Dear All,
I have just received the list of students enrolled for this year and we
have 28 Russian and 21 international students. As we agreed to fully
participate in the project, all students are required to participate in
the activities. I will try to ensure even spread of students in each
group.
We start the first lecture on 5th September and will remain active until
the week ending 24 October. In regards to skype, it might be a good idea
to have a trial. Thus, I was thinking that 24 is Saturday and we can
have it 8-9 am USA time, which will make 15-16 Russian time and 14-15
Italian time. Alternatively, it can be a week day, preferably Tuesday 20
or Thursday 22, as I have checked a general teaching schedule for this
semester.
Please, let me know what you think.
Best regards,
Ksenia
On 2015-08-27 16:13, Coates, Rodney wrote:
> Carol..here is the link to our paper..which features this course...r
>
> https://www.researchgate.net/publication/268107348_Globalizing_the_Classroom_Innovative_Approach_to_National_and_International_Learning
> [15]
>
> On Wed, Aug 26, 2015 at 1:23 PM, Nyamathi, Adey
> <[log in to unmask]> wrote:
>
>> Hi Rodney,
>>
>> Carol and I will check as well. Can you resend us the published
>> paper you mentioned in your prior email?
>>
>> Thanks
>>
>> Adey Nyamathi, ANP, PhD., FAAN
>>
>> Distinguished Professor
>>
>> Associate Dean for International Research and Scholarly Activities
>>
>> Associate Dean for Research
>>
>> Audrienne H. Moseley Endowed Chair in Community Health Research
>>
>> Co-Director of the NINR-funded Ruth Kirschstein Pre and Post
>> Doctoral T-32 Fellowship Program
>>
>> UCLA School of Nursing
>>
>> [log in to unmask]
>>
>> 310 825-8405 [1] – Office Phone
>>
>> 310-206-7433 [2] – Fax
>>
>> 818 825-0514 [3] – Cell
>>
>> FROM: The Partners Project [mailto:[log in to unmask]] ON
>> BEHALF OF Coates, Rodney
>> SENT: Wednesday, August 26, 2015 10:20 AM
>> TO: [log in to unmask]
>> SUBJECT: Re: First Draft of 2015 Syllabus
>>
>> Enzo..thanks
>>
>> another feature the partners might notice is that i have attempted
>> to provide two ..alternative views (often widely divergent) for each
>> week. I think it is important that students understand not only the
>> context of the debate..but also the differences of such...and then
>> allow them to discover or develop their own conclusions...
>>
>> r
>>
>> On Wed, Aug 26, 2015 at 1:13 PM, Enzo Colombo (enzo.colombo)
>> <[log in to unmask]> wrote:
>>
>> thanks Rodney,
>> good idea to incourage students to identify and comment news
>> articles that deal with the topics discussed!
>> I also agree with reducing weekly readings.
>> I'll send some comments on the suggested readings asap ...
>> all the best
>> enzo
>>
>> Il 26/08/15 18:58, "COATES, RODNEY" <[log in to unmask]> ha
>> scritto:
>>
>> As we move forward..and as is our custom..below you will find the
>> first 3rd of a suggested syllabus. Again, it is a suggestion not a
>> requirement. For those that have been with us a bit you will notice
>> that the readings have been trimmed down to allow for more in-class
>> discussions. This was done based upon feedback over the years.
>> Let's see if it works. Also, the Blogs have been tweaked a bit,
>> where students are encouraged to not only critically reflect on the
>> readings and discussions, but to do so within the context of current
>> events. Toward that end, they are being asked to identify no less
>> than 3 news articles (available over the internet) that deal with
>> that week's readings and class discussions. At least 2 of these
>> must come from a country different than their own.
>>
>> 1st third of syllabus draft. (More within next couple of days)..
>>
>> SJS 487: GLOBALIZATION, HUMAN RIGHTS AND SOCIAL JUSTICE – 3 CREDIT
>> HOURS
>>
>> COURSE DESCRIPTION
>>
>> THIS COURSE FOCUSES ON THE THEORIES, ISSUES, AND DEBATES RELATED TO
>> PROMOTING SOCIAL JUSTICE AND POSITIVE CHANGE. STUDENTS WILL ANALYZE
>> HOW CURRENT FRAMEWORKS – INCLUDING VALUES, ASSUMPTIONS, AND
>> ACTIONS – MAINTAIN THE ECONOMIC, POLITICAL, AND CULTURAL
>> STRUCTURES SHAPING OUR LIVES THAT IN MANY WAYS PERPETUATE SOCIAL
>> INEQUITIES. YOU WILL ALSO BUILD COMPETENCIES AND SKILLS TO TRANSFORM
>> THESE STRUCTURES TOWARD A MORE JUST SOCIETY. THIS COURSE DRAWS ON
>> LITERATURE IN POLITICAL SCIENCE, SOCIOLOGY, AND SOCIAL MOVEMENTS TO
>> ADDRESS SUSTAINED EFFORTS TO BRING ABOUT SOCIAL AND POLITICAL
>> CHANGE. THROUGH THE USE OF SOCIAL NETWORKING, STUDENTS WILL BE
>> EXPECTED TO REGULARLY INTERACT WITH STUDENTS AND FACULTY FROM
>> PARTNER UNIVERSITIES AROUND THE WORLD.
>>
>> SOCIAL JUSTICE PERSPECTIVES INFORMS THIS COURSE. SOCIAL JUSTICE CAN
>> BE UNDERSTOOD AS A GENERAL PROCESS OF CREATING SUSTAINABLE
>> COMMUNITIES OF INCLUSION, DIVERSITY, AND EQUITY. AT THE MOST BASIC
>> LEVEL, IT RECOGNIZES THAT SOCIAL JUSTICE PROJECTS CAN HAVE GLOBAL
>> IMPACTS EVEN WHEN THEY OCCUR ON THE LOCAL LEVEL. THUS, WE WILL
>> INVESTIGATE HOW DECISIONS MADE LOCALLY MAY HAVE GLOBAL SIGNIFICANCE.
>> WE WILL LOOK AT HOW THE DECISIONS OF THE INDIVIDUAL – SUCH AS IN
>> HOW AND WHAT THEY CHOOSE TO WEAR, EAT, AND DRIVE – CAN HAVE GLOBAL
>> IMPLICATIONS. AS WE MOVE OUTWARD FROM THE LOCAL SCENE, WE WILL SEE
>> SIMILAR CONCERNS ABOUT EQUITY, FAIRNESS AND JUSTICE AT THE NATIONAL
>> AND INTERNATIONAL LEVELS. WE WILL CONSIDER SUCH ISSUES AS WAR AND
>> PEACE, LABOR AND IMMIGRATION POLICIES, FOOD AND HEALTH, ACCESS AND
>> SUCCESS, TECHNOLOGY AND INNOVATION, AND POLLUTION AND ECONOMIES ALL
>> HAVE SOCIAL JUSTICE DIMENSIONS. AS WE CONTEMPLATE THESE SOCIAL
>> JUSTICE DIMENSIONS, WE WILL LEARN THAT THE WORLD WE LIVE IN IS
>> INFINITELY INTERCONNECTED AND DELICATE.
>>
>> PARTNER INSTITUTIONS
>>
>> VERSIONS OF THIS COURSE ARE BEING TAUGHT AROUND THE WORLD, AND WE
>> WILL BE LEARNING FROM AND WORKING WITH STUDENTS AT A VARIETY OF
>> PARTNER INSTITUTIONS. IN ADDITION TO THIS INSTITUTION, THIS COURSE
>> IS BEING OFFERED THIS SEMESTER AT UNIVERSITIES THROUGHOUT THE
>> RUSSIA, ITALY AND THE UNITED STATES PLEASE SEE NING FOR AN UPDATED
>> LIST OF PARTNERS.
>>
>> HTTP://GLOBALIZATIONANDHUMANRIGHTS.NING.COM/ [4]
>>
>> COURSE OBJECTIVES: STUDENTS WHO COMPLETE THIS COURSE SHOULD BE ABLE
>> TO:
>>
>> A. DEVELOP AND EXERCISE THE ABILITY TO COMMUNICATE AND ACT
>> RESPECTFULLY ACROSS LINGUISTIC AND CULTURAL DIFFERENCES. THE
>> ABILITY TO DISCUSS THESE AND OTHER TOPICS VIA TECHNOLOGY ON A GLOBAL
>> SCALE WILL INEVITABLY INFLUENCE THE DIRECTION AND RESULTS OF THE
>> DISCUSSION AND LEARNING. THIS COURSE RECOGNIZES THE IMPORTANCE OF
>> NOT ONLY COMMUNICATING BUT ALSO ACTING RESPECTFULLY ACROSS BOTH
>> LINGUISTIC AND CULTURAL DIFFERENCES. THIS GOAL UNDERLIES ALL OF THE
>> READINGS, DISCUSSIONS AND ACTIVITIES THAT STUDENTS WILL PARTICIPATE
>> IN AS A RESULT OF THIS COURSE. SPECIFICALLY, STUDENTS WILL MAINTAIN
>> WEEKLY BLOGS.
>>
>> STUDENTS WILL PARTICIPATE IN THE FOLLOWING ACTIVITIES – IN CLASS
>> DISCUSSIONS, BLOGS, AND JOINT GROUP WRITING PROJECTS. STUDENTS FROM
>> A DIVERSE GROUP OF UNIVERSITIES WILL PARTICIPATE IN THESE
>> ACTIVITIES. MORE SPECIFICS ARE PROVIDED BY THE COURSE BLOGS.
>> STUDENTS WILL BE ASKED TO RESPOND TO WEEKLY FEATURED BLOGS FROM EACH
>> UNIVERSITY. THESE RESPONSE BLOGS MUST COME FROM A COUNTRY OUTSIDE
>> OF THEIR OWN. IN THESE FIRST BLOG EXERCISES STUDENTS WILL BEGIN
>> DISCUSSIONS ACROSS CULTURES AND LANGUAGES. THESE ACTIVITIES WILL
>> CONTINUE THROUGHOUT THE SEMESTER. STUDENTS WILL PARTICIPATE IN A
>> GROUP WRITING PROJECT. IN THE PROCESS STUDENTS WILL NOT ONLY LEARN
>> TO INTERACT BUT ALSO TO RESPECT THE DIFFERENCES OF OTHERS. (SEE
>> SYLLABUS FOR THE DETAILS FOR THESE ACTIVITIES AND ASSIGNMENTS).
>> FINALLY, STUDENTS WILL ACTIVELY ENGAGE IN A COMMON SET OF READINGS
>> WHICH PROVIDE A DETAILED CROSS CULTURAL/NATIONAL EXAMINATION OF
>> GLOBALIZATION, SOCIAL JUSTICE ISSUES, EVENTS, AND SITUATIONS FROM
>> MULTIPLE PERSPECTIVES.
>>
>> _B. _ EXPLORE AND UNDERSTAND THEIR PLACE AND INFLUENCE IN THE
>> CHANGING WORLD. ALL OF THE BLOGS ARE INTENTIONALLY DESIGNED TO
>> ASSIST STUDENTS TO EXPLORE AND UNDERSTAND THEIR PLACE AND INFLUENCE
>> IN THE CHANGING WORLD. SPECIFICALLY, STUDENTS WILL RESPOND WEEKLY
>> ON THE CURRENT SET OF READINGS (WHICH INCLUDE SUCH THINGS AS
>> CHILDREN AND HUMAN RIGHTS, IMMIGRANT RIGHTS, ECOLOGICAL AND MINERAL
>> RIGHTS, WOMEN’S RIGHTS AND ETC.). IN THESE RESPONSES STUDENTS ARE
>> ASKED TO VIEW THESE ISSUES FROM LOCAL, NATIONAL AND INTERNATIONAL
>> LEVELS. FOLLOWING EACH RESPONSE, STUDENTS ARE REQUIRED TO ALSO READ
>> AND CRITICALLY REFLECT UPON AT LEAST ONE DIFFERENT BLOG ENTRÉE.
>> (NOTE: STUDENTS MUST RESPOND TO A BLOG FROM A PEER FROM A DIFFERENT
>> NATION/UNIVERSITY THEN THEIR OWN. HIGHEST POINTS GIVEN FOR
>> RESPONDING TO DIFFERENT NATION. ) AS THEIR OWN BLOGS WILL ALSO BE
>> RESPONDED TO BY PEERS, EACH STUDENT WILL BE PROVIDED A MIRROR BY
>> WHICH AND THROUGH WHICH TO UNDERSTAND THEIR OWN PLACE AND INFLUENCE
>> IN A CHANGING WORLD.
>>
>> C. DETERMINE AND ASSESS RELATIONSHIPS AMONG SOCIETIES,
>> INSTITUTIONS, AND SYSTEMS IN TERMS OF RECIPROCAL – THOUGH NOT
>> NECESSARILY SYMMETRICAL – INTERACTIONS, BENEFITS, AND COSTS: THIS
>> WILL BE ACCOMPLISHED WITH THE HELP OF A COMMON SET OF READINGS WHICH
>> DISCUSS THE VARIOUS INSTITUTIONS, NATIONAL POLICIES, AND SYSTEMS
>> WHICH CREATE AND SUSTAIN RECIPROCAL AND NON-RECIPROCAL INTERACTIONS.
>> AS WE DISCUSS ISSUES DETAILING CHILDREN'S, WOMEN'S,
>> INDIGENOUS, AND MINORITY RIGHTS, CHILD SLAVERY, AND MINERAL RIGHTS
>> WE WILL DISCUSS INTERNATIONAL ENTITIES INCLUDING THE UNITED NATIONS,
>> HUMAN RIGHTS WATCH, AND VARIOUS COUNTRY FOCI. THIS OBJECTIVE IS
>> OPERATIONALIZED IN BOTH THE WEEKLY BLOGS, BUT PARTICULARLY WITH THE
>> ACCOMPLISHMENT OF THE GROUP WRITING ASSIGNMENT. SPECIFICALLY,
>> STUDENT TEAMS FROM MULTIPLE COUNTRIES WILL PARTICIPATE IN EACH OF
>> THESE PROJECTS, ALLOWING STUDENTS TO DETERMINE AND ACCESS THESE
>> RELATIONSHIPS AMONG AND ACROSS SOCIETIES, INSTITUTIONS AND SYSTEMS.
>> A CRITICAL COMPONENT OF THIS COURSE ON GLOBALIZATION, SOCIAL JUSTICE
>> AND HUMAN RIGHTS REQUIRES STUDENTS TO EXPLORE HOW SOCIETIES, THEIR
>> INSTITUTIONS INTERACT WITHIN RECIPROCAL SOCIAL SYSTEMS. FOR
>> EXAMPLE, STUDENTS WILL EXPLORE HOW DIFFERENT NATIONAL VIEWS
>> REGARDING HUMAN RIGHTS AND SOCIAL JUSTICE DIRECTLY AFFECT THEIR
>> RESPONSES TO IMMIGRATION AND LABOR, MINORITIES AND WOMEN, CHILDREN
>> AND FAMILIES.
>>
>> ATTENDANCE POLICY:
>>
>> WHENEVER A STUDENT IS ABSENT FROM CLASS TO SUCH AN EXTENT AS TO MAKE
>> THE STUDENT’S WORK INEFFICIENT OR TO IMPAIR THE MORALE OF THE
>> CLASS, THE INSTRUCTOR MAY DIRECT THE OFFICE OF THE REGISTRAR TO DROP
>> THE STUDENT. DURING THE FIRST 20 PERCENT OF THE COURSE NO GRADE WILL
>> BE RECORDED; AFTER THE FIRST 20 PERCENT IS COMPLETED BUT BEFORE 60
>> PERCENT OF THE COURSE IS COMPLETED, A GRADE OF W WILL BE RECORDED.
>> AFTER 60 PERCENT OF THE COURSE IS COMPLETED, A GRADE OF F WILL BE
>> RECORDED. THE INSTRUCTOR SHALL NOTIFY THE STUDENT OF THIS ACTION NO
>> LATER THAN THE TIME HE OR SHE NOTIFIES THE OFFICE OF THE REGISTRAR
>> (SEE ACADEMIC CALENDAR FOR SPECIFIC DATES).
>>
>> DISCUSSION QUESTIONS:
>>
>> STUDENTS SHOULD COME TO CLASS READY TO ENGAGE. TOWARD THAT END, ALL
>> STUDENTS WILL BE REQUIRED TO SUBMIT A DISCUSSION QUESTION NO LATER
>> THAN 12 MIDNIGHT PRIOR TO EACH CLASS DATE. THESE WILL BE POSTED ON
>> THE CLASS FORUMS TAB ON NIIHKA SITE AS INDICATED. NOTE: YOUR
>> DISCUSSION QUESTIONS SHOULD CENTER ON THE ACTUAL READINGS AND NOT
>> THE INTRODUCTIONS. WHILE QUESTIONS FROM THE INTRODUCTIONS FOR EACH
>> SECTION MAY BE POSED, YOU WILL ONLY RECEIVE CREDIT FOR THOSE COMING
>> FROM THE ACTUAL READINGS. QUESTIONS SUBMITTED BY STUDENTS THAT ARE
>> SUBSTANTIALLY THE SAME WILL COUNT ON A FIRST COME, FIRST GRADED
>> BASIS. THAT IS TO SAY, ONLY THE FIRST OF ANY QUESTION WILL BE
>> COUNTED FOR THE DISCUSSION CREDIT. THESE SHOULD RANGE FROM
>> 250-300 WORDS EACH.
>>
>> GRADE CALCULATION
>>
>> RESPONSE TO FEATURED BLOG 15 %
>>
>> WEEKLY BLOG 30%
>>
>> JOINT WRITING PROJECT 30%
>>
>> CLASS DISCUSSION 20%
>>
>> ATTENDANCE 05%
>>
>> IF YOU GRADE FALLS BELOW A B YOU WILL BE REQUIRED TO TAKE A MIDTERM
>> AND/OR FINAL EXAMINATION. IF THAT IS THE CASE THEN YOUR GRADE WILL
>> BE DETERMINED BY THE FOLLOWING CALCULATION.
>>
>> FEATURED BLOG 20 %
>>
>> WEEKLY BLOG RESPONSES 20%
>>
>> ATTENDANCE/DISCUSSION - 10%
>>
>> JOINT GROUP PROJECT - 20%
>>
>> MIDTERM 15 %
>>
>> FINAL EXAMINATION 15%
>>
>> BLOGS
>>
>> YOU ARE REQUIRED TO WRITE A WEEKLY BLOG. THIS BLOG SHOULD
>> CRITICALLY REFLECT ON THE MATERIAL DISCUSSED AND READ FOR THAT WEEK.
>> THIS IS, HOWEVER MORE THAN JUST A SIMPLE SUMMARY OF THE MATERIAL.
>> FOR THIS YOU ARE TO IDENTIFY AT LEAST 3 NEWS ARTICLES THAT
>> EXPLICITLY DEAL WITH SOME ASPECT OF THE WEEK DISCUSSIONS OR
>> READINGS. ONLY ONE OF THESE NEWS ARTICLES CAN COME FROM THE U.S.
>> YOUR CRITICAL REFLECTION OF THE CLASS MATERIAL WILL USE THESE
>> ARTICLES AS A MEANS BY WHICH YOU EXPLORE, EVALUATE AND UTILIZE THE
>> MATERIAL PRESENTED.
>>
>> YOU ARE REQUIRED TO RESPOND TO AT LEAST ONE FEATURED BLOG PER WEEK.
>> YOU DON’T HAVE TO RESPOND TO THE SAME BLOG EACH WEEK, AND KEEP
>> IN MIND THAT YOU MAY HAVE TO A GET A FREE USERNAME TO OTHER SITES IN
>> ORDER TO VIEW ALL BLOGS. COMMENTS FOR A WEEK’S POSTS ARE DUE BY
>> SUNDAY BY 11:59 PM. EACH WEEK. THESE WILL BE POSTED ON OUR NING
>> SITE. THEY SHOULD BE A MINIMUM OF 500-700 WORDS, AND CRITICALLY
>> REFLECT ON NOT ONLY THE BLOG BUT RELEVANT CLASS MATERIAL. (NOTE:
>> THESE WILL NOT START TILL SEPT 25.)
>>
>> _ _
>>
>> JOINT PROJECT
>>
>> YOU WILL BE ASSIGNED TO WORK WITH AN INTERNATIONAL TEAM EXPLORING A
>> SPECIFIC ISSUE/PROBLEM WITH GLOBAL, SOCIAL JUSTICE AND HUMAN RIGHTS
>> IMPLICATIONS. THIS PROJECT IS INTENDED TO BE A BRIEFING PAPER WHICH
>> EXPLORES THE PROBLEM (HISTORICALLY, ACROSS VARIOUS NATIONAL/CULTURAL
>> AND DISCIPLINARY BOUNDARIES) AND PROPOSES SUSTAINABLE SOLUTIONS
>> WHICH CRITICALLY REFLECTS AND OPERATIONALIZES THIS COURSE CONTENTS.
>>
>>
>> IMPORTANT DEADLINES:
>>
>> WEEK BEGINNING
>>
>> TASK
>>
>> 3 OCT
>>
>> GROUPS ASSIGNED
>>
>> 20 OCT
>>
>> FIRST QUESTION ANSWERED
>>
>> 17 NOV.
>>
>> SECOND QUESTION ANSWERED
>>
>> 8 DEC.
>>
>> THIRD QUESTION ANSWERED
>>
>> SYLLABUS AND READINGS: (NOTE: DATES INDICATE BEGINNING OF WEEK)
>>
>> AUG. 24/26TH: THEME –INTRODUCTION TO GLOBALIZATION, SOCIAL JUSTICE
>> AND HUMAN RIGHTS.
>>
>> · DAY 1: CLASS ORIENTATION, EXPECTATIONS, AND DISCUSSIONS.
>>
>> · DAY 2: DISCUSS STUDENT REFLECTIONS
>>
>> AUGUST 31/SEPT 2ND: WHAT IS GLOBALIZATION?
>>
>> DAY 1: WHAT IS GLOBALIZATION?
>>
>> · READINGS: MANFRED B. STEGER, CHAPTER ONE, “GLOBALIZATION:
>> A CONTESTED CONCEPT”
>>
>> o
>>
> HTTP://WWW.CALEDONIANBLOGS.NET/MLLS406/FILES/2009/09/STEGER-CH1-2.PDF
>> [5]
>>
>> · READINGS: Mike Collins, “The Pros and Cons of
>> Globalization”
>>
>> o
>>
> HTTP://WWW.FORBES.COM/SITES/MIKECOLLINS/2015/05/06/THE-PROS-AND-CONS-OF-GLOBALIZATION/
>> [6]
>>
>> · READINGS: Robert I. Lerman and Stephanie R. Schmidt “An
>> Overview of Economic, Social and Democratic Trends Affecting the
>> U.S. Labor Market”
>>
>> o
>>
> http://www.dol.gov/oasam/programs/history/herman/reports/futurework/conference/trends/trendsVI.htm
>> [7]
>>
>> DAY 2: DISCUSS STUDENT REFLECTIONS
>>
>> SEPT 7/9TH GLOBALIZATION, GENDER AND CLASS
>>
>> DAY 1: GENDER INEQUALITY
>>
>> · READINGS: J. AKER “GENDER AND CAPITALISM”
>>
>> o
>> HTTP://FACULTY.MAXWELL.SYR.EDU/MDEVAULT/CRITICAL%20SOC.NOV.03.PDF
>> [8]
>>
>> · READINGS: WORLD BANK: GLOBALIZATION’S IMPACT ON GENDER
>> EQUALITY
>>
>> o
>>
> HTTP://SITERESOURCES.WORLDBANK.ORG/INTWDR2012/RESOURCES/7778105-1299699968583/7786210-1315936222006/CHAPTER-6.PDF
>> [9]
>>
>> · DAY 2: DISCUSS STUDENT REFLECTIONS
>>
>> SEPTEMBER 17/19TH INCOME INEQUALITY
>>
>> DAY 1: GLOBALIZATION AND INCOME INEQUALITY
>>
>> · READINGS: STEVEN J. MARKOWITZ: THE INCOME INEQUALITY DEBATE
>>
>>
>> o HTTP://WWW.CFR.ORG/UNITED-STATES/INCOME-INEQUALITY-DEBATE/P29052
>> [10]
>>
>> · READINGS: DIETER BRAEUNIGER: “HAS GLOBALIZATION DEEPENED
>> INEQUALITY?”
>>
>> o
>>
> HTTP://YALEGLOBAL.YALE.EDU/CONTENT/HAS-GLOBALIZATION-DEEPENED-INEQUALITY
>> [11]
>>
>> DAY 2: DISCUSS STUDENT REFLECTIONS
>>
>> SEPTEMBER 24/26TH ETHNIC CONFLICT
>>
>> DAY 1: GLOBALIZATION AND ETHNIC CONFLICT
>>
>> · READINGS: BEVERLY CRAWFORD: “GLOBALIZATION AND CULTURAL
>> CONFLICT: AN INSTITUTIONAL APPROACH
>>
>> o
>>
> HTTP://BEV.BERKELEY.EDU/IPE/READINGS/BEVERLY_JAN_06_EDIT_WORLD_CULTURES.PDF
>> [12]
>>
>> · READINGS: SUSAN OLZAK “DOES GLOBALIZATION BREED ETHNIC
>> DISCONTENT?”
>>
>> o HTTP://JCR.SAGEPUB.COM/CONTENT/55/1/3.FULL.PDF+HTML [13]
>>
>> DAY 2: DISCUSS STUDENT REFLECTIONS
>>
>> --
>>
>> _ "ONLY WHEN THE LAST TREE HAS DIED AND THE LAST RIVER BEEN POISONED
>> AND THE LAST FISH BEEN CAUGHT WILL WE REALIZE WE CANNOT EAT MONEY."
>> --NINETEENTH CENTURY NĒHILAWĒ (CREE) PROVERB_
>>
>> _“A TRUE BELIEVER IS ONE WHO DOES NOT HURT OTHERS WITH HIS
>> THOUGHTS, WORDS OR ACTIONS.” (PROPHET MUHAMMAD)_
>>
>> _THE SONG THAT LIES SILENT IN THE HEART OF A MOTHER SINGS UPON THE
>> LIPS OF HER CHILD..KAHLIL GIBRAN_
>>
>> Rodney D. Coates
>> Professor of GLOBAL AND INTERCULTURAL STUDIES
>>
>> INTERIM DIRECTOR OF BLACK WORLD STUDIES
>>
>> -------------------------
>>
>> [14]
>>
>> _LA TUA FIRMA PER LA SUA IDEA. PER TUTTI NOI___
>>
>> _Per destinare il 5x1000 all'Università degli Studi di Milano:
>> indicare nella dichiarazione dei redditi il codice fiscale
>> 80012650158._
>
> --
>
> _ "ONLY WHEN THE LAST TREE HAS DIED AND THE LAST RIVER BEEN POISONED
> AND THE LAST FISH BEEN CAUGHT WILL WE REALIZE WE CANNOT EAT MONEY."
> --NINETEENTH CENTURY NĒHILAWĒ (CREE) PROVERB_
>
> _“A TRUE BELIEVER IS ONE WHO DOES NOT HURT OTHERS WITH HIS THOUGHTS,
> WORDS OR ACTIONS.” (PROPHET MUHAMMAD)_
>
> _THE SONG THAT LIES SILENT IN THE HEART OF A MOTHER SINGS UPON THE
> LIPS OF HER CHILD..KAHLIL GIBRAN_
>
> Rodney D. Coates
> Professor of GLOBAL AND INTERCULTURAL STUDIES
>
> INTERIM DIRECTOR OF BLACK WORLD STUDIES
>
> --
>
> _ __"ONLY WHEN THE LAST TREE HAS DIED AND THE LAST RIVER BEEN POISONED
> AND __THE LAST FISH BEEN CAUGHT WILL WE REALIZE WE CANNOT EAT MONEY."
> --NINETEENTH CENTURY NĒHILAWĒ (CREE) PROVERB_
>
> _ “A TRUE BELIEVER IS ONE WHO DOES NOT HURT OTHERS WITH HIS
> THOUGHTS, WORDS OR ACTIONS.” (PROPHET MUHAMMAD)_
>
> _THE SONG THAT LIES SILENT IN THE HEART OF A MOTHER SINGS UPON THE
> LIPS OF HER CHILD..KAHLIL GIBRAN_
>
> Rodney D. Coates
> Professor of GLOBAL AND INTERCULTURAL STUDIES
> INTERIM DIRECTOR OF BLACK WORLD STUDIES
>
>
> Links:
> ------
> [1] tel:310%20825-8405
> [2] tel:310-206-7433
> [3] tel:818%20825-0514
> [4] http://globalizationandhumanrights.ning.com/
> [5]
> http://www.caledonianblogs.net/mlls406/files/2009/09/Steger-Ch1-2.pdf
> [6]
> http://www.forbes.com/sites/mikecollins/2015/05/06/the-pros-and-cons-of-globalization/
> [7]
> http://www.dol.gov/oasam/programs/history/herman/reports/futurework/conference/trends/trendsVI.htm
> [8] http://faculty.maxwell.syr.edu/mdevault/Critical%20Soc.Nov.03.pdf
> [9]
> http://siteresources.worldbank.org/INTWDR2012/Resources/7778105-1299699968583/7786210-1315936222006/chapter-6.pdf
> [10] http://www.cfr.org/united-states/income-inequality-debate/p29052
> [11]
> http://yaleglobal.yale.edu/content/has-globalization-deepened-inequality
> [12]
> http://bev.berkeley.edu/ipe/readings/Beverly_Jan_06_edit_World_Cultures.pdf
> [13] http://jcr.sagepub.com/content/55/1/3.full.pdf+html
> [14]
> http://www.unimi.it/13084.htm?utm_source=firmaMail&utm_medium=email&utm_content=linkFirmaEmail&utm_campaign=5xmille
> [15]
> https://www.researchgate.net/publication/268107348_Globalizing_the_Classroom_Innovative_Approach_to_National_and_International_Learning
|
