntarily help other students, bearing in mind, however, that doing other people's work for them is tantamount to cheating Develop needed technology skills Contribute to course discussions, and respond respectfully to their comments Contribute to team activities and respect the ideas of others Comply with all course policies Submit constructive suggestions for course improvements
UNIVERSITY POLICIES Distance Education Policy

ACADEMIC INTEGRITY In keeping with its mission, the University seeks to prepare its students to be knowledgeable, forthright, and honest. It expects and requires academic honesty from all members of the University community. Academic honesty includes adherence to guidelines established by the University, the schools and colleges and their faculties, for the use of its libraries, its computers and other facilities. Academic or academically related misconduct includes, but it is not limited to, unauthorized collaboration or use of external information during examinations; plagiarizing or representing anothers ideas as ones own; furnishing false academic information to the University; falsely obtaining, distributing, using, or receiving test materials; obtaining or gaining unauthorized access to examinations or academic research materials; soliciting or offering unauthorized academic information or materials; improperly altering or inducing another to alter improperly any academic record; or engaging in any conduct which is intended or reasonably likely to confer upon ones self or another an unfair advantage or unfair benefit respecting an academic matter. Additional information regarding academic or academically related misconduct, and disciplinary procedures and sanctions regarding such misconduct, may be obtained by consulting the current edition of the Norfolk State University Student Handbook.(See NSU 2007-08 University Catalog, 43) PLAGARISM Plagiarism is defined as using other peoples work as your own without crediting them, including but not limited to: copying others notes, exams, essays, or information, quoting and paraphrasing others ideas without giving them credit and proper documentation; using information from the internet without properly citing source, website address (URL), author, date, etc. Plagiarism is a form of cheating and will result in an assignment grade of F and possibly an overall course grade of F. Students should not Norfolk State Universitys academic integrity policies that include departmental (Interdisciplinary Studies) procedures on plagiarism, cheating, etc. Any instance of academic dishonesty will NOT be tolerated. See the student handbook for a description of the honor policy and the consequences for violations. DISABILITIES In accordance with section 504 of the 1973 Rehabilitation Act and the American with Disabilities Act (ADA) of 1990, any student with a disability or who thinks s/he may have a disability to please make

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a contact with the supporting students through disability services (SSDS) offices. Assisted Technology Laboratory Lyman Beecher Brooks Library Marian E. Shepherd, Coordinator Telephone: 757-823-2014 Email: mshepherd@nsu.edu Students are to notify Dr. Adams within the first two weeks of the course about any disabilities and/or special assistance needed. Section 1.01 University Assessment Statement As part of NSUs commitment to provide the environment and resources needed for success, students may be required to participate in a number of university-wide assessment activities. The activities may include tests, surveys, focus groups and interviews, and portfolio reviews. The primary purpose of the assessment activities is to determine the extent to which the universitys programs and services maintain a high level of quality and meet the needs of students. Students will not be

Computer and Course Technology Services

Computer Capabilities
Technologies may cover a range of plugins such as Acrobat Reader, media players, etc. Tools and media used in the course help students actively engage in the learning process, rather than passively absorbing information.

User skill in Blackboard

CPU equipped for broadband width Open Flash, PDF files Play audio and video files (WAV, WMA,
QuickTime, MP3, and others from the Internet Microsoft Word 2007, PowerPoint

Discussion Board - Enter text, attach and upload file Create text links via hyperlink Download and open audio/video files Proficient navigation of the Internet Post and comment in social media

I. Institutional Services Office of Information Technology - http://www.nsu.edu/oit/ University-wide issues (OIT) Request to NSU Helpdesk Phone 757-823-8678 Email - helpdesk@nsu.edu Computer configuration Network Email WiFi and wireless access Antivirus, spyware downloads Student Web Resources - http://www.nsu.edu/oit/stat/index.html

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II. Course Management System (Blackboard) http://www.nsu.edu/blackboard/sitemap.html Office of Distance Education Phone 757-823-2753 or 757-823-8066 Email - bbtechsupport@nsu.edu, Phone 757-823-2328 Online - http://www.nsu.edu/blackboard/ Print brochure- http://www.nsu.edu/blackboard/brochure.html Tutorials - http://www.nsu.edu/blackboard/ Password Change Recover password Browser issues

Further Assistance
You are responsible for the operation of the computing system you use off campus. A malfunctioning computer system is not a valid excuse for submitting late work. If technical difficulties with university computers or network servers affect assignments, quizzes, exams, or scheduled class presentations, your instructor will use the following procedures to communicate with you to provide appropriate directions in the order listed below: - An announcement will be posted on the Blackboard course site. - If the course site is unavailable, an email will be sent to all students.

About: Teaching Strategies, Structure, and Communication (Key elements)

TEACHING STRATEGIES - I happen to have the sincerest (experiential) belief that all of what each and every person knows is a result of having encountered--either actively or passively--multiple and varied avenues of existence, and how these avenues are assimilated and/or accommodated via culture and socialization patterns. How does this relate to my teaching strategies? In short, it means that as a provider/guide and facilitator for information interpreting information, the processes and activities in this class should serve as enabling the learner to Know thyself. In accomplishing this feat (a life -long process, really) critical thought and reflection are more than mere and exercises in studying and passing examinations; rather they are ongoing calls for the learner to position her/himself in the context of course topics, including its terminology, concepts, history and theoretical frameworks, and its manifestations. The greatest benefit from this to provide the student with activities and directions by which to assimilate sufficient content that will in turn, enable them to question that very same information, and do so from the context of their own lived experiences. This process can only do one thing over time: The learner will then question his/her own interpretation of their experiences and lives. Thus, steps toward the goal of understanding ones self creating a healthy and malleable center that can engage the variableness of the world holistically, i.e. in the fullness of its interdependencies. In sum, the course is designed to accomplish these things: (a) Acquire - to gain familiarity with key concepts, historical points, and frameworks through targeted Readings, Unit self-assessment exercises, Study Guides, and Quizzes; (b) Analyze - to formulate questions that reflect understanding or grappling with the content enabled through Discussion Board questions, Study Guides, and WorldSPOT_LIGHT; (c) Synthesize - to reassemble the topic elements from the learners best -formulated perspective, using language/terms inscribed in the topicenabled through Blog activities and Study Guides, and Discussion Board; (d) Evaluate assert reflective considerations on the topic contents, recognizing experiential and inescapable bias, and weighing the variables of the situation/issue in their interdependent, and perhaps contesting relationships, that result in the most comprehensive assessment of their significance/meaningenabled through Study Guides, and Blog Project.

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COURSE ORGANIZATION

1. Meanings of globalization (terms and paradigms) 2. The processes of globalization (the various perspectives and analytical tools for explanation) 3. Global institutions as staples/stabilizers (governance, economy, and culture) 4. Global issues (poverty, environment, violence, human rights) 5. Global organizations, networks and resources 6. The opportunities for common universal peace and justice

COURSE CONTENT Modules - The primary access path to course content, material, and information regarding their use is via Unit Central on the course menu. Information (documents, slides, audio/video and media files, interactive Notes presentation, quizzes and assessments, resource links, etc.) are housed within respective folders that are named and arranged by title of the chapter in the textbook (thus Unit topic). Instructions for what to do, how and where to do it is also contained with the appropriate folders. Be mindful that much of the material added as links to Internet sources, multimedia links and sources, external resources can be as important as the information contained in the required textbook, providing real in-time events or issues as they occur, especially in the other course structures World Affairs, and Social & Collaborative. Module content in Blackboard will be available progressively. It is preferable that topics and course content be engaged in ways that support students ability to gain sufficient foundation (basic understanding) as well as to gain familiarity with selected tools to explore targeted topics in some depth. This requires acquisition of vocabulary and conceptual frameworks, which are additive in nature. Therefore, it is best to assimilate each unit as fully as possible before addressing the next one. This is the rationale for withholding graded assignments until sufficient time/exposure has been given to material that provides the foundation for success. WORLD AFFAIRS WorldSPOT_Light This menu item will present events and issues as they happen in the world. It is meant to showcase current issues and topics as symptomatic of underlying processes of globalization, and to illuminate key elements and concepts in the course needed to accurately interpret such issues and events. For example, revolutionary protests in the Middle east (Arab Spring, 2011) continues to be a case study for examining the interplay of governance: political power (autocratic), religion, economic downswing, employment and human rights limitations, social media influence (Twitter, etc.), intergovernmental organizations (NATO) and International Criminal Court (ICC), and UN sanctionsall coming significant actors and processes that constitute globalization. Folders containing such content will be added in the course in the form of Word, PDF, Internet, audio/video or an array of multimedia. COLLABORATIVE & SOCIAL Blog: Learning Space The course blogs made available as a site that is external to Blackboard. Its purpose is function as a Web 2.0 media-type environment for students to register their academic and personal reflections and commentary on (a) topics assigned by the instructor, and (b) topics chosen by the student. It is intended to serve as a space where critical and ongoing thinking can evolve; where such is shared; and where course topics can be further explored through student-student interactions using social networking tools that enable collaborative analysis and synthesis. Just as significantly, the weblog is the very medium that has played--and is playing--a role in shaping globalization, and how/what it is to think about globalization.

Responses will be made to emails that adhere to the following conditions:

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Emails to the instructor should be submitted with the following clearly displayed: . Message sent using students NSU email account, i.e., first.last.@spartans.nsu.edu . Course ID clearly and subject title of the message content. For example: INT 412.90 Blog question lets me know this inquiry is about the course blog. . Questions arising from difficulty in understanding course content (only after checking Q&A) . Requests for clarification about grade issued to an assignment. . Private issues appropriate for discussion within the teacher-student relationship.

* Responses will not be made to emails that . . .

. Pose questions that are already presented in the course information sections, or in Q&A tab. . Lack a course ID and subject clearly stating the purpose of the email. . Raises an inappropriate subject. * Email received on a given day will receive a reply no later than 11pm of the next day (Monday through Friday). * You are reminded that a policy in the course syllabus requires you to read email every day to ensure that you receive course information disseminated by email in a timely fashion.
Graded communication - Discussion Board assignment content, threaded interchanges, critiques - Blog assignment and personal, reflection, research, evaluation

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About: Assignments, Assessments, and Rubrics

1. Check into class and read announcements daily, or you may risk the chance of missing vital information. A significant amount of reading is requirednot just the chapters in the textbook, but including hyperlinked sources, imported material in the form of PDFs or other formats, newspaper, websites, and database sources. Some audio MP3 files are accompanied by corresponding text files (e.g., PB 2. Course file format standards It is extremely important that your documents are submitted in Microsoft Word.doc format, and that their save name is free of any special characters, e.g., (# : * ] ? % &) or similar. 3. All documentation and submissions should include: Your Name, ** Course ID INT 412 (90) ** Filename (or name of topic) 4. Most assignmentsespecially Study Guides--will be given for you to complete in Assignment Manager indicated by an icon of a tablet and pencil followed by the title, e.g.:

Please DO NOT PASTE your responses in the Comment box/area. Refrain from entering any response to the question information in this field; rather, if you need to make a comment to the instructor about the assignment or about your responses to the questions, then you may enter such. 5. All work is to be turned in on due date by 11:59 PM. Any work submitted after that time is late.

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6. Quiz/exam assessments are to be taken on the date they are posted. They will be available from 12 noon to 12:00 midnight. Whenever you submit course assignments you are responsible for ensuring that computer files holding these assignments follow course file format standards and are virus-free, and that files that fail your virus checker software will not be opened or accepted. 7. Proctored Exams - Frequently Asked Questions - Proctor Approval Form (this form is to be completed by the student) - Hampton Roads and Community College free proctoring services 8. Rubrics are used as tools to inform you about criteria and measurements for grading assignments. Since no assessment can be one hundred percent objective, rubrics are structured so as render levels of quality performance in along a scalable pathway, i.e., high (largest point value) to low (smallest point value). It is the intent that learners be informed as to what variables are assessed in the determination of one grade as opposed to a different grade.

COURSE SCHEDULE AND CHAPTER LEARNING OUTCOMES

[! Please note: The course outline can change at the discretion of the professor.]
Acknowledgement: The schedule below reflects the instructors inclinations to approach the semester content in its skeletal version, but do expect to see modifications in the schedule as the semester progresses. I will alert you of such adjustments with emails and notices on the Announcement page in Blackboard. COURSE CONTENT Global Convergence and International Relations | Weeks 1 - 2 Convergence of the West and the Rest Textbook (IR) : Chp 1- The Globalization of International Relations (1-40)

Concepts and Theories | Weeks 3 - 4 Textbook: Chp 2 Realist Theories (42-84) Textbook: Ch 3 Liberal and Social Theories (84-124) Textbook: Chp 4 Foreign Policy (126-150)

Economics and Trade | Weeks 5 - 6 Textbook: Ch 8 International Trade (282 - 318) Textbook: Ch 9 Global Finance and Business (321 352)

INT 412 (90) SPRING 2014 10 Governance and Law | Weeks 7 - 8 Textbook: Ch 7 International Organization, Law and Human Rights (153-177)

Population and Environment | Weeks 9 - 10 Textbook: Chp 11 Environment and Population (386- 422)

UNIT F: Development | Weeks 11 - 12 Textbook: Chp 12 The North-South Gap (424- 459) Textbook: Chp 13 International Development (460- 497)

UNIT G: Flows and Integration | Weeks 13 - 14 Textbook: Chp 10 International Integration (354- 385) Negative Flows & Anti-Globalization Source: TBA

| Weeks 15 REVIEW and FINAL EXAM

ASSESSMENT MEASURES
Study Guide Questions (online) 60% of final grade Includes multiple choice, fill-in, true/false and short answer/essay intended to sharpen learner ability to comprehend reading material and make pertinent relationships among concepts. Ten (10) Study Guides @ 70 pts each = 700

Students will demonstrate active learning using designated Journal entries @ 25 pts per social networking tools. This may include the Discussion Learning Spaces: Board, blog and/or wiki, or external sites and tools. Discussion and Blog Forums Extensive examples and citations of current events acquired 20% of final grade using the Internet. (Instructions, criteria, and format provided TBA). Research item has to be approved by instructor. Quizzes (Online) Students will respond to questions designed to clarify, sharpen, and deepen concepts and principles. Each Quiz is intended to challenge (a) the students ability to address important points and comprehension of the course content, Three (3) quizzes @ 100 each = 300

GRADING SCALE

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100-94 = A 93-90 = A89-86 = B+ 85-83 = B+

82-80 = B79-76 = C+ 75-70 = C

69-65 = D+ 64-62 = D 61-59 = D58 & below = F

Although a large content of the material for this course is subjective, an objective grading process-as objective as humanly possible--will be utilized for calculating students earned grades.

About: A grade of Incomplete

I Criteria for a an Incomplete are as follows: a. 80% of course content must have been completed [in most cases this also means 80% of the length or time for which the course is offered] b. Agreement and signature on Incomplete Grade Forma binding contract between the instructor and the student as to completion and grade status of course requirements and what work is left to be completed or made-up. c. Failing or poor grades are insufficient and not allowable as cause for grade of incomplete, i.e., student must have passing grade It is the students responsibility to read the syllabus. It is a contract between the Professor and the Student regarding the responsibilities and expectations of the professor and the student for this course. Amendments can be made to the syllabus at the discretion of the professor and it is the responsibility of the student to maintain awareness of any such changes, amendments, additions, adjustments, etc. By accepting the syllabus, the student agrees to abide by the information contained.

Rubric for Grading Writing and Research (Rating Scale) Measure

Engagement with material Weight = 30%
3 Evidence material has been read, comprehended, actively thought about; formulation of questions serve as strong indicator of degree to which engagement is operative Responses reflect adequate understanding of the material such that answers demonstrate consistency with the material

2
Evidence material has been read and considered; questions raised but begthe-question (obvious and of little consequence)

1
Indicates material has only be glossed over; poorly developed questions having little relationship to content

Correctness/accuracy Weight = 25%

Responses reflect familiarity with the material such that answers are generalizations about the material Evidence of analysis or synthesis of course material/information; weak attempts to identify, biases, caveats, allusions, assumptions, patterns, etc. Responses exhibit that thoughts can be conveyed

Scope/comprehensiveness Evidence of analysis and synthesis of course Weight = 20%

Writing, articulation and expression

material/information; attempts to identify biases, caveats, allusions, assumptions, patterns, etc. Responses exhibit that thoughts are conveyed

Responses reveal lack of familiarity with the material such that answers are statements derived from self-reasoning irrespective of material No Evidence of analysis or synthesis of course material/information; weak attempts to identify, biases, caveats, allusions, assumptions, patterns, etc. Responses exhibit that thoughts are not conveyed

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Weight = 15%

clearly employing correct spelling, vocabulary, grammar and content Assignment is submitted on time (or before)

Submission timeliness Weight = 10%

more clearly with corrections in spelling, vocabulary, grammar and content Assignments submitted late

due to errors in spelling, vocabulary, grammar and content Assignment not submitted

Grade Rubric for Dialogue Forum Measure Post response to Discussion questions
9-10 points
Well-developed and detailed response(s) with credible and cited supplemental information to strengthen the position Content or main idea is very clear; exemplary writing and articulation

7-8 points
Well-developed and detailed response(s) with supplemental information to strengthen the position

5-6 points
Response(s) with explanatory information not accompanied by low quality supporting information

3-4 points
Undeveloped response, lack of information to support the position

0-2 points
Did not complete the assignment per instructions,

Response is thoughtfully constructed and presented

Content or main idea is clear; wellwritten with minor needed corrections

Content or main idea somewhat clear; errors in writing and expression

Content or main not clear; rambling reflects hurried or little thought; significant errors in writing

Many errors in spelling, grammar; plagiarized others, content, or copied verbatim from textbook or other sources

Grade Rubric for Blog (Learning Space) Participation Measure

A. Coherence and clarity of writing 9-10 points
Clear, concise, well-written with no serious syntax or grammatical errors.

7-8 points
Clear, concise, and basically well written; a few errors.

5-6 points
Easy to understand, with some errors.

3-4 points
Many errors but a reader can understand the main idea.

0-2 points
Difficult to understand the main idea, many errors in spelling, grammar. Concepts/ideas incomprehensible or irrelevant; no analysis exhibited; no linked information

B. Post Entries: identifies relevant concept(s) and draws relationships with content gathered (or linked to) from

Main idea/concept is articulated clearly; demonstrates high degree of analysis of relationships with issues or examples

Concept is articulated clearly; relational analysis applied to issues or examples gathered; links to information

Concept is partially articulated; relational analysis vaguely applied to issues or examples; linked information of

Concept or idea is unclear; tie-in with focus concept more or less clear; limited linked information of little value

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external sources. C. Consistency of tracking the same dimension (or institution) through various global topics and issues (not switching from with each posting) D. Comment Entries to blog postings of other students

gathered; links to quality information Discussion of the same dimension deepens as postings are added; examines role in associated topics to enhance quality of understanding Comments weekly on three (3) postings made by fellow students; comments raise a significant question, and offers useful suggestion

useful

little value

Maintains discussion of the same dimension across all postings; limited examination of its role in associated topics

Discusses various dimensions that are related; limited examination of their roles in associated topics

Discusses various dimensions that are minimally or vaguely related; poor examination of the roles in associated topics

Discussion of same dimension lacking and not related to each other; no examination and no associated material

Comments weekly on three (3) postings made by fellow students; comments raise significant question, does not offer suggestion Exhibits understanding of content; questions about key points; alternative propositions clear but with limited critical thought

Comments weekly on two (2) postings made by fellow students; comments raise a significant question, and offers useful suggestion

Comments less than weekly on two (2) postings made by fellow students; comments raise question, does not offer suggestion

Comments sporadically or not at all on postings made by fellow students; no question and no suggestion

E. Demonstrates ability to develop questions that pose possible alternatives

Reveals high degree of understanding content; questions target key points; alternative propositions exhibits rigorous critical thinking

Exhibits grasp of content; questions not clearly targeted to key points; alternatives poorly expressed

Exhibits little grasp of content; questions not targeted to key points or incomplete; alternatives poorly expressed

Very little familiarity with content; no questions; no alternatives

ADDITIONAL READING AND REFERENCE MATERIALS

OTHER BOOKS: Amy Chua (2004). World on Fire. Anchor Books.

Argues that when Third World countries embrace democracy and free markets too quickly, ethnic hatred and even genocide can result.

Joseph E. Stiglitz (2002). Globalization and its Discontents (W.W. Norton, New York and London) Samuel P. Hungtingon (1996). The Clash of Civilizations and the Remaking of World Order. Simon & Schuster, NY. David Harvey (2005). A brief history of neoliberalism. Oxford University Press. Michael Hardt and Antonio Negri A (2000). Empire. Harvard University Press, Cambridge MA.

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ARTICLES FROM EDITED BOOKS: FROM: Frank J. Lechner and John Boli, eds. (2008) The globalization reader, 3rd ed.,Blackwell Publishing. Part II Explaining Globalization - The Modern World-System as a Capitalist World-economy, Immanuel Wallerstein, p. 55-61. - Sociology of the Global System, Leslie Sklair, p. 62-69. Economic Globalization - Commodity Chains and Marketing Strategies: Nike and the Global Athletic Footwear Industry, Miguel Korzeniewicz, p. 163-172 - The Global Economy: Organization, governance, and development, Gary Gereffi, p. 173-182 - Globalism's Discontents, Joseph E. Stiglitz, 208-215 Political Globalization I: Demise of the Nation-state - The End of the nation state, Kenichi Ohmae, p. 221-227 - The Declining Authority of States, Susan Strange, 228-234 Political Globalization II: Reorganizing the World - World Culture in the World Polity: A Century of International Non-governmental Organization, John Boli and George M. Thomas, p. 274-281 - Power Shift, Jessica T. Mathews, p. 287-293 - The Backlash against NGOs, Michael Bond, p. 294-299. Resisting Globalization: Critique and Action - Counter-hegemonic Globalization: Transnational Social Movements in the Contemporary Political Economy, Peter Evans, p.444-449 - Ecological Balance in and Era of Globalization, Vandana Shiva, p.463-473 FROM: George Ritzer and Zeynep Ataly, eds. (2010). Readings in globalization, Wiley-Blackwell Publishing. - Intro to Globalization: Is Globalization Civilizing, Destructive or feeble? A Critique of Five Key Debates in the social Science Literature., Mauro F. Guillen, 4 - 18. - If not civilizations, what? Paradigms of the Post-Cold War World, Samuel P. Huntington, p. 37-42 Orientalism, Colonialism, and Postcolonialism - Orientalism: Introduction, Edward W. Said, p. 47 - Postcolonialism and Its Discontents, Ali Rattansi, p. 57-66 JOURNAL / DATABASE ARTICLES Harvey D Neoliberalism as creative destruction, JSTOR: Annals of the American Academy of Political and Social Science, Vol. 610 (Mar., 2007), pp. 22-44.

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"Much More to Do', Says Johnson Sirleaf [interview]." Africa News Service 13 June 2011. Global Issues In Context. Web. 13 June 2011. Document URL http://0-find.galegroup.com.library.nsu.edu/gic/infomark.do?&contentSet=IACDocuments&idigest=0d9dd27683d81b5e9290449f76fee36b&type=retrieve&tabID=T004&pr odId=GIC&docId=A258697683&source=gale&userGroupName=viva_nsu&version=1.0 Gale Document Number: A258697683 "Arab Spring." Global Issues in Context Online Collection. Detroit: Gale, 2011. Global Issues In Context. Web. 13 June 2011. Document URL http://0find.galegroup.com.library.nsu.edu/gic/infomark.do?&contentSet=GREF&idigest=0d9dd276 83d81b5e9290449f76fee36b&type=retrieve&tabID=&prodId=GIC&docId=CP3208520388&s ource=gale&userGroupName=viva_nsu&version=1.0 NEWS/MEDIA ARTICLES How to win the clash of civilizations, Ayaan Hirsi Ali, Wall Street Journal, Aug 18, 2010. http://online.wsj.com/article/SB10001424052748703426004575338471355710184.html AUDIO/VISUAL/MULTIMEDIA Rap anthem: Fear the Boom and Bust A Hayek versus Keynes http://youtu.be/d0nERTFo-Sk Fight of the Century: Keynes vs. Hayek Round Two http://youtu.be/GTQnarzmTOc OTHER Readings, films, audios, lectures, tours, presentations, and materials posted by the professor on the Blackboard site