That will work with Moscow. Thank you!

29.09.2015, 17:47, "Coates, Rodney" <[log in to unmask]>:
> Oops.  1st done by Oct 12.  Second by Oct 24.  Just saw this.  Will this work.
>
> On Sep 29, 2015 10:45 AM, "Coates, Rodney" <[log in to unmask]> wrote:
>> I suggest.  1st question to be completed by Oct 14 second by Oct 39. 2 weeks per.
>>
>> On Sep 29, 2015 6:55 AM, "Ksenia Gerasimova" <[log in to unmask]> wrote:
>>> Dear Enzo,
>>>
>>> is it possible to move deadlines? My class finishes on 25 October! There is no possibility that they work on this till 22 November.
>>> Could we do something about that?
>>>
>>> Best regards,
>>> Ksenia
>>>
>>> 29.09.2015, 11:31, "Enzo Colombo" <[log in to unmask]>:
>>>> I totally agree with Rodney’s suggestions,
>>>>
>>>> I propose the following deadlines:
>>>>
>>>> First question answered: 25 October
>>>>
>>>> Second question answered: 22 November
>>>>
>>>> If it is ok, I can also open 14 pages on NING (in the section Groups) where students from each group can interact and post their works … what do you think?
>>>>
>>>> I’ll send you soon this morning the list of my students and their email, but I have not received the Ksenia’s list so I cannot ask my student to contact their team member. Please Ksenia, can you send me the list with your students in groups 1-8?
>>>>
>>>> enzo
>>>>
>>>> Da: The Partners Project [mailto:[log in to unmask]] Per conto di Coates, Rodney
>>>> Inviato: lunedì 28 settembre 2015 22:10
>>>> A: [log in to unmask]
>>>> Oggetto: Team Project.
>>>>
>>>> About group projects. I consider last year experience as positive, so I would go on with the same proposal: randomly assign students to 4/5 persons-group from (at least) 2 different universities, ask them to choose a question from a list, and to prepare a briefing paper which introduces the issue and proposes sustainable solutions.
>>>>
>>>> I have attached a list of my students and their groups..I have instructed my students to contact their team members and began to decide what questions they will address.  They are to ensure that only 1 group has one set of questions, that they are not duplicated.
>>>>
>>>> The students are to "negotiate" and I have instructed my students to if necessary compromise.
>>>>
>>>> The students are expected to have an outline (detailing responsibilities) for each team member.  I suggested that they take the question and try to determine how the answer will differ depending upon if it is U.S., Milan, Turkey, or Russia. Each student is to identify at least one scholarly article, recently published (last 5 years), that deals specifically with their question.
>>>>
>>>> Here is the example I used in class.
>>>>
>>>> Suppose the question deals with human  trafficking.
>>>>
>>>> Therefore the students would have an outline that might look like this:
>>>>
>>>> human Trafficking                                       Human Trafficking
>>>>
>>>> U.S. team                                                              Moscow Team
>>>>
>>>> Person A: Global aspects/U.S. scholar         Global Aspects from Russian Scholar
>>>>
>>>> Person B: Human rights aspects /U.S. Scholar >>>>>>>>> Russian Scholar
>>>>
>>>> Person C: Social Justice aspects from U.S. Scholar >>>>>>>>>>Russian Scholar
>>>>
>>>> Person A: Recent news articles -global Aspects >>>>>>>>>>>>>>>>Local Press
>>>>
>>>> Person B: Recent news articles Human rights aspects >>>>>>>>>>Local Press
>>>>
>>>> Person C: Recent News Articles /Social Justice Aspects >>>>>            Local Press
>>>>
>>>> Conclude by : Compare, contrast, and evaluate the issue from two different countries.
>>>>
>>>> I have instructed my students that they should each expect to contribute 3 pages, so each team will be doing at least 9 pages from each country.  The total project should come to about 18 pages.
>>>>
>>>> · What are the local challenges in human rights and how these link to the theories and issues we've read globally?
>>>>
>>>> · The State Members of the United Nations aim to appreciate the fundamental rights of all individuals. This is the right to a life without hunger, poverty, lack of knowledge, illness and terror. How do you assess current achievements in one of these fields and which further policy recommendations would you give for developing countries? Please, provide empirical evidence for your argument.
>>>>
>>>> · Social media and modern technologies, such as internet, help to promote and defend human rights. To which extent do you agree? Formulate and summarize your arguments.
>>>>
>>>> · What is the role of political institutions and human rights in promoting global justice? Please, refer to A. Sen’s ‘The idea of Justice’ and J.Rawls’ ‘The Law of Peoples’ while formulating your arguments.
>>>>
>>>> · Is there a link between a person’s gender and the globalization process? How do class, race/ethnicity, and gender interact to differently expose people to the globalization process?
>>>>
>>>> · How do age, class, and race/ethnicity differently affect the experience with the respect and abuse of a person’s human rights?
>>>>
>>>> · The Declaration of Human Rights is not fully enforceable. Given this, should the push for the recognition of this declaration be pursued?
>>>>
>>>> · Using examples from the course, illustrate how a common individual’s decision in a developed and a developing nation can have global implications.
>>>>
>>>> · What is the relationship between globalization and immigration?
>>>>
>>>> · How do gender, class, and race/ethnicity interact to shape the immigrant experience in the global context?
>>>>
>>>> · What are the local challenges in human rights and how these link to the theories and issues we've read globally?
>>>>
>>>> · Is there a link between a person’s gender and the globalization process?
>>>>
>>>> · How do class, race/ethnicity, and gender interact to differently expose people to the globalization process?
>>>>
>>>> · How do age, class, and race/ethnicity differently affect the experience with the respect and abuse of a person’s human rights?
>>>>
>>>> · The Declaration of Human Rights is not fully enforceable. Given this, should the push for the recognition of this declaration be pursued?
>>>>
>>>> · Using examples from the course, illustrate how a common individual’s decision in a developed and a developing nation can have global implications.
>>>>
>>>> · What is the relationship between globalization and immigration?
>>>>
>>>> · How do gender, class, and race/ethnicity interact to shape the immigrant experience in the global context?
>>>>
>>>> · An important lesson from the readings involves the negative impact globalization can have on the quality of life of millions of individuals. What approaches can be taken to change in a more positive direction, one that leads to improvement in the quality of life of these millions of people?
>>>>
>>>> · What is the relationship between Social Justice, Human Rights, and environmental sustainability?
>>>>
>>>> · What is the relationship between Social Justice, Human Rights, and culture? In your view, how is it possible to advance the global implementation of a viable human rights regime in a way appropriate with the respect of culture-specific differences?
>>>>
>>>> · Are human rights universal or cultural-specific? How is possible to move beyond universalism and particularism as polarized alternatives?
>>>>
>>>> · Human rights vs. citizenship: are they conflicting or complementary tools?
>>>>
>>>> · There might be a conflict between cultural respect and human rights? Might the recognition of cultural difference hinder or water down children or women’s rights? Discuss risks and the possibilities to prevent them.
>>>>
>>>> --
>>>>
>>>>  "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
>>>>
>>>> Director of Black World Studies
>>>>
>>>> ----------------------------------------
>>>>
>>>> La tua firma per la sua idea. Per tutti noi
>>>>
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