Hi everyone,




I am very happy we are building in more flexibility - I like that
students have negotiate among themselves whether they will “pool risk”
in a wiki or take the more traditional route.

But the text on the Group Project is confusing to with respect to the
assignments to me. I am looking for clarification



In the intro paragraph we state students will write a traditional
essay or Wikipedia project. Then in the paragraph for the service
learning students will “write a group reflection paper”.  Does this
mean we expect just for the service learning a) 10 hours +
volunteering; 2) a group reflection paper; c) individual student’s
essay or a group wiki; and d) in-class presentation of the group
project (which is not mentioned here but only for case study option).
Is this correct?



For the case study it states there is a presentation but whether the
presentation is just something they do the last week of class or how
this relates to the options for either individual’s essays or a
collaborative wiki is missing.



For me a wiki or MS powerpoint or Prezi are just different forms of
collecting and synthesizing information.  But we should make it clear
that there is a difference between the product and what they actually
present to the class at the end [which should be a summary of the
project not the project itself, right?].





 So are we talking about:



1) Service learning:

            route a) traditional essays +  collaborative presentation
of the group in some visual form

            route b) wiki/powerpoint/prezi + collaborative
presentation of the group in some visual form

2) Case study

            route a) traditional essays +  collaborative presentation
of the group in some visual form

            route b) wiki/powerpoint/prezi + collaborative
presentation of the group in some visual form



I just want to make sure I am clear on the structure of the
assignments so I can properly instruct my students and work with my
faculty papers.



Matias

On Mon, Aug 26, 2013 at 9:03 AM, Coates, Rodney <[log in to unmask]> wrote:
>
> Dear Partners:
>
> Thanks for all of your suggestions, I think I got them all.  Please check to
> ensure that I did in fact.  Attached and below is our current Syllabus..
>
>
> r
> --
>
>
>  Syllabus
>
>
>
> 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. They
> 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 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 United States, Russia, England,
> Canada, Brazil, West Indies, Mexico, Italy, Portugal, etc. Please see NING
> for an updated list of partners.
>
>
>
> 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.  The first 3 blogs are specifically geared to
> understanding Globalization, Human Rights, and Social Justice from not only
> their own local perspective, but at least one from another Country.  Student
> partners from different locations will be assigned to read and respond to at
> least 1 different blog entree.  These responses will be limited to peers
> from other country participants. In this way, each student will have written
> 3 blogs and responded to at least 3 blogs once this set of assignments are
> complete.
>
>
>
> Students will participate in the following activities -Facebook, blogs,
> service learning, and case studies.  Students from a diverse group of
> Universities -which include United Kingdom, Turkey, British Columbia,
> Lisbon, Milan, Moscow and Canada - will participate in these activities.
> In Facebook students will discuss, in an ungraded forum, the issues and
> content of the course. 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.  Thus students in the U.S. must respond to one from either Canada,
> Lisbon, etc. and vice versa.  In these first blog exercises students will
> begin discussions across cultures and languages.  These activities will
> continue throughout the semester.  Students will participate in either a
> case study or a service learning 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 be actively engaged in a common set of readings which provide
> for a detailed cross examination of globalization, social justice issues,
> events, and situations from multiple national, cultural, and linguistic
> perspectives.
>
>
>
>
>
> b.        Explore and understand their place and influence in the changing
> world.  All of the blogs are also 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
> then their own.)  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.  Conducting either a case study or service
> learning team project will provide students the means for understanding the
> dynamics of these processes.  Again, 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.  Specifically, one of the major
> projects that students may choose to participate would be either a Case
> Study or a Service Learning Project.
>
>
>
> Course Requirements
>
> See Grade Contract
> niihka.muohio.edu/access/content/group/2c4462a5-6185-493f-86ad-2b31f9d42469/Contract%20Grading.pdf
>
> More information: Weekly blogs
>
>
>
> What should I write? Here are some suggestions for your blog posts:
>
> 1.      Main or key sections. Choose a section that you found to be most
> interesting, or most troubling, or most challenging for you. Write a brief
> discussion of why you found this to be a main or key section. Why did you
> identify it? Explain what about this section caught your attention.
>
> 2.      Key quotes. Choose any three quotes that you feel are especially
> important in the readings and explain why they are significant.
>
> 3.      Editorialize the readings. Take a position regarding the selected
> readings that you feel to be especially significant. Write an editorial
> either supporting or rejecting the value premises, intellectual orientation,
> or positive taken by the author.
>
> 4.      It’s just wrong! Do you feel that the perspective taken or the issue
> itself is just wrong? Reflect on why you feel this way. Write an alternative
> perspective which will either suggest alternative ways of approaching this
> issue or suggest potential solutions for resolving a problem.
>
> 5.      A letter to the President. Write your blog post for the week as if
> you were writing a letter to the President of the United States, the
> governor, a Chief Executive Officer (CEO) of a major corporation, or another
> decision maker. Comment on the social justice issues you’ve observed or been
> engaged in, using the material from the readings.
>
> 6.      Blog potpourri. A blog “potpourri” is a collection of annotated
> links on a particular topic. Try to find blogs or Web sites that address a
> topic relevant to the selected readings and write brief explanations on why
> these links are significant.
>
> 7.      Critical assessment of readings. Demonstrate your critical thinking
> and reflective abilities by evaluating the selected readings. Explain any
> biases, lapses in logic, faulty assumptions, lack of data, or analytical
> problems that you may observe. Alternatively, explain how effectively the
> author(s) utilized, organized, and analyzed their subject matter. If you
> were to rewrite this selection, how could you improve this work?
>
> 8.      Better solutions. Identify the solutions either implied or provided
> by the author(s). Write an alternative set of solutions for the particular
> social justice issue and explain the reasons why your solutions are better
> than those provided.
>
> 9.      Current event. If something we’re reading about is relevant to the
> cultural, social, or political scene today, write a post in which you
> connect the reading with current events.
>
> Requirements for the blog
>
> 1.      Write weekly blog entries of approximately 500-750 words each. Write
> at least one blog post per week (excluding exam weeks and breaks – see
> course schedule).
>
> 2.      Post your blog by Monday at midnight. You don’t need to wait until
> Monday – you can post any time during the week. Blogs should directly relate
> to that week’s assigned readings. Keep in mind that Web sites and Internet
> connections sometimes fail – don’t wait until the last minute!
>
> 3.      Respond to at least one featured classmates’ blogs each 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 Monday at 9 p.m. of the following
> week. (For example: If you are commenting on blogs from Week 3, your comment
> is due on the Monday ending Week 4.) You will be asked to log and submit
> your comments.
>
>
>
> More information: Service learning OR case study project
>
>
>
> Students will choose to either work on a service learning project or a case
> study project (traditional essay or Wikipedia project). No more than 6
> members will make up each group, and no more than 3 specific members will
> come from any given school.  Therefore, each group will be comprised of no
> more than 2 partner institutions.   Target dates will be established to
> coordinate the specifics activities of each project.  In addition to
> students keeping reflective journals, students will also participate in
> regular group planning discussions.  Your faculty will identify the subject
> areas for these group projects.  More specifics will be provided (ex: page
> length) once groups are formed.
>
> Ø  Service learning option: Students will collaboratively participate in a
> minimum of 10 hours of volunteer service and will write a group reflection
> paper connecting their service experience to course material.  Specifically,
> the service learning projects aims to provide students with an opportunity
> to explore course material in real world experiences.  Students will
> individually write reflective journal entries pertaining to the projects,
> their efforts, course readings and discussions.
>
> Ø  Case study option: Alternatively, students may opt to work on a group
> case study. Student groups will investigate globalization, human rights, and
> social justice from a particular country or region.  Students will
> collaboratively participate to research and produce a slide
> presentation/power point/prezi about their chosen topic.  The group
> reflection presentation should clearly connect their research to course
> material and expanded research.  Specifically, the case study projects aims
> to provide students with an opportunity to explore course material through
> real world experiences and data.  Students will individually write
> reflective journal entries pertaining to the projects, their efforts, course
> readings and discussions. You may want to consider swapping country research
> to better understand how different countries view each other (ex: American
> students research Canada, while Canadian students research the United States
> on a particular issue). Each group can choose between the traditional
> college/university presentation or a Wikipedia project.
>
> For the traditional university essay the students will collaborate in a
> group reflection presentation connecting their research to course material.
>
> For the Wikipedia project, students will collaboratively write-up the
> Wikipedia entry (ies). The Wikipedia project requires various steps for it
> to be successful:
>
> 1.   Read the Welcome to Wikipedia Brochure.
>
> 2.   Sign-up with a username in Wikipedia (you can select any name, but need
> to inform your professors and teammates what your on-line name is).
> Introduce yourself via e-mail with the Wikipedia Ambassador of this course.
>
> 3.   Sign-up to the course on Wikipedia, which facilitates the professor to
> observe your activities in Wikipedia.
>
> 4.   Take the on-line Wikipedia tutorial
> (https://en.wikipedia.org/wiki/Wikipedia:Training/For_students)
>
> 5.   Decide your topic of research and first explore what has been already
> written in Wikipedia.
>
> 6.   Conduct your bibliographic research, consult with your teammates
> sharing the information, decide how to proceed with regards to contributions
> to Wikipedia (will you be adding new pages and/or modifying or adding to
> existing information, who will take care of which parts.)
>
> 7.   Begin entering your text into your sandbox (editing workspace in
> Wikipedia). Feel free to use the Wiki Markup Quick Reference.
>
> 8.   Upload the information into Wikipedia.
>
>
>
>
>
>
> Important Deadlines:
>
> Week beginning
>
> Task
>
> 7 Oct
>
> Local groups and topics proposed.  Tutors will organize international groups
>
> 14 Oct
>
> International groups are finalized
>
> 21 Oct
>
> Topics are finalized by discussion within the international group -- what to
> study and how the various schools / students will study it.  Groups doing
> case studies decide whether to pursue the traditional essay or a Wikipedia
> project. Those doing Wikipedia project begin researching what is already
> written on the topic in Wikipedia.
>
> 28 Oct
>
> Project design complete by the group -- at this point, everything should be
> prepared for realizing the project, i.e., overall structure, literature (at
> least preliminary) will be found, locations and concrete partners will be
> identified, whether modifications of full new pages to Wikipedia are
> necessary and how the team will collaborate in performing these
> contributions,  etc. This marks the start of the fieldwork or research by
> students, if not already so.
>
> 4 Oct
>
> Continue to develop group work.  Wikipedia project students will be sharing
> with each other and their supervising professors their findings and
> tentative text and changes to be submitted to Wikipedia.
>
> 11 Nov
>
> Interim progress presentation on the project
>
> 18 Nov
>
> Continue to collect data and develop group work
>
> 25 Nov
>
> Finalize group presentation
>
> 2 Dec
>
> Post group presentations on NING/ present work in class
>
>
>
> Syllabus and Readings:
>
>
>
> Week 1:  Theme –Introduction to Globalization, Social Justice and Human
> Rights.
>
> Ø  Day 1: Class orientation, expectations, and discussions.
>
> Ø  Day 2: Read: Michael Novak, “Defining Social Justice”
> http://www.calculemus.org/lect/FilozGosp04-05/novak.html
>
> Ø  View: Moral Limits of Markets, at:
> http://www.youtube.com/watch?v=1q7_BeEEDVE
>
>  Week 2: What is Globalization?
>
> Ø  Day 1: What is Globalization?
>
> o   Readings: Manfred B. Steger, Chapter One, “Globalization: a contested
> concept”
>
> §  http://fds.oup.com/www.oup.com/pdf/13/9780199552269_chapter1.pdf
>
> o   Watch video: To Live With Dignity is to build a new world
> http://www.cipamericas.org/archives/5041
>
> Ø  Day 2: Readings: Robert O. Keohane and Joseph S. Nye, Jr. “Globalization:
> What's New? What's Not? (And So What?)”, Foreign Policy, No. 118(Spring
> 2000), pp. 104-119.
> http://www.asu.edu/courses/pos445/Keohane%20and%20Nye--Globalization%20What's%20New%3F%20%20What's%20Not%3F.pdf
>
>
>
> Week 3: Globalization and National governments
>
>
>
> Ø  Day 1: Globalization – A good thing:
>
> Ø    Globalization: Is It Good or Bad?  T.N. Srinivasan:
>
> http://www-siepr.stanford.edu/Papers/briefs/policybrief_dec02.pdf
>
> Ø  Globalization not so good –Distributional Effects of Globalization in
> Developing Countries by Pinelopi Goldberg and Nina Pavenik
>
> Ø  http://www.econ.yale.edu/~pg87/JEL_Globalization.pdf
>
> Ø  Day 2: Readings: READ: Nayan Chanda, “Runaway Globalization Without
> Governance”
>
> Ø  http://www.globalpolicy.org/images/pdfs/runawayGlobalization.pdf
>
>
>
>
>
>
>
> Week 4: Globalization, Gender and Class
>
> Ø  Day 1: Gender Inequality
>
> o   Readings: Gender and Capitalism –J. Aker
> http://faculty.maxwell.syr.edu/mdevault/Critical%20Soc.Nov.03.pdf
>
>
>
> Ø  Day 2: Globalization and Income Inequality
>
> o   Readings: Growing Income Inequality in OECD Countries: What drives it
> and How Can Policy Tackle it? Forum, Paris, 2 May 2011
> http://www.oecd.org/els/socialpoliciesanddata/47723414.pdf
>
>  Week 5 Globalization, ethnicity and conflict
>
> Ø  Day 1: Readings: Susan Olzak 2011. “Does Globalization Breed Ethnic
> Discontent/” Journal of Conflict Resolution, 55 (1) 3-32.  Journal of
> Conflict Resolution
> www.polsci.wvu.edu/.../OlzakGlobalizationDiscontentJCR2011.pdf
>
>
>
> Ø  Day 2: Watch Video: The Myths of Globalization: Markets, Democracy, and
> Ethnic Hatred –interview with Amy Chua  Video:
> http://www.uctv.tv/shows/The-Myths-of-Globalization-Markets-Democracy-and-Ethnic-Hatred-with-Amy-Chua-Conversations-with-History-8639
>
>
>
> Week 6 Understanding Human Rights
>
> Ø  Day 1: Readings:  Amartya Sen, 2004. “Elements of a Theory of Human
> Rights” Philosophy and Public Affairs Fall 32 (4). 42 pgs. on line access
> at: Elements of a Theory of Human Rights - MIT
>
> o   www.mit.edu/~shaslang/mprg/asenETHR.pdf
>
> Ø  Day 2: Readings: Andrew Moravcsik, 2000. “The Origins of Human Rights
> Regimes” International Organization, 54, 2: 217-252. Accessed on line at:
> The Origins of Human Rights Regimes ... - Princeton University
> www.princeton.edu/~amoravcs/library/origins.pdf
>
>
>
> Week 7 Corporate Social Responsibility
>
> Ø  Day 1: Responsibility and Reality: Lessons from the Real World
>
> o   Readings: T. M. Devinney, 2004. “Is Socially Responsible Corporation a
> Myth: The Good, the Bad and the Ugly of Corporate Social Responsibility?”
> Accessed on line at: FROMTHEEDITORS Is the Socially Responsible Corporation
> a Myth?
>
> §
> http://journals.aomonline.org/amp/samplearticles/May%2009%20Corp%20Social%20Resp%20by%20Devinney.pdf
>
> §
>
> Ø  Day 2: Corporate Responsibility and the Bottom Line
>
> o   Readings: E. Van de Velde and W. Vermeir, 2005. “Corporate Social
> Responsibility and Financial Performance” Corporate Governance, Vol. 5, No.
> 3, 129-138.  Accessed on line at:
> http://www.eabis.org/uploads/media/VanDeVelde_Vermeir_Corten_CSR_and_financial_performance.pdf
>
>
>
> Week 8 – Human rights and women:
>
>
>
> Ø  Day 1:   Rita Maran 2011. Human Rights of Women: A Reference Guide to
> Official United Nations Documents. Accessed on line at:
> http://www1.umn.edu/humanrts/instree/women/engl-wmn.html
>
> Ø   Day 2:  Charlotte Bunch. 1990. “Women's Rights as Human Rights: Toward a
> Re-Vision of Human Rights.” Human Rights Quarterly 12(4): 486-498.  Accessed
> on line at: http://digilib.bc.edu/reserves/sw983/bunch983.pdf
>
> Week 9 – Human rights and women (Continued):
>
>
>
> Ø  Day 1:  Saskia Sassen. 2002. “Women's Burden: Counter-Geographies of
> Globalization and the Feminization of Survival.” Nordic Journal of
> International Law 71(2) 255-274.  Accessed on line at:
> http://www.saskiasassen.com/PDFs/womensburden.2000.pdf
>
> Ø  Day 2:      David Brady, Denise Kalla. 2008. “Nearly Universal, But
> Somewhat Distinct: The Feminization of Poverty in Affluent Western
> Democracies, 1969–2000.” Social Science Research 37(3): 976-1007. Accessed
> on line at: http://www.soc.duke.edu/~brady/web/SSR07.pdf
>
> Ø  Extra Credit: Choose one Human Right Watch Report on Women’s Rights or
> LGBT Rights
> athttp://www.hrw.org/topic/womens-rightsorhttp://www.hrw.org/topic/lgbt-rights
> and write a 1-2 page reflection piece.
>
>
>
>  Week 10: Human Rights and Indigenous Peoples
>
> Ø  Day 1: Indigenous Rights in the South and North
>
> o   Declaration on the Rights of Indigenous Peoples. Available at:
> http://www.un.org/esa/socdev/unpfii/en/declaration.html
>
>
>
> Ø  Write a brief reflection blog (1-3) on Indigenous rights:  UN Permanent
> Forum on Indigenous Issues (UNPFII). 2011. “About the UNPFII and a Brief
> History of Indigenous Peoples and the International System.” Available at:
> http://www.un.org/esa/socdev/unpfii/en/history.html
>
>
>
> Ø  Day 2: “The situation of indigenous peoples in the United States of
> America”. I would assign just pages 1-23. The document number is
> A/HRC/21/47/Add.1 is available at:
> http://www.ohchr.org/EN/Issues/IPeoples/SRIndigenousPeoples/Pages/AnnualReports.aspx
>
>
>
> Week 11: Human Rights and Children
>
>
>
> Ø   Day 1: READ: Harvard School of Public Health, “Globalization: Children
> and Working Parents Pay Too High a Price”
>
> http://www.hsph.harvard.edu/news/press-releases/2006-releases/press02272006.html
>
>
>
> o   Extra Credit: EXPLORE and write a 1-2 page reflection blog- Convention
> on the Rights of the Child
>
> http://www.unicef.org/crc/
>
> Ø  Day 2:   Brady, David, and Denise Kalla. 2008. “Nearly Universal, But
> Somewhat Distinct: The Feminization of Poverty in Affluent Western
> Democracies, 1969–2000.” Social Science Research 37(3): 976-1007. Accessed
> on line at: http://www.soc.duke.edu/~brady/web/SSR07.pdf
>
> Ø
>
> o    Extra Credit: EXPLORE and write a 1-2 page reflection blog-EXPLORE:
> UNICEF issue areas  http://www.unicef.org/whatwedo/index.html
>
>
>
>
>
> Week 12: Human Rights, Immigration and Discrimination
>
>
>
> Ø   Day 1: Lydia Morris (2003) Managing Contradiction: Civic Stratification
> and Migrants’ Rights, «International Migration Review», 37 (1): 74-100
>
> Ø    Day 2: Thomas Faist (2009) The Transnational Social Question: Social
> Rights and Citizenship in a Global Context, «International Sociology», 24
> (7): 7-35
>
> o   Extra Credit: Students review and write a 1-2 page reflection blog on a
> topic of their own interests from articles listed among the different
> national Human Watch Reports on Migration at:
> http://www.hrw.org/topic/migration
>
>
>
> Week 13: Social Justice and Sustainability
>
> Ø  Day 1: Defining Social Justice and Sustainability:
> http://www.guardian.co.uk/world/2002/oct/31/globalisation.simonjeffery
> http://www.guardian.co.uk/world/globalisation
>
>
>
> Ø  Day 2: Social Innovation through Corporate Social Responsibility
> http://www.youtube.com/watch?v=bJZPyWF0IBU&feature=player_embedded#t=0s
>
>
>
>   Week 14: Agenda for a Global Era:
>
> Ø  Day 1: Stiglitz, Joseph. 2008. Chapter 1 “Another World is Possible.” In
> Making Globalization Work, 3-25.  Accessed on line at:
> https://webfiles.uci.edu/schofer/classes/2010soc2/readings/3%20Stiglitz%20Making%20Globalization%20Work%20Ch%201%20Another%20World.pdf
>
>
>
> Ø  Day 2:  Birdsall, Nancy. 2007. “Globalization and Inequality.” Center for
> Global Development. Available at: http://www.youtube.com/watch?v=yhmv5haDRAo
>
>
>
> Week 15:  Final Presentations and Course Wrap up
>
> Ø  Day 1 and Day 2 Class Projects Presentations
>
>
>
> For more of my work please check me out at -
>
> http://redroom.com/member/rodney-d-coates
>
>  "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 Sociology, Social Justice and Gerontology
> Interim Director of Black World Studies
>



-- 
Matias E. Margulis, PhD
Assistant Professor
Department of International Studies
University of Northern British Columbia
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Latest Publications:

“The Regime Complexity for Food Security: Implications for the Global
Hunger Challenge,” Global Governance 19(1): 53-67.

“Land Grabbing and Global Governance: Critical Perspectives” (with
Nora McKeon & Saturnino M. Borras Jr.), Globalizations 10(1): 1-23

“Governing the Global Land Grab: Multipolarity, Ideas and Complexity
in Transnational Governance” (with Tony Porter) Globalizations 10(1):
65-86.