This document is a subject outline for MIST901 Politics of International Relations at the University of Wollongong for Autumn 2015. It provides information on the subject description, learning outcomes, assessment tasks, timetable, and resources. The subject examines major theoretical traditions in international relations and applies them to contemporary issues. Assessment includes a critical appraisal paper, research essay, seminar presentation, and class participation.
The course discusses principles, concepts, commonality and distinction between two broad types of development agent; state and non-state actors, in their attempts to ‘institutionalize’ cooperation at the international level. With the focus on intergovernmental and nongovernmental organizations (IOs and INGOs), students will explore their historical origins, ostensible functions and the roles in global politics and development, as well as external and internal political factors that impact their operations and effectiveness.
This course discusses the concept of national interest in government and international relations using agenda setting approach which enables the analysis of the (changing) power relationships between political parties, institutions and other societal stakeholders in determining national and foreign policy goals. The first part of the course examines the concept and types of national interests. It explores the structures, motivations, and major objectives of foreign policy-making in both developed and developing countries (such as US, UK, Germany, France, Russia, China, Japan, Singapore, Thailand, Myanmar). The aims of this first part are to determine how national interests in foreign policies affect national development, and to identify avenues in which the former contribute to the latter. The second part of the course explores major trends that shape the role of national interests in foreign policymaking, such as regional integration, the rise of non-state actors and emerging donors in development co-operation, non-traditional security threats including climate change, the global financial and debt crisis.
This is an introductory course to Public Administration and Management in the public sector. It aims to familiarize students from various disciplines about the nature and profession of public management, with an understanding of the institutional, political, organizational, and ethical context of public management. The course gives equal emphasis to: (1) the theoretical foundation and the intellectual development of public administration as a discipline; (2) the institutions and politico-economic landscapes within which public manager operates; and (3) the skills, techniques, values, and ethics associated with the manager’s and public administrators’ role.
This document outlines the course details and schedule for COMMUNICATIONS 3310: Communication, Communities and Social Change. The course will examine how communication shapes communities and drives social change through analysis of popular culture, poetry, and critical theory. It will be delivered through weekly lectures and will evaluate students based on essays, discussions, a case study, and a final exam. Topics over the semester will explore issues like technology and youth culture, urbanism and street culture, countercultures and social change, politics and rhetoric, and more.
1 History 21B World History Making the Mod.docxmayank272369
1
History 21B: World History
Making the Modern World: Empires, Revolutions, and Globalization, 1450s – 1820s
Prof. Laura J. Mitchell Winter 2016
234 Krieger Hall class meetings: MWF 10:00 – 10:50
[email protected] SSPA 1100
Office hours: Mondays 12–1, Wednesdays 11–12, & by appointment
Teaching Assistants
Monday Sections Wednesday Sections
Mr. Kyle David Ms. Michele Brewster
Office hours: Mondays 1-2 Office hours: Wednesdays 11-12
In 334 Krieger hall In 334 Krieger hall
[email protected][email protected]
How did the world become global? Starting in the 1450s, this course explores how mariners,
merchants, and monarchs connected the globe through faster ships, the exchange of goods, and
colonial governance. Today’s highly interconnected world has a history, including the rise of
global empires, the expansion of export economies, and worldwide political revolutions. As race
became fixed, gender roles shifted, and science described and classified through Western eyes,
human actions made the world modern. Together we will ask how large-scale resistance to
centralized rule and the persistence of people’s everyday lives shaped the changes we now call
globalization and modernity.
Course objectives
Students who complete this class will be able to:
• Explain the difference between primary and secondary sources.
• Use evidence from primary and secondary sources to construct an argument.
• Differentiate between local and global processes; in other words: articulate how scale
changes historical analysis.
• Evaluate similarities and differences; in other words: make historical comparison.
Course Structure
Theme Skills Focus
Part I Empires Using Evidence :: Making Arguments
Part II Globalization Thinking with Scale
Part III Revolutions Making Comparisons
Course Materials
Required Textbook:
Ross E. Dunn & Laura J. Mitchell, Panorama: A World History (New York: McGraw-Hill,
2015), Chapters 16 - 20
E-book version with Connect & Learn Smart subscription
You can also consult a hard copy of the textbook that is available on 2-hour reserve at Langson
Library.
2
Other Reading and Visual Material
Links to relevant websites and to .pdf versions of other course readings are available on the
course Canvas site. You can download the articles, chapters, and excerpts to your computer
and/or print a copy to bring to class.
Course Methodology
Historical analysis Historical analysis requires learning, understanding, and assessing available
evidence and then asserting informed interpretations. Here, historical analysis does not imply a
listing of a series of events, people, or circumstances. Instead, historians conduct careful
investigations and test their assumptions in order to assert an interpretation or an argument about
the past.
Preparation Our class experience will rely on our mutual preparation. I do not expect you to be
experts in all things regarding world history, but I do ...
This document provides the syllabus for an art history course surveying art from the Renaissance to modern era. The course is divided into three parts covering Renaissance to Baroque art, 18th-19th century art with an emphasis on French Revolution, and 20th century avant-garde movements. Students will take a midterm and final exam, complete a critical comparison essay analyzing two artworks, and participate in class for a portion of their grade. The syllabus outlines learning outcomes, assignments, grading policies, and a tentative schedule of topics.
Latin American Cluster Fall 2011 SyllabusKaren Yang
This document is a syllabus for three courses being offered in an accelerated evening program through Lindenwood University: Twentieth Century World History, Art and Culture of Latin America I, and Contemporary Issues in Modern Latin America. The syllabus provides information on class meeting times and locations, required textbooks, course descriptions and objectives, policies on attendance, late papers, academic dishonesty, and other administrative details. The courses will examine Latin America's history, culture, art and current issues from both 20th century global and regional perspectives.
This document provides information about the Culture & Civilization module offered at Taylor's University. The 3-credit, 18-week module will equip students with an overview of Western and Eastern cultures from prehistoric times to present through lectures, tutorials, student presentations and discussions. Students will complete two group projects, an individual final project, and maintain an e-portfolio to demonstrate their learning. Assessment will be through presentations, submissions and an online portfolio. The schedule outlines 18 weekly topics ranging from ancient empires to world wars, to be delivered in a blended learning format.
The course discusses principles, concepts, commonality and distinction between two broad types of development agent; state and non-state actors, in their attempts to ‘institutionalize’ cooperation at the international level. With the focus on intergovernmental and nongovernmental organizations (IOs and INGOs), students will explore their historical origins, ostensible functions and the roles in global politics and development, as well as external and internal political factors that impact their operations and effectiveness.
This course discusses the concept of national interest in government and international relations using agenda setting approach which enables the analysis of the (changing) power relationships between political parties, institutions and other societal stakeholders in determining national and foreign policy goals. The first part of the course examines the concept and types of national interests. It explores the structures, motivations, and major objectives of foreign policy-making in both developed and developing countries (such as US, UK, Germany, France, Russia, China, Japan, Singapore, Thailand, Myanmar). The aims of this first part are to determine how national interests in foreign policies affect national development, and to identify avenues in which the former contribute to the latter. The second part of the course explores major trends that shape the role of national interests in foreign policymaking, such as regional integration, the rise of non-state actors and emerging donors in development co-operation, non-traditional security threats including climate change, the global financial and debt crisis.
This is an introductory course to Public Administration and Management in the public sector. It aims to familiarize students from various disciplines about the nature and profession of public management, with an understanding of the institutional, political, organizational, and ethical context of public management. The course gives equal emphasis to: (1) the theoretical foundation and the intellectual development of public administration as a discipline; (2) the institutions and politico-economic landscapes within which public manager operates; and (3) the skills, techniques, values, and ethics associated with the manager’s and public administrators’ role.
This document outlines the course details and schedule for COMMUNICATIONS 3310: Communication, Communities and Social Change. The course will examine how communication shapes communities and drives social change through analysis of popular culture, poetry, and critical theory. It will be delivered through weekly lectures and will evaluate students based on essays, discussions, a case study, and a final exam. Topics over the semester will explore issues like technology and youth culture, urbanism and street culture, countercultures and social change, politics and rhetoric, and more.
1 History 21B World History Making the Mod.docxmayank272369
1
History 21B: World History
Making the Modern World: Empires, Revolutions, and Globalization, 1450s – 1820s
Prof. Laura J. Mitchell Winter 2016
234 Krieger Hall class meetings: MWF 10:00 – 10:50
[email protected] SSPA 1100
Office hours: Mondays 12–1, Wednesdays 11–12, & by appointment
Teaching Assistants
Monday Sections Wednesday Sections
Mr. Kyle David Ms. Michele Brewster
Office hours: Mondays 1-2 Office hours: Wednesdays 11-12
In 334 Krieger hall In 334 Krieger hall
[email protected][email protected]
How did the world become global? Starting in the 1450s, this course explores how mariners,
merchants, and monarchs connected the globe through faster ships, the exchange of goods, and
colonial governance. Today’s highly interconnected world has a history, including the rise of
global empires, the expansion of export economies, and worldwide political revolutions. As race
became fixed, gender roles shifted, and science described and classified through Western eyes,
human actions made the world modern. Together we will ask how large-scale resistance to
centralized rule and the persistence of people’s everyday lives shaped the changes we now call
globalization and modernity.
Course objectives
Students who complete this class will be able to:
• Explain the difference between primary and secondary sources.
• Use evidence from primary and secondary sources to construct an argument.
• Differentiate between local and global processes; in other words: articulate how scale
changes historical analysis.
• Evaluate similarities and differences; in other words: make historical comparison.
Course Structure
Theme Skills Focus
Part I Empires Using Evidence :: Making Arguments
Part II Globalization Thinking with Scale
Part III Revolutions Making Comparisons
Course Materials
Required Textbook:
Ross E. Dunn & Laura J. Mitchell, Panorama: A World History (New York: McGraw-Hill,
2015), Chapters 16 - 20
E-book version with Connect & Learn Smart subscription
You can also consult a hard copy of the textbook that is available on 2-hour reserve at Langson
Library.
2
Other Reading and Visual Material
Links to relevant websites and to .pdf versions of other course readings are available on the
course Canvas site. You can download the articles, chapters, and excerpts to your computer
and/or print a copy to bring to class.
Course Methodology
Historical analysis Historical analysis requires learning, understanding, and assessing available
evidence and then asserting informed interpretations. Here, historical analysis does not imply a
listing of a series of events, people, or circumstances. Instead, historians conduct careful
investigations and test their assumptions in order to assert an interpretation or an argument about
the past.
Preparation Our class experience will rely on our mutual preparation. I do not expect you to be
experts in all things regarding world history, but I do ...
This document provides the syllabus for an art history course surveying art from the Renaissance to modern era. The course is divided into three parts covering Renaissance to Baroque art, 18th-19th century art with an emphasis on French Revolution, and 20th century avant-garde movements. Students will take a midterm and final exam, complete a critical comparison essay analyzing two artworks, and participate in class for a portion of their grade. The syllabus outlines learning outcomes, assignments, grading policies, and a tentative schedule of topics.
Latin American Cluster Fall 2011 SyllabusKaren Yang
This document is a syllabus for three courses being offered in an accelerated evening program through Lindenwood University: Twentieth Century World History, Art and Culture of Latin America I, and Contemporary Issues in Modern Latin America. The syllabus provides information on class meeting times and locations, required textbooks, course descriptions and objectives, policies on attendance, late papers, academic dishonesty, and other administrative details. The courses will examine Latin America's history, culture, art and current issues from both 20th century global and regional perspectives.
This document provides information about the Culture & Civilization module offered at Taylor's University. The 3-credit, 18-week module will equip students with an overview of Western and Eastern cultures from prehistoric times to present through lectures, tutorials, student presentations and discussions. Students will complete two group projects, an individual final project, and maintain an e-portfolio to demonstrate their learning. Assessment will be through presentations, submissions and an online portfolio. The schedule outlines 18 weekly topics ranging from ancient empires to world wars, to be delivered in a blended learning format.
This 3 credit hour module on culture and civilization will provide an overview of Western and Eastern cultures from prehistoric times to present. It will cover archaeological discoveries, ancient monuments, artworks, philosophies, and achievements of great leaders through lectures, tutorials, student presentations and discussions. Assessment will include group and individual projects, presentations, and participation. The goal is for students to develop skills in investigating and presenting information on the historical development of human civilizations in both Eastern and Western contexts.
This document provides information about the Culture & Civilization module offered at Taylor's University. The 3-credit, 18-week module will equip students with an overview of Western and Eastern cultures from prehistoric times to present through lectures, tutorials, student presentations and discussions. Students will complete two group projects, an individual final project, and maintain an e-portfolio to demonstrate their learning. Assessment will be through presentations, submissions and an online portfolio. The schedule outlines 18 weekly topics ranging from ancient empires to world wars, to be delivered in a blended learning format.
The document summarizes an information session for parents about the College of Arts and Sciences at UNL. It discusses the value of an Arts and Sciences degree, opportunities for undergraduate research and study abroad, requirements for graduation, and resources for academic advising. Student quotes are included that highlight their experiences in different majors and activities. Contact information is provided for the Assistant and Associate Deans to answer any additional questions.
This document provides an overview of an Introduction to Humanities course being offered at Valencia College. The course will explore concepts in art, religion, architecture, music, language, politics, and philosophy through history. Students will critically analyze humanity's cultural and intellectual development. The course objectives, required textbook, evaluation criteria, class schedule, and policies are outlined. Students will be evaluated based on attendance, assignments, exams, and participation. The course will cover topics from prehistoric cave art to modern art movements and examine contributions across civilizations.
This 3-credit course introduces students to the essential concepts, historical evolution, and fundamental nature of the humanities, including art, religion, architecture, music, language, politics, and philosophy. Over the 15-week term, students will explore these topics through lectures, activities, assignments and exams. The course objectives are to understand humanity's artistic and intellectual development, analyze civilizations' contributions to various spheres, learn critical thinking skills, and analyze philosophy's application to today. Students will be evaluated based on attendance, participation, assignments, activities, quizzes, exams, and a recommended textbook.
This course provides an introduction to issues and problems in international political economy. It will examine topics like trade, finance, development, and globalization. Students will learn about the history and major theories of international political economy. The class will be graded based on attendance, quizzes, a midterm, and a final exam. The syllabus outlines policies on plagiarism, disabilities, religious holidays, and emergency evacuation. It also includes a schedule of readings and topics to be covered each day, including international trade, the global financial system, multinational corporations, and political economy of development.
Anthropology 2 Spring 2020 MW 7-825 a.m. (Revised Online) .docxYASHU40
Anthropology 2 Spring 2020: M/W: 7-8:25 a.m. (Revised Online) Mr. Coltman
Course Syllabus: Cultural Anthropology
Course Description:
Through the comparative study of different cultures, anthropology explores fundamental questions
about what it means to be human. It seeks to understand how culture shapes societies and
individuals, from the smallest island in the South Pacific to the largest global metropolis, and affects
the way institutions work, from scientific laboratories to Christian mega-churches. This course will
provide a framework for analyzing diverse facets of human experience such as gender, ethnicity,
language, politics, economics, and art.
Course Requirements (Revised for Online):
Lecture: You are encouraged to attend and participate in online classroom sessions, as this is a lecture and discussion
course. This means that you should do the reading in advance and be prepared to be engaged in the course, even
though we are now online. If you are unable to attend the online lecture it will be recorded and will be available at your
convenience. You will be sent a link to the recorded lecture through Canvas Announcements.
Exams: There will be two exams, including the final, each worth 1/3 of your grade. Exam 1 and the Final will consist of
50 multiple-choice questions (25 from lecture and 25 from the text) and will be taken on Canvas. The final will be
cumulative in course materials, concepts, theorists, and theories.
The textbook and lectures: You are expected to read the textbook, which covers material related to the lecture. The
exams will require information that you will find in both the text and lecture, so you will also have to take careful notes.
The Essay: 1/3 of your grade will be earned from a critical-thinking essay. The requirements for the essay will be provided
to you. This paper will approximately 3-5 pages in length. The paper is due (approximately!) Wednesday, May 6th.
Attendance: If you stop attending a class, it is your responsibility to officially drop the class and you must do so prior to
deadlines that can be found online. If you fail to drop the course through the proper channels you will end up with an “F”
in the course.
How it all turns into an “A” or what you will:
Course totals: Multiple choices exams will be curved and assigned a letter grade. The term paper will receive a letter
grade. No grades will be dropped but I will do my best to overlook total disaster, as long as your other grades argue on
your behalf and as long as you do the extra credit assignment.
Extra Credit: There will be one extra credit opportunity, similar in topic and scope to the term paper. You will be given a
handout on this opportunity after the midterm. It will require that you pick some aspect of cultural belief or behavior that
interests you, research it, analyze it, and produce a critical analysis for my review. A hard copy will be due the day of the
final exam. There will be no exc.
This unit introduces the concept of sociological imagination and defines globalization. It discusses how sociological imagination, as described by C. Wright Mills, allows individuals to understand their problems in the context of wider social structures and relationships. This prevents a narrow, parochial view and helps explain how social issues influence individual experiences. The unit then defines globalization as the expansion and intensification of social relations and consciousness across world-time and world-space. It forms various kinds of connectivity, not just economic activity, through the processes of intensification and expansion. Critically examining events through this lens can help understand how global processes shape contemporary realities.
The course seeks to enhance International Development major students’ understanding of the past, present and future of the United Nations. It also provides background information and analysis of major multilateral institutions working with the UN in the area of international development. The first part of the course is devoted to understanding the big picture of what the UN has done in the past, the current activities of the UN and the direction it is going. The main aim of this first part is to establish a firm foundation of how the UN works and to become familiar with its complex bureaucracy. The main focus of the second part of the course is to understand the nature of the problems confronted by the UN and international community in their efforts to maintain international peace and security, cooperate in solving international problems such as eradicate poverty, promote respect for human rights and sustainable development. The main purpose is to assess the UN efforts in addressing these substantive problems. Not only should the students be experts on the UN activity, by the end of the course they should develop a firm grasp on the major problems that characterize international politics and global governance.
This document provides an overview of an Introduction to Humanities course being offered at Valencia College. The course will explore concepts in art, religion, architecture, music, language, politics, and philosophy through history. Students will analyze how these concepts continue to impact the contemporary world. The course objectives, recommended textbook, evaluation criteria, class schedule, policies, and COVID guidelines are outlined.
This document provides information about the 2015 Undergraduate Research and Arts Exposition at Northwestern University, including the program of events, planning committees, guides to undergraduate research programs, and next steps for student presenters to further develop and share their research. The exposition includes poster and oral presentations by Northwestern undergraduates as well as a creative arts festival and showcase by local high school students.
This document provides information about a course on food security and globalization taught at Ohio State University. The course will be taught on Tuesdays and Thursdays from 11:10 AM to 12:30 PM in Room 210 of the Animal Sciences Building. It will address concepts of food security and poverty from a social sciences perspective. Students will learn about causes and solutions to food insecurity on micro and macro levels. The course will also examine the impacts of globalization on food security. Grading will be based on quizzes, homework, papers, presentations, and a final exam.
This document provides an overview of the Culture & Civilization module offered at Taylor's University. The module aims to equip students with an understanding of Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, student presentations and class discussions. It will introduce major archaeological discoveries, ancient monuments, artworks, philosophies and leaders. Students will compare Eastern and Western civilizations and develop skills in research, investigation, application and presentation. Assessment will include individual and group projects, presentations and an e-portfolio. The module runs for 18 weeks with lectures, tutorials and self-study.
This document provides an overview of the Culture & Civilization module offered at Taylor's University. The module aims to equip students with an understanding of Western and Eastern cultures and civilizations from prehistoric times to the present through lectures, tutorials, student presentations and class discussions. It will assess students through individual and group projects, presentations, and an e-portfolio. The module runs over 18 weeks, with lectures, tutorials and self-directed study. Students will explore the development of human civilizations in different regions and examine the similarities and differences between Eastern and Western cultures. Assessment includes two group projects, an individual final project, and an online portfolio demonstrating the student's learning throughout the module.
This document provides an overview of the Culture & Civilization module offered at Taylor's University. The module aims to equip students with an understanding of Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, student presentations and class discussions. It will introduce major archaeological discoveries, ancient monuments, artworks, philosophies and leaders. Students will compare Eastern and Western civilizations and develop skills in research, investigation, application and presentation. Assessment includes individual and group projects, presentations, and an e-portfolio demonstrating knowledge and skills gained from the module. The module runs for 18 weeks with lectures, tutorials and self-directed study.
CULTURE & CIVILIZATION MODULE OUTLINE SEM 2Darshiini Vig
This 3 credit hour module on Culture & Civilization will introduce students to Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, presentations and discussions. Students will learn about archaeological discoveries, ancient monuments, artworks, philosophies and leaders. The module aims to describe historical human development, compare Eastern and Western civilizations, and develop research skills. Students will be assessed through group and individual projects, presentations, and participation throughout the 18-week semester.
This 3 credit hour module on Culture & Civilization will introduce students to Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, presentations and discussions. Students will learn about archaeological discoveries, ancient monuments, artworks, philosophies and leaders. The module aims to describe historical human civilization developments, compare Eastern and Western civilizations, and develop students' research and presentation skills. Students will be assessed through group and individual projects, presentations, and participation throughout the 18-week semester.
Bachelor of Science Double Degree Enrolment Informationmonashscience
This document provides information for students enrolling in a Bachelor of Science degree at Monash University. It outlines the various science majors and double degrees available. It provides details on unit selection, course structures, and administrative contacts for different degrees. It encourages students to meet with academics and visit student services for assistance in planning their first year units and degrees.
The document discusses STEM education at UMBC and the importance of investing in STEM. It provides an overview of UMBC, noting its colleges, programs offered, enrollment statistics, research expenditures, and national rankings. It then discusses some of UMBC's successful programs that support underrepresented minority students in STEM, including the Meyerhoff Scholars program and its components that contribute to student success. The document advocates for expanding access to STEM education using models like PLTW that engage students early and provide hands-on learning opportunities. It presents data on PLTW's positive impact on STEM retention and majors. Finally, it outlines UMBC's STEM BUILD initiative to adapt successful minority scholarship programs to better
CASE 6B – CHESTER & WAYNE Chester & Wayne is a regional .docxannandleola
CASE 6B – CHESTER & WAYNE
Chester & Wayne is a regional food distribution company. Mr. Chester, CEO, has asked your
assistance in preparing cash-flow information for the last three months of this year. Selected
accounts from an interim balance sheet dated September 30, have the following balances:
Cash $142,100 Accounts payable $354,155
Marketable securities 200,000 Other payables 53,200
Accounts receivable $1,012,500
Inventories 150,388
Mr. Wayne, CFO, provides you with the following information based on experience and
management policy. All sales are credit sales and are billed the last day of the month of sale.
Customers paying within 10 days of the billing date may take a 2 percent cash discount. Forty
percent of the sales is paid within the discount period in the month following billing. An
additional 25 percent pays in the same month but does not receive the cash discount. Thirty
percent is collected in the second month after billing; the remainder is uncollectible. Additional
cash of $24,000 is expected in October from renting unused warehouse space.
Sixty percent of all purchases, selling and administrative expenses, and advertising expenses is
paid in the month incurred. The remainder is paid in the following month. Ending inventory is
set at 25 percent of the next month's budgeted cost of goods sold. The company's gross profit
averages 30 percent of sales for the month. Selling and administrative expenses follow the
formula of 5 percent of the current month's sales plus $75,000, which includes depreciation of
$5,000. Advertising expenses are budgeted at 3 percent of sales.
Actual and budgeted sales information is as follows:
Actual: Budgeted:
August $750,000 October $826,800
September 787,500 November 868,200
December 911,600
January 930,000
The company will acquire equipment costing $250,000 cash in November. Dividends of $45,000
will be paid in December.
The company would like to maintain a minimum cash balance at the end of each month of
$120,000. Any excess amounts go first to repayment of short-term borrowings and then to
investment in marketable securities. When cash is needed to reach the minimum balance, the
company policy is to sell marketable securities before borrowing.
The company will acquire equipment costing $250,000 cash in November. Dividends of $45,000
will be paid in December.
The company would like to maintain a minimum cash balance at the end of each month of
$120,000. Any excess amounts go first to repayment of short-term borrowings and then to
investment in marketable securities. When cash is needed to reach the minimum balance, the
company policy is to sell marketable securities before borrowing.
Questions (use of spreadsheet software is recommended):
1. Prepare a cash budget for each month of the fourth quarter and for the quarter in total.
Prepare supporting schedules as needed. (Round all budge.
CASE 9 Bulimia Nervosa Table 9-1 Dx Checklist Bulimia Nervos.docxannandleola
"CASE 9 Bulimia Nervosa Table 9-1 Dx Checklist Bulimia Nervosa 1. Repeated binge-eating episodes. 2. Repeated performance of ill-advised compensatory behaviors (e.g., forced vomiting) to prevent weight gain. 3. Symptoms take place at least weekly for a period of 3 months. 4. Inappropriate influence of weight and shape on appraisal of oneself. (Based on APA, 2013.) Rita was a 26-year-old manager of a local Italian restaurant and lived in the same city as her parents. Her childhood was not a happy one. Her parents divorced when she was about 5 years of age. She and her three older brothers remained with their mother, who often seemed overwhelmed with her situation and unable to run the household effectively. Rita would often refer to her childhood as utterly chaotic, as if no one were in charge. Within a 12-month period, 1 percent to 1.5 percent of individuals will meet the diagnostic criteria for bulimia nervosa; at least 90 percent of cases occur in females (APA, 2013). She nevertheless muddled through. When her brothers were finally all off to college or beyond, Rita entered high school, and the household seemed more manageable. Ultimately, she developed a close relationship with her mother, indeed too close, Rita suspected. Her mother seemed like her closest friend, at times the entire focus of her social life. They were both women alone, so to speak, and relied heavily on one another for comfort and support, preventing Rita from developing serious friendships. The two often went shopping together. Rita would give her mother an update on the most recent fashion trends, and her mother would talk to Rita about “how important it is to look good and be put together in this day and age.” Rita didn’t mind the advice, but sometimes she did wonder if her mother kept saying that as a way of telling her that she didn’t think she looked good. Rita later attended a local public college, majoring in business. However, she quit after 3 years to take a job at the restaurant. She had begun working in the restaurant part-time while a sophomore and after 2 years was offered the position of daytime manager. It was a well-paying job, and since her interest was business anyway, Rita figured it made sense to seize an attractive business opportunity. Her mother was not very supportive of her decision to leave college, but Rita reassured her that she intended to go back and finish up after she had worked for a while and saved some money. Just before leaving college, Rita began a serious relationship with a man whom she met at school. Their interest in each other grew, and they eventually got engaged. Everything seemed to be going well when out of the blue, her fiancé’s mental state began to deteriorate. Ultimately he manifested a pattern of schizophrenia and had to be hospitalized. As his impairment extended from days to months and then to more than a year, Rita finally had to end the engagement; she had to pick up the pieces and go on without him. She felt .
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This 3-credit course introduces students to the essential concepts, historical evolution, and fundamental nature of the humanities, including art, religion, architecture, music, language, politics, and philosophy. Over the 15-week term, students will explore these topics through lectures, activities, assignments and exams. The course objectives are to understand humanity's artistic and intellectual development, analyze civilizations' contributions to various spheres, learn critical thinking skills, and analyze philosophy's application to today. Students will be evaluated based on attendance, participation, assignments, activities, quizzes, exams, and a recommended textbook.
This course provides an introduction to issues and problems in international political economy. It will examine topics like trade, finance, development, and globalization. Students will learn about the history and major theories of international political economy. The class will be graded based on attendance, quizzes, a midterm, and a final exam. The syllabus outlines policies on plagiarism, disabilities, religious holidays, and emergency evacuation. It also includes a schedule of readings and topics to be covered each day, including international trade, the global financial system, multinational corporations, and political economy of development.
Anthropology 2 Spring 2020 MW 7-825 a.m. (Revised Online) .docxYASHU40
Anthropology 2 Spring 2020: M/W: 7-8:25 a.m. (Revised Online) Mr. Coltman
Course Syllabus: Cultural Anthropology
Course Description:
Through the comparative study of different cultures, anthropology explores fundamental questions
about what it means to be human. It seeks to understand how culture shapes societies and
individuals, from the smallest island in the South Pacific to the largest global metropolis, and affects
the way institutions work, from scientific laboratories to Christian mega-churches. This course will
provide a framework for analyzing diverse facets of human experience such as gender, ethnicity,
language, politics, economics, and art.
Course Requirements (Revised for Online):
Lecture: You are encouraged to attend and participate in online classroom sessions, as this is a lecture and discussion
course. This means that you should do the reading in advance and be prepared to be engaged in the course, even
though we are now online. If you are unable to attend the online lecture it will be recorded and will be available at your
convenience. You will be sent a link to the recorded lecture through Canvas Announcements.
Exams: There will be two exams, including the final, each worth 1/3 of your grade. Exam 1 and the Final will consist of
50 multiple-choice questions (25 from lecture and 25 from the text) and will be taken on Canvas. The final will be
cumulative in course materials, concepts, theorists, and theories.
The textbook and lectures: You are expected to read the textbook, which covers material related to the lecture. The
exams will require information that you will find in both the text and lecture, so you will also have to take careful notes.
The Essay: 1/3 of your grade will be earned from a critical-thinking essay. The requirements for the essay will be provided
to you. This paper will approximately 3-5 pages in length. The paper is due (approximately!) Wednesday, May 6th.
Attendance: If you stop attending a class, it is your responsibility to officially drop the class and you must do so prior to
deadlines that can be found online. If you fail to drop the course through the proper channels you will end up with an “F”
in the course.
How it all turns into an “A” or what you will:
Course totals: Multiple choices exams will be curved and assigned a letter grade. The term paper will receive a letter
grade. No grades will be dropped but I will do my best to overlook total disaster, as long as your other grades argue on
your behalf and as long as you do the extra credit assignment.
Extra Credit: There will be one extra credit opportunity, similar in topic and scope to the term paper. You will be given a
handout on this opportunity after the midterm. It will require that you pick some aspect of cultural belief or behavior that
interests you, research it, analyze it, and produce a critical analysis for my review. A hard copy will be due the day of the
final exam. There will be no exc.
This unit introduces the concept of sociological imagination and defines globalization. It discusses how sociological imagination, as described by C. Wright Mills, allows individuals to understand their problems in the context of wider social structures and relationships. This prevents a narrow, parochial view and helps explain how social issues influence individual experiences. The unit then defines globalization as the expansion and intensification of social relations and consciousness across world-time and world-space. It forms various kinds of connectivity, not just economic activity, through the processes of intensification and expansion. Critically examining events through this lens can help understand how global processes shape contemporary realities.
The course seeks to enhance International Development major students’ understanding of the past, present and future of the United Nations. It also provides background information and analysis of major multilateral institutions working with the UN in the area of international development. The first part of the course is devoted to understanding the big picture of what the UN has done in the past, the current activities of the UN and the direction it is going. The main aim of this first part is to establish a firm foundation of how the UN works and to become familiar with its complex bureaucracy. The main focus of the second part of the course is to understand the nature of the problems confronted by the UN and international community in their efforts to maintain international peace and security, cooperate in solving international problems such as eradicate poverty, promote respect for human rights and sustainable development. The main purpose is to assess the UN efforts in addressing these substantive problems. Not only should the students be experts on the UN activity, by the end of the course they should develop a firm grasp on the major problems that characterize international politics and global governance.
This document provides an overview of an Introduction to Humanities course being offered at Valencia College. The course will explore concepts in art, religion, architecture, music, language, politics, and philosophy through history. Students will analyze how these concepts continue to impact the contemporary world. The course objectives, recommended textbook, evaluation criteria, class schedule, policies, and COVID guidelines are outlined.
This document provides information about the 2015 Undergraduate Research and Arts Exposition at Northwestern University, including the program of events, planning committees, guides to undergraduate research programs, and next steps for student presenters to further develop and share their research. The exposition includes poster and oral presentations by Northwestern undergraduates as well as a creative arts festival and showcase by local high school students.
This document provides information about a course on food security and globalization taught at Ohio State University. The course will be taught on Tuesdays and Thursdays from 11:10 AM to 12:30 PM in Room 210 of the Animal Sciences Building. It will address concepts of food security and poverty from a social sciences perspective. Students will learn about causes and solutions to food insecurity on micro and macro levels. The course will also examine the impacts of globalization on food security. Grading will be based on quizzes, homework, papers, presentations, and a final exam.
This document provides an overview of the Culture & Civilization module offered at Taylor's University. The module aims to equip students with an understanding of Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, student presentations and class discussions. It will introduce major archaeological discoveries, ancient monuments, artworks, philosophies and leaders. Students will compare Eastern and Western civilizations and develop skills in research, investigation, application and presentation. Assessment will include individual and group projects, presentations and an e-portfolio. The module runs for 18 weeks with lectures, tutorials and self-study.
This document provides an overview of the Culture & Civilization module offered at Taylor's University. The module aims to equip students with an understanding of Western and Eastern cultures and civilizations from prehistoric times to the present through lectures, tutorials, student presentations and class discussions. It will assess students through individual and group projects, presentations, and an e-portfolio. The module runs over 18 weeks, with lectures, tutorials and self-directed study. Students will explore the development of human civilizations in different regions and examine the similarities and differences between Eastern and Western cultures. Assessment includes two group projects, an individual final project, and an online portfolio demonstrating the student's learning throughout the module.
This document provides an overview of the Culture & Civilization module offered at Taylor's University. The module aims to equip students with an understanding of Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, student presentations and class discussions. It will introduce major archaeological discoveries, ancient monuments, artworks, philosophies and leaders. Students will compare Eastern and Western civilizations and develop skills in research, investigation, application and presentation. Assessment includes individual and group projects, presentations, and an e-portfolio demonstrating knowledge and skills gained from the module. The module runs for 18 weeks with lectures, tutorials and self-directed study.
CULTURE & CIVILIZATION MODULE OUTLINE SEM 2Darshiini Vig
This 3 credit hour module on Culture & Civilization will introduce students to Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, presentations and discussions. Students will learn about archaeological discoveries, ancient monuments, artworks, philosophies and leaders. The module aims to describe historical human development, compare Eastern and Western civilizations, and develop research skills. Students will be assessed through group and individual projects, presentations, and participation throughout the 18-week semester.
This 3 credit hour module on Culture & Civilization will introduce students to Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, presentations and discussions. Students will learn about archaeological discoveries, ancient monuments, artworks, philosophies and leaders. The module aims to describe historical human civilization developments, compare Eastern and Western civilizations, and develop students' research and presentation skills. Students will be assessed through group and individual projects, presentations, and participation throughout the 18-week semester.
Bachelor of Science Double Degree Enrolment Informationmonashscience
This document provides information for students enrolling in a Bachelor of Science degree at Monash University. It outlines the various science majors and double degrees available. It provides details on unit selection, course structures, and administrative contacts for different degrees. It encourages students to meet with academics and visit student services for assistance in planning their first year units and degrees.
The document discusses STEM education at UMBC and the importance of investing in STEM. It provides an overview of UMBC, noting its colleges, programs offered, enrollment statistics, research expenditures, and national rankings. It then discusses some of UMBC's successful programs that support underrepresented minority students in STEM, including the Meyerhoff Scholars program and its components that contribute to student success. The document advocates for expanding access to STEM education using models like PLTW that engage students early and provide hands-on learning opportunities. It presents data on PLTW's positive impact on STEM retention and majors. Finally, it outlines UMBC's STEM BUILD initiative to adapt successful minority scholarship programs to better
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CASE 6B – CHESTER & WAYNE Chester & Wayne is a regional .docxannandleola
CASE 6B – CHESTER & WAYNE
Chester & Wayne is a regional food distribution company. Mr. Chester, CEO, has asked your
assistance in preparing cash-flow information for the last three months of this year. Selected
accounts from an interim balance sheet dated September 30, have the following balances:
Cash $142,100 Accounts payable $354,155
Marketable securities 200,000 Other payables 53,200
Accounts receivable $1,012,500
Inventories 150,388
Mr. Wayne, CFO, provides you with the following information based on experience and
management policy. All sales are credit sales and are billed the last day of the month of sale.
Customers paying within 10 days of the billing date may take a 2 percent cash discount. Forty
percent of the sales is paid within the discount period in the month following billing. An
additional 25 percent pays in the same month but does not receive the cash discount. Thirty
percent is collected in the second month after billing; the remainder is uncollectible. Additional
cash of $24,000 is expected in October from renting unused warehouse space.
Sixty percent of all purchases, selling and administrative expenses, and advertising expenses is
paid in the month incurred. The remainder is paid in the following month. Ending inventory is
set at 25 percent of the next month's budgeted cost of goods sold. The company's gross profit
averages 30 percent of sales for the month. Selling and administrative expenses follow the
formula of 5 percent of the current month's sales plus $75,000, which includes depreciation of
$5,000. Advertising expenses are budgeted at 3 percent of sales.
Actual and budgeted sales information is as follows:
Actual: Budgeted:
August $750,000 October $826,800
September 787,500 November 868,200
December 911,600
January 930,000
The company will acquire equipment costing $250,000 cash in November. Dividends of $45,000
will be paid in December.
The company would like to maintain a minimum cash balance at the end of each month of
$120,000. Any excess amounts go first to repayment of short-term borrowings and then to
investment in marketable securities. When cash is needed to reach the minimum balance, the
company policy is to sell marketable securities before borrowing.
The company will acquire equipment costing $250,000 cash in November. Dividends of $45,000
will be paid in December.
The company would like to maintain a minimum cash balance at the end of each month of
$120,000. Any excess amounts go first to repayment of short-term borrowings and then to
investment in marketable securities. When cash is needed to reach the minimum balance, the
company policy is to sell marketable securities before borrowing.
Questions (use of spreadsheet software is recommended):
1. Prepare a cash budget for each month of the fourth quarter and for the quarter in total.
Prepare supporting schedules as needed. (Round all budge.
CASE 9 Bulimia Nervosa Table 9-1 Dx Checklist Bulimia Nervos.docxannandleola
"CASE 9 Bulimia Nervosa Table 9-1 Dx Checklist Bulimia Nervosa 1. Repeated binge-eating episodes. 2. Repeated performance of ill-advised compensatory behaviors (e.g., forced vomiting) to prevent weight gain. 3. Symptoms take place at least weekly for a period of 3 months. 4. Inappropriate influence of weight and shape on appraisal of oneself. (Based on APA, 2013.) Rita was a 26-year-old manager of a local Italian restaurant and lived in the same city as her parents. Her childhood was not a happy one. Her parents divorced when she was about 5 years of age. She and her three older brothers remained with their mother, who often seemed overwhelmed with her situation and unable to run the household effectively. Rita would often refer to her childhood as utterly chaotic, as if no one were in charge. Within a 12-month period, 1 percent to 1.5 percent of individuals will meet the diagnostic criteria for bulimia nervosa; at least 90 percent of cases occur in females (APA, 2013). She nevertheless muddled through. When her brothers were finally all off to college or beyond, Rita entered high school, and the household seemed more manageable. Ultimately, she developed a close relationship with her mother, indeed too close, Rita suspected. Her mother seemed like her closest friend, at times the entire focus of her social life. They were both women alone, so to speak, and relied heavily on one another for comfort and support, preventing Rita from developing serious friendships. The two often went shopping together. Rita would give her mother an update on the most recent fashion trends, and her mother would talk to Rita about “how important it is to look good and be put together in this day and age.” Rita didn’t mind the advice, but sometimes she did wonder if her mother kept saying that as a way of telling her that she didn’t think she looked good. Rita later attended a local public college, majoring in business. However, she quit after 3 years to take a job at the restaurant. She had begun working in the restaurant part-time while a sophomore and after 2 years was offered the position of daytime manager. It was a well-paying job, and since her interest was business anyway, Rita figured it made sense to seize an attractive business opportunity. Her mother was not very supportive of her decision to leave college, but Rita reassured her that she intended to go back and finish up after she had worked for a while and saved some money. Just before leaving college, Rita began a serious relationship with a man whom she met at school. Their interest in each other grew, and they eventually got engaged. Everything seemed to be going well when out of the blue, her fiancé’s mental state began to deteriorate. Ultimately he manifested a pattern of schizophrenia and had to be hospitalized. As his impairment extended from days to months and then to more than a year, Rita finally had to end the engagement; she had to pick up the pieces and go on without him. She felt .
Case 9 Bulimia Nervosa in Gorenstein and Comer (2014)Rita was a.docxannandleola
Rita is a 26-year-old woman who struggles with bulimia nervosa. She engages in binge eating episodes 2-3 times per week, consuming over 4,000 calories in a single sitting. After binges, she purges through vomiting to avoid weight gain. Rita is preoccupied with her weight and body image. Though her weight is in the normal range, she is highly critical of her body and engages in frequent weighing, clothing comparisons, and mirror checking. Her disordered eating patterns have become more severe over time, further compromising her physical and mental health.
Case 8.1 Pros and Cons of Balkan Intervention59Must the a.docxannandleola
Case 8.1 Pros and Cons of Balkan Intervention59
“Must the agony of Bosnia-Herzegovina be regarded, with whatever regrets, as somebody else’s trouble?
We don’t think so, but the arguments on behalf of that view deserve an answer. Among them are the
following:
The Balkan conflict is a civil war and unlikely to spread beyond the borders of the former
Yugoslavia. Wrong. Belgrade has missiles trained on Vienna. Tito’s Yugoslavia claimed, by way of
Macedonia, that northern Greece as far south as Thessaloniki belonged under its sovereignty. Those
claims may return. ‘Civil’ war pitting non-Slavic Albanians against Serbs could spread to Albania,
Turkey, Bulgaria, and Greece.
The United States has no strategic interest in the Balkans. Wrong. No peace, no peace dividend.
Unless the West can impose the view that ethnic purity can no longer be the basis for national
sovereignty, then endless national wars will replace the Cold War. This threat has appeared in
genocidal form in Bosnia. If it cannot be contained here, it will erupt elsewhere, and the Clinton
administration’s domestic agenda will be an early casualty.
If the West intervenes on behalf of the Bosnians, the Russians will do so on behalf of the Serbs, and
the Cold War will be reborn. Wrong. The Russians have more to fear from ‘ethnic cleansing’ than
any people on Earth. Nothing would reassure them better than a new, post-Cold War Western
policy of massive, early response against the persecution of national minorities, including the
Russian minorities found in every post-Soviet republic. The Russian right may favor the Serbs, but
Russian self-interest lies elsewhere.
The Serbs also have their grievances. Wrong. They do, but their way of responding to these
grievances, according to the State Department’s annual human rights report, issued this past week,
‘dwarfs anything seen in Europe since Nazi times.’ Via the Genocide Convention, armed
intervention is legal as well as justified.
The UN peace plan is the only alternative. Wrong. Incredibly, the plan proposes the reorganization
of Bosnia-Herzegovina followed by a cease-fire. A better first step would be a UN declaration that
any nation or ethnic group proceeding to statehood on the principle of ethnic purity is an outlaw
state and will be treated as such. As now drafted, the UN peace plan, with a map of provinces that
not one party to the conflict accepts, is really a plan for continued ‘ethnic cleansing.’”
Case 8.2 Images, Arguments, and the Second Persian Gulf Crisis, 1990–
1991
The analysis of policy arguments can be employed to investigate the ways that policymakers represent or
structure problems (Chapter 3). We can thereby identify the images, or problem representations, that
shape processes of making and justifying decisions. For example, during times of crisis, the images which
United States policymakers have of another country affect deliberations about the use of peacekeeping
and negotiation, the imposition of economic sanctions, o.
Case 6-2 Not Getting Face Time at Facebook—and Getting the Last La.docxannandleola
Case 6-2 Not Getting Face Time at Facebook—and Getting the Last Laugh!
In August 2009, Facebook turned down job applicant Brian Acton, an experienced engineer who had previously worked at Yahoo and Apple. More than 4 years later, Facebook paid him $3 billion to acquire his 20% stake of WhatsApp, a start-up he had cofounded immediately after Facebook rejected his job application.(1) WhatsApp Messenger is a proprietary, cross-platform, instant-messaging subscription service for smartphones and selected feature phones that use the Internet for communication. In addition to text messaging, users can send each other images, video, and audio media messages, as well as their location using integrated mapping features.(2) How could Facebook, a highly successful firm, have made such a drastic mistake?
Back in 2009, Brian Acton was a software engineer who was out of work for what seemed like a very long time. He believed he had what it took to make a difference in the industry, but his career did not work out as planned. Even though he spent years at Apple and Yahoo, he got rejected many times by Twitter and Facebook.(3) Acton described the details of the interview process that he failed to do well in as follows:
First of all, interviewing a person for a job that requires technical skills is difficult for both the interviewer and the interviewee. Facebook is a highly desirable firm to work for and requires the best skills and talents from all of their potential employees. It is therefore not surprising that the selection process rivals, if not tops, any company in the industry. The process starts with an email or a phone call from a recruiter in response to an online application or [to] a recommendation from a friend who may work for Facebook. Sometimes, in the initial chat online, timed software coding challenges are set to find the best performers. If this chat goes well, an applicant will go on to the next level—an initial in-person interview or phone screening.(4)
In this next hurdle, the applicant will have a 45-minute chat with a fellow engineer/potential coworker, [with] whom he or she shares the same area of expertise. They will tell you about their job and what their role is in Facebook; then they ask about the applicant’s résumé, motivation, and interests. Additionally, the applicant will be tested about his or her technical skills, coding exercises, and programming abilities.(5)
If successful, the applicant will be invited for back-to-back interviews. This part of the process is very grueling and stressful since all the interviews take place throughout a single day. The candidate will also be asked to manually write a program on a whiteboard to make sure that the applicant is knowledgeable about program writing. The goal in this final step is to see how one approaches a problem and comes up with a solution [that] is simple enough to solve in 10–30 minutes and can be easily explained.(6)
As a potential coworker, the applicant will be te.
Case 6.4 The Case of the Poorly Performing SalespersonEd Markham.docxannandleola
Case 6.4 The Case of the Poorly Performing Salesperson
Ed Markham, the African American sales manager at WCTV, is considering how to handle a problem with one of his salespersons, Jane Folsom, who is White. Ed was promoted to sales manager three months ago after working at WCTV for 2 years. He earned his promotion by exceeding sales goals every month after his first on the job. He developed a research report using secondary data like MRI and the Lifestyle Market Analyst to analyze the market. His former boss praised the report, gave a copy to all salespersons, and included a summary of it in the rate card. When his former boss left for a new job in a larger market, he recommended Ed as his replacement.
Jane has been a salesperson at WCTV for 2 years. For most of that time, she has exceeded sales quotas about as much as Ed had. For the past 3 months, she has not met sales quotas. After his second month as sales manager, Ed talked to Jane about her performance. She attributed her below-average performance to the closing of a major advertiser, Anthony’s Fashions. This local clothing store closed because several major retailers, including JC Penney and Dillard’s, had opened at the local mall.
Ed listened to Jane’s explanation and then suggested ways to obtain new clients. He asked Jane whether she had set personal sales goals, set up a prospect file of new and inactive advertisers as well as existing businesses that were potential clients, come up with research and data on the market to use in presentations and reports to clients, come up with new ideas or opportunities to advertise for clients, or asked her clients about their needs and goals (Shaver, 1995). Jane said no, she simply telephoned or visited her clients regularly to see if they wanted to run ads.
Ed also asked Jane why several of her clients had not paid their bills. He explained that a salesperson must check out a client’s ability to pay before running a schedule. Jane replied that she was not aware of that fact and that no one had ever trained her to sell. She had sold time for a radio station before, but that was all the training she had. Ed’s predecessor had just hired her and cut her loose.
Ed gave Jane a memo after their first meeting a month ago asking her to focus on sales training for the next month. First, she should read Shaver’s (1995) Making the Sale! How to Sell Media With Marketing. He gave her a copy, told her to read it, and asked her to contact him if she had any questions. After reading the book, he told her that she should establish written personal sales goals, begin to develop a prospect file (with two new and two inactive clients), and develop three ideas for new advertising opportunities for existing clients. In the memo, Ed told Jane that he would not hold her to sales performance standards that month. He wanted Jane to focus on doing the background work he assigned to help her improve her future sales performance.
At the meeting a month later, Ed discovered.
Case 5.6Kelo v City of New London545 U.S. 469 (2005)Ye.docxannandleola
Case 5.6
Kelo v City of New London
545 U.S. 469 (2005)
Yes, Actually, They Can Take That Away From You
Facts
In 1978, the city of New London, Connecticut, undertook a redevelopment plan for purposes of creating a redeveloped area in and around the existing park at Fort Trumbull. The plan sought to develop the related ambience a state park should have, including the absence of pink cottages and other architecturally eclectic homes. Part of the redevelopment plan was the city’s deal with Pfizer Corporation for the location of its research facility in the area. The preface to the city’s development plan included the following statement of goals and purpose:
To create a development that would complement the facility that Pfizer was planning to build, create jobs, increase tax and other revenues, encourage public access to and use of the city’s waterfront, and eventually “build momentum” for the revitalization of the rest of the city, including its downtown area.
The affected property owners, including Susette Kelo, live in homes and cottages (15 total) located in and around other existing structures that would be permitted to stay in the area designated for the proposed new structures (under the city’s economic development plan) that would be placed there primarily by private land developers and corporations. The city was assisted by a private, nonprofit corporation, the New London Development Corporation (NLDC), in the development of the economic plan and piloting it through the various governmental processes, including that of city council approval. The central focus of the plan was getting Pfizer to the Fort Trumbull area (where the homeowners and their properties were located) with the hope of a resulting economic boost that such a major corporate employer can bring to an area.
Kelo and the other landowners whose homes would be razed to make room for Pfizer and the accompanying and resulting economic development plan filed suit challenging New London’s legal authority to take their homes. The trial court issued an injunction preventing New London from taking certain of the properties but allowing others to be taken. The appellate court found for New London on all the claims, and the landowners (petitioners) appealed.
Judicial Opinion
STEVENS, Justice Two polar propositions are perfectly clear. On the one hand, it has long been accepted that the sovereign may not take the property of A for the sole purpose of transferring it to another private party B, even though A is paid just compensation. On the other hand, it is equally clear that a State may transfer property from one private party to another if future “use by the public” is the purpose of the taking; the condemnation of land for a railroad with common-carrier duties is a familiar example. Neither of these propositions, however, determines the disposition of this case.
The disposition of this case therefore turns on the question whether the City’s development plan serves a “public purpos.
CASE 5.10 FIBREBOARD PAPER PRODUCTS CORP. V. NLRB SUPREME COURT OF.docxannandleola
CASE 5.10 FIBREBOARD PAPER PRODUCTS CORP. V. NLRB SUPREME COURT OF THE UNITED STATES, 379 U.S. 203 (1964).
[After receiving union proposals for contract revisions for the benefit of the maintenance workers at the company’s Emeryville, California, plant, the company advised the union that negotiations for a new contract would be pointless because it had definitely decided to contract out the work performed by the employees covered by the agreement upon the expiration of the agreement. The company planned to replace these employees with an independent contractor’s employees and expected that substantial savings would be effected by this contracting-out of the work. The Board ordered the company to reinstate the maintenance operation with the union employees, reinstate the employees with back pay, and fulfill its statutory bargaining obligation. The court of appeals granted the Board’s enforcement petition, and the Supreme Court agreed to hear the case.]
WARREN, C. J.... I. Section 8(a)(5) of the National Labor Relations Act provides that it shall be an unfair labor practice for an employer “to refuse to bargain collectively with the representatives of his employees.” Collective bar- gaining is defined in Section 8(d)
as the performance of the mutual obligation of the employer and the representative of the employees to meet at reasonable times and confer in good faith with respect to wages, hours, and other terms and conditions of employment.
“Read together, these provisions establish the obligation of the employer and the representative of its employees to bargain with each other in good faith with respect to ‘wages, hours, and other terms and conditions of employment....’ The duty is limited to those subjects, and within that area neither is legally obligated to yield. Labor Board v. American Ins. Co., 343 U.S. 395. As to other matters, however, each party is free to bargain or not to bargain....” Labor Board v. Wooster Div. of Borg-Warner Corp., 356 U.S. 342, 349. Because of the limited grant of certiorari, we are concerned here only with whether the subject upon which the employer allegedly refused to bargain— contracting out of plant maintenance work previously performed by employees in the bargaining unit, which the employees were capable of continuing to perform—is covered by the phrase “terms and conditions of employment” within the meaning of Section 8(d).
The subject matter of the present dispute is well within the literal meaning of the phrase “terms and conditions of employment.”
As the Court of Appeals pointed out, it is not necessary that it be likely or probable that the union will yield or supply a feasible solution but rather that the union be afforded an opportunity to meet management’s legitimate complaints that its maintenance was unduly costly.
We are thus not expanding the scope of mandatory bargaining to hold, as we do now, that the type of “contracting out” involved in this case—the replacement of employees in the exi.
Case 4 The McDonald’s China Food Supplier Scandal1. What we.docxannandleola
Case 4:
The McDonald’s China Food Supplier Scandal
1. What were the root causes for Husi’s misbehavior?
2. What are the major challenges faced by the multinationals such as McDonald’s in supply chain management in China?
3. Should McDonald’s be held responsible for the scandal? How could McDonald’s avoid similar situations from happening again?
4. Should OSI be held responsible for the scandal? What should OSI do to prevent similar situations from happening again?
.
Case 3 Neesha Wilson Phoenix Rising Risks, Protective Factors, and.docxannandleola
Neesha Wilson, a 10-year-old African American girl, was referred for assessment by her school due to poor academic performance and behavioral issues. She lives with her mother and older brother, as her father left the family 3 years ago. Testing showed Neesha's intellectual abilities were likely underestimated and her academic skills were well above grade level, though she was repeating 4th grade. Neesha reported worries about school performance and family stressors, and showed signs of anxiety through somatic symptoms like fatigue. While most scores were normal, elevated scales indicated concerns with negative mood, physiological arousal, and somatic complaints.
Case 48 Sun Microsystems Done by Nour Abdulaziz Maryam .docxannandleola
Case 48: Sun Microsystems
Done by: Nour Abdulaziz
Maryam Barifah
Shrouq Al-Jaadi
Balqees Mekhalfi
Yara El-Feki
Introduction
•In 2009, Oracle was planning to acquire Sun Microsystems.
•This acquisition would allow Oracle;
•to further diversify their brand, customers and acquire various new platforms that would be added to their portfolio such as MySQL, Solaris and Java.
•Oracle originally placed an offer of $9.50 per share price which is considerably higher than Sun Microsystem’s price that is $6.69.
•This will cut the production costs and make the company more efficient throughout all the value chain.
•Oracle aimed to capitalize on Sun Microsystem’s decline by getting particular assets or the whole company at the deflated price.
Is Sun Microsystems a good strategic fit for Oracle? Should Oracle acquire Sun Microsystems?
- as it will allow them to achieve their vision of becoming the Apple of the software industry.
- it will allow the company to deliver high-quality customer products by combining both hardware and software components, hence reducing the consumer setup process.
Continue
It will provide Oracle with the needed expansion.
-This acquisition fits Oracle’s overall strategy which is to improve through acquiring and effectively integrating other companies
Worth of Sun Microsystems and Valuation Approaches
To know how much Sun Microsystems worth, we must find the Stand Alone Value of the company.
The Stand Alone value represents the present value of Sun Microsystem individually before factoring the synergy that would be created when Oracle acquires Sun.
Another method is the value of Sun Microsystem with synergies, which after being acquired by Oracle, must be found. This is done to see whether or not the acquisition was a proper strategic decision or not
Another method of valuing the Sun Microsystem is through the comparative company analysis (CCA). That is done through the thorough assessment of rival and peer businesses of similar size and industry.
Finally, the acquisition price, which is the price that is paid to the target when it is first acquired, is also used as a separate method of valuation. The value of the acquisition price ranges between the values of the stand-alone and the synergies.
USING THE DCF
To be able to find the values of both, the Stand Alone and the synergies, we have decided the best way to do so is by calculating the discounted cash flow (DCF) by using the multiples and the perpetuity growth methods and finding the average of both.
DCF Using Multiples MethodDCF Using Perpetuity Growth MethodIt does not consider long-term growth rate or the economics of business.This method seems inaccurate as the company assumes a certain growth rate will remains the same 2014 onwards (forever) which is unrealistic.It is considered a challenging method to use as it is very difficult to identify truly comparable companies.
USING THE WACC
The weig.
CASE 42 Myasthenia Gravis The immune response turns agai.docxannandleola
CASE 42 Myasthenia Gravis
The immune response turns against the host.
The specific adaptive immune response can, in rare instances, be mounted
against self antigens and cause autoimmune disease. Injury to body tissues
can result from antibodies directed against cell-surface or extracellular-matrix
molecules, from antibodies bound to circulating molecules that deposit as
immune complexes, or from clones of T cells that react with self antigens. A
special class of autoimmune disease is caused by autoantibodies against cell
surface receptors (Fig. 42.1). Graves' disease and myasthenia gravis are two
well-studied examples . Graves' disease is caused by autoantibodies against
the receptor on thyroid cells for thyroid-stimulating hormone (TSH), secreted
by the pituitary gland. In this disease, autoantibody binds to the TSH recep
tor; like TSH, it stimulates the thyroid gland to produce thyroid hormones.
In myasthenia gravis, the opposite effect is observed: antibodies against the
acetylcholine receptor at the neuromuscular junction impede the binding of
acetylcholine and stimulate internalization of the receptor, thereby block
ing the t ransmission of nerve impulses by acetylcholine (Fig. 42.2). In addi
tion, the presence of autoantibodies at the neuromuscular junction initiates
complement-mediated lysis ofthe muscle endplate and damages the muscle
membrane.
Myasthenia gravis means severe (gravis) muscle (my) weakness (asthenia).
This disease was first identified as an autoimmune disease when an immun
ologist immunized rabbits with purified acetylcholine receptors to obtain
antibodies against this receptor. He noticed that the rabbits developed floppy
ears, like the droopy eyelids (ptosis) that are the most characteristic symptom
of myasthenia gravis in humans. Subsequently, patients with this disease
were found to have antibodies against the acetycholine receptor. In addition,
pregnant women with myasthenia gravis transfer the disease to their newborn
infants. As IgG is the only maternal serum protein that crosses the placenta
fro m mother to fetus, neonatal myasthenia gravis is clear evidence that
myasthenia gravis is caused by an anti-IgG antibody. More recently, patients
with myasthenia gravis have been identified who have autoantibodies against
muscle-specific kinase (MUSK) rather than the acetylcholine receptor.
MUSK is a tyrosine kinase receptor involved in clustering acetylcholine
receptors; therefore, these autoantibodies also inhibit signaling through the
neuromuscular junction.
Topics bearing on
this case:
Humoral autoimmunity
Transfer of maternal
antibodies
Mechanisms for
breaking tolerance
This case was prepared by RaifGeha , MD, in collaboration with Janet Chou, MD.
~ Case 42: Myasthenia Gravis
Fig. 42.1 Autoimmune diseases caused
by antibody against surface or matrix
antigens. These are known as type II
autoimmune diseases. Damage by
IgE-mediated responses (type I) does no.
Case 4 JetBlue Delighting Customers Through Happy JettingIn the.docxannandleola
Case 4 JetBlue: Delighting Customers Through Happy Jetting
In the early years, JetBlue was a thriving young airline with a strong reputation for outstanding service. In fact, the low-fare airline referred to itself as a customer service company that just happened to fly planes. But on a Valentine’s Day, JetBlue was hit by the perfect storm, literally, of events that led to an operational meltdown. One of the most severe storms of the decade covered JetBlue’s main hub at New York’s John F. Kennedy International Airport with a thick layer of snow and ice. JetBlue did not have the infrastructure to deal with such a crisis. The severity of the storm, coupled with a series of poor management decisions, left JetBlue passengers stranded in planes on the runway for up to 11 hours. Worse still, the ripple effect of the storm created major JetBlue flight disruptions for six more days. Understandably, customers were livid. JetBlue’s efforts to clean up the mess following the six-day Valentine’s Day nightmare cost over $30 million in overtime, flight refunds, vouchers for future travel, and other expenses. But the blow to the company’s previously stellar customer-service reputation stung far more than the financial fallout. JetBlue became the butt of jokes by late night talk show hosts. Some industry observers even predicted that this would be the end
of JetBlue. But just three years later, the company is not only still flying, it is growing, profitable, and hotter than ever. During a serious economic downturn competing airlines were cut routes, retiring aircraft, laying off employees, and lost money. JetBlue added planes, expanded into new cities, hired thousands of new employees, and turning profits.
Truly Customer Focused What’s the secret to JetBlue’s success? Quite simply, it’s an obsession with making sure that every customer experience lives up to the company slogan, “Happy Jetting.” Lots of companies say they focus on customers. But at JetBlue, customer well-being is ingrained in the culture. From the beginning, JetBlue set out to provide features that would delight customers. For example, most air travelers expect to be squashed when flying coach. But JetBlue has configured its seats with three more inches of legroom than the average airline seat. That may not sound like much. But those three inches allow six-foot three-inch Arianne Cohen, author of The Tall Book: A Celebration of Life from on High, to stretch out and even cross her legs. If that’s not enough, for as little as $10 per flight, travelers can reserve one of JetBlue’s “Even More Legroom” seats, which offer even more space and a flatter recline position. Add the fact that every JetBlue seat is well padded and covered in leather, and you already have an air travel experience that rivals first-class accommodations (something JetBlue doesn’t offer). Food and beverage is another perk that JetBlue customers enjoy. The airline doesn’t serve meals, but it offers the best selection of free.
Case 4-2 Hardee TransportationThe Assignment Answer the four .docxannandleola
Case 4-2 Hardee Transportation
The Assignment: Answer the four (4) questions at the end of Case 4-2
Resources: Course Textbook, Appendix 4B, Table 4B-1, Attached worksheet (Word or Excel format)
Acceptable Length:
Show your work for solution to questions 1 and 2
. Well-written responses to question 3 and 4.
Formatting Requirements:
Enter your name and date
Provide well-structured solutions/answers- incomplete answers will receive partial credit
Show your work
2. Answer case questions,
using the attached word template or excel document
. Complete assignment and submit as an attachment using the assignment link when finished.
.
Case 3-8 Accountant takes on Halliburton and Wins!1. Descri.docxannandleola
Case 3-8 Accountant takes on Halliburton and Wins!
1. Describe the inadequacies in the corporate governance system at Halliburton.
2. Consider the role of KPMG in the case with respect to the accounting and auditing issues. How did the firms’ actions relate to the ethical and professional expectations for CPAs by the accounting profession?
3. The Halliburton case took place before the Dodd-Frank Financial Reform Act was adopted by Congress. Assume Dodd-Frank had been in effect and Menendez decided to inform the SEC under Dodd-Frank rather than SOX because it had been more than 180 days since the accounting violation had occurred. Given the facts of the case would Menendez have qualified for whistleblower protection? Explain.
4. Some critics claim that while Menendez’s actions may have been courageous, he harmed others along the way. His family was in limbo for many years and had to deal with the agony of being labeled a whistleblower and disloyal to Halliburton. The company’s overall revenue did not change; a small amount was merely shifted to an earlier period. Halliburton didn't steal any money, they didn't cheat the IRS, they didn't cheat their customers or their employees. In fact, they lessened their cash flows by paying out taxes earlier than they should have under the rules. How do you respond to these criticisms?
.
Case 3 Ford’s Pinto Fires The Retrospective View of Ford’s Fiel.docxannandleola
Case 3
Ford’s Pinto Fires: The Retrospective View of Ford’s Field Recall Coordinator
Brief Overview of the Ford Pinto Fires
Determined to compete with fuel- efficient Volkswagen and Japanese imports, the Ford Motor Company introduced the subcompact Pinto in the 1971 model year. Lee Iacocca, Ford’s president at the time, insisted that the Pinto weigh no more than 2,000 pounds and cost no more than $2,000. Even with these restrictions, the Pinto met federal safety standards, although some people have argued that strict adherence to the restrictions led Ford engineers to compromise safety. Some 2 million units were sold during the 10- year life of the Pinto.
The Pinto’s major design flaw— a fuel tank prone to rupturing with moderate speed rear- end collisions— surfaced not too long after the Pinto’s entrance to the market. In April 1974, the Center for Auto Safety petitioned the National Highway Traffic Safety Administration (NHTSA) to recall Ford Pintos due to the fuel tank design defect. The Center for Auto Safety’s petition was based on reports from attorneys of three deaths and four serious injuries in moderate- speed rear- end collisions involving Pintos. The NHTSA did not act on this petition until 1977. As a result of tests performed for the NHTSA, as well as the extraordinary amount of publicity generated by the problem, Ford agreed, on June 9, 1978, to recall 1.5 million 1971– 1976 Ford Pintos and 30,000 1975– 1976 Mercury Bobcat sedan and hatchback models for modifications to the fuel tank. Recall notices were mailed to the affected Pinto and Bobcat owners in September 1978. Repair parts were to be delivered to all dealers by September 15, 1978.
Unfortunately, the recall was initiated too late for six people. Between June 9 and September 15, 1978, six people died in Pinto fires after a rear impact. Three of these people were teenage girls killed in Indiana in August 1978 when their 1973 Pinto burst into flames after being rear- ended by a van. The fiery deaths of the Indiana teenagers led to criminal prosecution of the Ford Motor Company on charges of reckless homicide, marking the first time that an American corporation
was prosecuted on criminal charges. In the trial, which commenced on January 15, 1980, “Indiana state prosecutors alleged that Ford knew Pinto gasoline tanks were prone to catch fire during rear- end collisions but failed to warn the public or fix the problem out of concern for profits.” On March 13, 1980, a jury found Ford innocent of the charges. Production of the Pinto was discontinued in the fall of 1980.
Enter Ford’s Field Recall Coordinator
Dennis A. Gioia, currently a professor in the Department of Management and Organization at Pennsylvania State University, was the field recall coordinator at Ford Motor Company as the Pinto fuel tank defect began unfolding. Gioia’s responsibilities included the operational coordination of all the current recall
92 Business Ethics
campaigns, tracking incoming information.
Case 3Competition in the Craft Brewing Industry in 2017John D. Var.docxannandleola
Case 3Competition in the Craft Brewing Industry in 2017
John D. Varlaro
Johnson & Wales University
John E. Gamble
Texas A&M University–Corpus Christi
Locally produced or regional craft beers caused a seismic shift in the U.S. beer industry during the early 2010s with the gains of the small, regional newcomers coming at the expense of such well-known brands as Budweiser, Miller, Coors, and Bud Light. Craft breweries, which by definition sold fewer than 6 million barrels (bbls) per year, expanded rapidly with the deregulation of intrastate alcohol distribution and retail laws and a change in consumer preferences toward unique and high-quality beers. The growing popularity of craft beers allowed the total beer industry in the United States to increase by 6.7 percent annually between 2011 and 2016 to reach $39.5 billion. The production of U.S. craft breweries more than doubled from 11.5 million bbls per year to about 24.6 million bbls per year during that time. In addition, production by microbreweries and brewpubs accounted for 90 percent of craft brewer growth in 2016.1
The industry had begun to show signs of a slowdown going into 2017, with Boston Beer Company, the second largest craft brewery in the United States and known for its Samuel Adams brand, experiencing a 4 percent sales decline in 2016 that erased two years of of growth. The annual revenues of Anheuser-Busch InBev SA, whose portfolio included global brands Budweiser, Corona, and Stella Artois and numerous international and local brands, remained relatively consistent from 2014 to 2016. However, the sales volume of Anheuser-Busch’s flagship brands and its newly acquired and international brands such as Corona, Goose Island, Shock Top, Beck’s, and St. Pauli Girl allowed it to control 45.8 percent of the U.S. market for beer in 2016.2
Industry competition was increasing as grain price fluctuations affected cost structures and growing consolidation within the beer industry—led most notably by AB InBev’s acquisition of several craft breweries, Grupo Modelo, and its pending $104 billion acquisition of SABMiller—created a battle for market share. While the market for specialty beer was expected to gradually plateau by 2020, it appeared that the slowing growth had arrived by 2017. Nevertheless, craft breweries and microbreweries were expected to expand in number and in terms of market share as consumers sought out new pale ales, stouts, wheat beers, pilsners, and lagers with regional or local flairs.The Beer Market
The total economic impact of the beer market was estimated to be 2.0 percent of the total U.S. GDP in 2016 when variables such as jobs within beer production, sales, and distribution were included.3Exhibit 1 presents annual beer production statistics for the United States between 2006 and 2016.
Year
Barrels Produced (in millions)*
2006
198
2007
200
2008
200
2009
197
2010
195
2011
193
2012
196
2013
192
2014
193
2015
191
2016
189
*Rounded to the nearest million. .
CASE 3.2 Ethics, Schmethics-Enrons Code of EthicsIn Jul.docxannandleola
CASE 3.2 "Ethics, Schmethics"-Enron's Code of Ethics
In July 2000, Enron Corporation published an internal code of ethics docu-
ment that ran 64 pages in length (see the Appendix 1).Page 12 of the document
proudly announced the company's position on business ethics:
Employees of Enron Corp., its subsidiaries, and its affiliated companies
(collectively the "Company") are charged with conducting their business
affairs in accordance with the highest ethical standards. An employee
shall not conduct himself or herself in a manner which directly or indi-
rectly would be detrimental to the best interests of the Company or in
a manner which would bring to the employee financial gain separately
derived as a direct consequence of his or her employment with the Com-
pany. Moral as well as legal obligations will be fulfilled openly, promptly,
and in a manner which will reflect pride on the Company's name.
Products and services of the Company will be of the highest quality and
as represented. Advertising and promotion will be truthful, not exagger-
ated or misleading.
Agreements, whether contractual or verbal, will be honored. No bribes,
bonuses, kickbacks, lavish entertainment, or gifts will be given or received
. in exchange for special position, price or privilege . . . Relations with
the Company's many publics-customers, stockholders, governments,
employees, suppliers, press, and bankers-will be conducted in honesty,
candor, and fairness." .- ~ ~ ~ -
Subsequent investigations into the inner workings of Enron Corp. revealed that
the only time this code of ethics received formal attention (other than, presum-
ably,when it was created and formally accepted) was when the board of directors
voted to waive key provisions of the code in order to allow the off-balance-sheet
partnerships that Chief Financial Officer Andy Fastow ultimately used to hide
over half a billion dollars of debt from analysts and investors.
A more realistic picture of the apparent flexibility of Enron's ethical culture
can be found in the extreme conflict of interest represented in its relationship
with Arthur Andersen. Andersen provided both consulting and auditing ser-
vices for fees running into millions of dollars-money that became so critical to
Andersen's continued growth that its employees were encouraged to sign off on
off-balance-sheet transactions-transactions that were not shown on Enron's
publicly-reported balance sheet-that stretched the limits of generally accepted
accounting principles (GAAP) to their furthest edges. In addition, Enron hired
former Andersen employees to manage the affairs of their former colleagues,
which further strengthened the conflict of interest in a relationship that was
supposed, at the very least, to be at arm's length, and, at best, above reproach.
1. What is the purpose of a code of ethics?
2. Do you think the employees of Enron Corp. were told about the vote to put
aside key elements of the code of ethics? If not, why not? If they had .
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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The event will cover the following::
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Answers about how you can do more with Walmart!"
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
MIST901– Autumn 2015 University of Wollongong - Faculty of Law.docx
1. MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 1 of 29
Faculty of Law, Humanities and the Arts
School of Humanities and Social Inquiry
Subject Outline
MIST901
Politics of International Relations
Number of Credit Points: 8 cp
Autumn Session 2015
Wollongong, On-Campus
Pre-requisites: Nil
Co-requisites: Nil
Teaching Staff
Position Name Room Telephone Email Consultation Times
2. Subject
Coordinator
Joakim
Eidenfalk 19.1009 [email protected]
Monday 14.30-15.30
and Wednesday
14.30-15.30
Add your
tutor details
here
Discipline Leader
Position Name Room Telephone Email Consultation Times
Discipline
Leader – Politics
& International
Studies
Susan Engel 19.1016 4221 3708 [email protected] TBA
LHA Central 19 | Location: 19.1050
Ph: (02) 4221 5328 | [email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
MIST901– Autumn 2015 University of Wollongong - Faculty of
3. Law, Humanities and the Arts Page 2 of 29
Table of Contents
Subject Information
...............................................................................................
........................... 3
Subject Description
...............................................................................................
.......................................... 3
Subject Objectives/Learning Outcomes
...............................................................................................
.... 3
Graduate Qualities
...............................................................................................
............................................ 3
Attendance
...............................................................................................
.......................................................... 3
Timetable
...............................................................................................
............................................................ 3
Weekly Outline: Class Type (Lecture/Tutorial/Practical etc.)
........................................................... 4
Assessment Information
................................................................................ ...............
.................. 5
Assessment
4. ...............................................................................................
........................................................ 5
Referencing
...............................................................................................
......................................................... 5
Academic Integrity and Plagiarism Policy
...............................................................................................
6
Submission, Receipt & Collection of Assessment Tasks
.................................................................... 6
Late Submission of Assessments
...............................................................................................
............ 7
Electronic Submission of Assessments
...............................................................................................
.... 8
Retention of Assessments
...............................................................................................
............................. 8
Assessment 1: Critical Appraisal/Argumentative Paper
................................................................ 8
Assessment 2: Research Essay
...............................................................................................
............... 9
Assessment 3: Seminar Presentation
...............................................................................................
.... 9
6. without written permission.
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 3 of 29
Subject Information
Subject Description
Major theoretical traditions examined include realism,
liberalism, neo-realism and neo-liberalism, rationalism,
Marxist and neo-Marxist variants, critical theory, post-
modernism, constructivism, and feminism. The subject
then examines the end of the Cold War, the demise of
bipolarity, the emergence of unipolarism, and assesses
the effectiveness of the United Nations, explores the
North/South divide and ponders some of the causes of
terrorism. It examines modern peacekeeping, so-called 'rouge
states' and the prosecution of the 'War on Terror'.
Interspersed in the subject will be arguments over the alleged
decline of the nation state, the structures and
institutions that regulate the international economy, and some
current opinions on hegemony.
Subject Objectives/Learning Outcomes
On successful completion of this subject, students will be able
to:
1. use the main theories of international relations and apply
them to contemporary political interactions.
2. adopt an analytical framework appropriate for the purposes of
the research essay.
3. be familiar with general concepts of international economic
relations and international cooperation.
7. 4. understand the difficulties of creating and maintaining world
order.
Graduate Qualities
For further information on the Humanities and UOW Graduate
qualities please refer to:
http://lha.uow.edu.au/hsi/UOW162730.html
Attendance
This subject requires an 80% attendance at all classes unless
this is unavoidable on medical or compassionate
grounds and evidence of this is provided through SOLS.
Attendance that falls below the 80% requirement,
irrespective of the cause, may require you to complete
additional written work to complete the subject. If in
doubt, consult the Subject Coordinator.
Timetable
For current timetable information please refer to the online
Subject Timetable on the Current Students
webpage: http://www.uow.edu.au/student/timetables/index.html
http://lha.uow.edu.au/hsi/UOW162730.html
http://www.uow.edu.au/student/timetables/index.html
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 4 of 29
Weekly Outline: Class Type (Lecture/Tutorial/Practical etc.)
8. Week / Date Lecture Topic/Description Tutorial Task Due
Week 1
Commencing
2/3/2015
Introduction No tutorial
Week 2
Commencing
9/3/2015
The Cold War and After Introduction
Week 3
Commencing
16/3/2015
Realism and Neo-Realism The Cold War and After
Week 4
Commencing
23/3/2015
Liberalism and Neo-Liberalism Realism and Neo-Realism
Week 5
Commencing
30/3/2015
Marxism Liberalism and Neo-Liberalism
Critical
Appraisal due
9. Monday 30
March
6 – 10 April 2015 Mid-Session Recess – NO CLASSES
Week 6
13 – 17 April 2015 International Studies Research Week – NO
CLASSES
Week 7
Commencing
20/4/2015
Social Constructivism and
Feminism Marxism
Week 8
Commencing
27/4/2015
International Regimes
Social
Constructivism and
Feminism
Week 9
Commencing
4/5/2015
Human Rights and the
Responsibility to Protect
International
Regimes
10. Week 10
Commencing
11/5/2015
Security
Human Rights and
the Responsibility to
Protect
Week 11
Commencing
18/5/2015
Development Cooperation Security
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 5 of 29
Week 12
Commencing
25/5/2015
Terrorism Development Cooperation
Week 13
Commencing
1/6/2015
Globalisation Terrorism and Globalisation
11. Research
Essay due
Friday 5
June by
16.00
8 – 12 June 2015 Study Recess
13 – 25 June 2015 Examination Period
* Public holidays for this session are:
• Good Friday: Friday 3 April
• Easter Monday: Monday 6 April
Assessment Information
Assessment
The Faculty of Law, Humanities and the Arts reserves the right
to scale marks in accordance with the
University’s Assessment Guidelines - Scaling. Marks are not
final until declared by the Faculty Assessment
Committee.
Referencing
Referencing is an essential component of academic writing or
presentation since it enables the reader to follow
up the source of ideas and information presented in your work,
and to examine the interpretation you place on
the material discovered in your research. Reliable referencing
clearly indicates where you have drawn your own
conclusions from the evidence presented. Importantly, much of
the material you will use is covered by copyright
12. which means that you must acknowledge any source of
information, including books, journals, newsprint,
images and the internet.
It is obligatory for students to reference all sources used in their
written work including electronic material.
Students should consult the University library website for a
detailed explanation and examples of how to
reference electronic material correctly:
http://www.library.uow.edu.au/resourcesbytopic/UOW026621.ht
ml
Different programs use different referencing styles to reflect the
needs of their discipline. It is the student’s
responsibility to check which referencing style is used.
Clear examples of how to reference correctly, across a wide
variety of source materials, can be found on the
UOW Library website:
• Library Resources - Referencing and Citing
http://www.library.uow.edu.au/resourcesbytopic/UOW026621.ht
ml
http://www.library.uow.edu.au/resourcesbytopic/UOW026621.ht
ml
http://www.library.uow.edu.au/resourcesbytopic/UOW026621.ht
ml
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Academic Integrity and Plagiarism Policy
13. The University’s Academic Integrity and Plagiarism Policy,
Faculty Handbooks and subject guides clearly set out
the University’s expectation that students submit only their own
original work for assessment and avoid
plagiarising the work of others or cheating. Re-using any of
your own work (either in part or in full) which you
have submitted previously for assessment is not permitted
without appropriate acknowledgement. Plagiarism
can be detected and has led to students being expelled from the
University.
The use by students of any website that provides access to
essays or other assessment items (sometimes
marketed as ‘resources’), is extremely unwise. Students who
provide an assessment item (or provide access to
an assessment item) to others, either directly or indirectly (for
example by uploading an assessment item to a
website) are considered by the university to be intentionally or
recklessly helping other students to cheat. This is
considered academic misconduct and students place themselves
at risk of being expelled from the University
Students should refer to:
• Student Conduct Rules
http://www.uow.edu.au/about/policy/UOW058723.html
• Academic Integrity and Plagiarism Policy
http://www.uow.edu.au/about/policy/UOW058648.html
Submission, Receipt & Collection of Assessment Tasks
Assessments are to be submitted on the due dates and via the
submission method specified in each assessment
task listed in this Subject Outline. Penalties apply for late
14. submission.
Submission of Assessment Tasks
Unless otherwise indicated in this Subject Outline, written
assessments must be submitted through LHA
Central in building 19, room 1050, by 4pm on the due date.
All assessments submitted must have attached an individualised
cover sheet with a bar code. Instructions on
how to create and submit the cover sheet can be found at the
Faculty’s webpage:
http://lha.uow.edu.au/current-students/UOW154553.html
If an extension is not granted, any assessment lodged after 4pm
on the due date will be considered late and will
incur late penalties (see ‘late submission’ section below).
Receipt of Assessment Tasks
At LHA Central 19, assessments submitted with an
individualised cover sheet and barcode will automatically
receive an electronic receipt as evidence of submission; this
receipt will be issued to your University email
account.
Please note that you will need to print the cover sheet on a laser
printer (use the library or computer lab printers
if necessary) because ink jet printers may not print to the
quality needed to make the barcode readable by the
scanners.
It is the responsibility of the student to keep a copy of all work
submitted for assessment to the Faculty.
In the case where a student submits an assessment that does not
incorporate an automated electronic receipt
as evidence of submission, the student may request a paper
15. receipt as proof.
Assessment task submission via post, fax or e-mail
Assessments submitted via post, fax or e-mail will only be
accepted with the written prior approval from the
subject’s coordinator.
As a general rule, assessments will not be accepted or marked if
submitted by fax except in special cases where
the Subject Coordinator has given prior approval. Students that
are given prior approval to submit an
http://www.uow.edu.au/about/policy/UOW058723.html
http://www.uow.edu.au/about/policy/UOW058648.html
http://lha.uow.edu.au/current-students/UOW154553.html
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assessment via fax must have the relevant coversheet attached
and clearly address the fax to the Subject
Coordinator via fax number 02 4221 5341.
Students that are given prior approval to submit an assessment
via email must have the relevant coversheet
attached with the assessment and email the Subject Coordinator
directly and copy the LHA Central email lha-
[email protected]
Students that are given prior approval to submit an assessment,
with the relevant coversheet attached, via
Australia Post must use registered mail – this will ensure that
there is an official receipt of mailing the
assessment on the due date. Students must retain the evidence
of posting the assessment.
16. The envelope should be addressed to:
The subject coordinator or tutor’s name,
Faculty of Law, Humanities and the Arts
University of Wollongong,
Northfields Avenue, NSW 2522
Collection of Assessment
The University’s Code of Practice Teaching and Assessment
requires that at least one assessment be assessed
and returned before Week 9 of session.
Assessments submitted during session will be returned to you
by your lecturer or tutor. LHA Central does not
hold any assessments during session.
Assessments submitted at the end of session will be held at
LHA Central 19 up until the end of Week 3 of the
following session. After this time, assessments will be returned
to the respective Subject Coordinator.
Late Submission of Assessments
In the absence of an approved request for Academic
Consideration (see the General Advice Guide for
information about, and links to, the Academic Consideration
Policy) in the form of an extension, assessment
tasks must be submitted by 4pm (unless otherwise specified in
the Assessment Task information) on the due
date. Late work (i.e. any work required for assessment that has
not been given an extension) will be subject to a
10% penalty per calendar day. The penalty is applied to the
mark awarded. Work submitted after seven
calendar days will not be marked and will be given a mark of 0.
17. An assessment task that is submitted after 4pm on any day will
be deemed to have been submitted on the next
working day. Penalties accrue on each day that the assessment
task is late, including Saturdays, Sundays and
public holidays.
For assessments that are required to be submitted in hard copy
via LHA Central in building 19, submission must
be made by 4pm on weekdays to be recorded as submitted on
that day.
Only with the written prior approval from the subject’s
coordinator, students may submit their assessment
on a Saturday, Sunday or public holiday in electronic format via
email to the Subject Coordinator’s email
address. This is on the condition that they submit the hard copy
of this assessment task by 4pm on the next
working day with a completed statutory declaration (in the form
available at
http://www.uow.edu.au/content/groups/public/@web/@gov/docu
ments/doc/uow060608.pdf)
to the effect that they confirm that the electronic and hard
copies of the assessment are identical in all material
respects. Where this is done, the submission date will be
deemed to be that of the electronic submission for
purposes of calculation of the late penalty.
In the absence of an extension having been granted pursuant to
the Academic Consideration Policy, work
submitted beyond seven (7) days of the due date will be
accepted only if submission of that assessment is
necessary to pass the subject but a mark of ‘zero’ will be
recorded.
mailto:[email protected]
mailto:[email protected]
18. http://www.uow.edu.au/content/groups/public/@web/@gov/docu
ments/doc/uow060608.pdf
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Electronic Submission of Assessments
Where assessments must be submitted electronically (i.e.
through an eLearning site) the procedures for doing
so will be in accordance with the Code of Practice — Teaching
and Assessment, and specified in each
assessment task listed in this Subject Outline. It is important
that students retain receipts of materials
submitted electronically.
Retention of Assessments
Assessment work (with the exception of theses) will be retained
at least until the end of the academic appeal
period. The appeal period is 21 days after distribution of marks
or release of final grades. For further information
please refer to Academic Grievance Policy - Coursework &
Honours Students on the UOW website.
• Academic Grievance Policy - Coursework and Honours
Students
http://www.uow.edu.au/about/policy/UOW058653.html
Theses submitted or completed by students for the purposes of
assessment or evaluation will be retained for a
minimum of 3 years after date of submission. For further
information please refer to Academic Grievance Policy
(Higher Degree Research Students) on the UOW website.
19. • Academic Grievance Policy (Higher Degree Research
Students)
http://www.uow.edu.au/about/policy/UOW058652.html
Assessment 1: Critical Appraisal/Argumentative Paper
Marking: Marked out of 100 - Percentage of total subject mark
25 %
Description:
Students will select an article from a leading International
Relations or IPE journal
published within the last 2 years and write a 1500 word critical
appraisal of the
author's main arguments and the evidence the author uses to
support his or her main
claims. This is an argumentative paper. Students will not be
required to refer to other
literature to write the paper, but papers that stand out will
obviously do so. Citations of
the original article and all other sources are a requirement.
Journals include but are not limited to:
The Australian Journal of Politics and History, Comparative
Politics, European Journal
of International Relations, Foreign Affairs, Foreign Policy,
Global Governance,
International Affairs, International Journal, International
Feminist Journal of Politics,
International Organization, International Studies Quarterly,
Journal of International
Affairs, Journal of Peace Research, Journal of Refugee Studies,
Monthly Review, New
20. Left Review, New Political Economy, Review of IPE, Review of
International Studies,
Security Dialogue, Survival, Theory and Event, Third World
Quarterly, World
Development, Women's Studies, International Forum, World
Policy Journal, World
Politics, Cambridge Review of International Affairs, Review of
International Studies
Due Date: Monday 30 March by 16.00
Graduate Quality
developed: Informed, Independent learners, Effective
communicators, Responsible
Format: Argumentative Essay
Assessment Criteria:
A clearly written and well organised paper with a clear
argument and evidence to
support the assessment. Outside sources are not required but
papers that earn
distinction will likely use outside sources to bolster their
arguments/critical appraisals
Submission Method:
Submit via LHA Central
Submit a hard copy to LHA Central and a soft copy to Turnitin
on Moodle
http://www.uow.edu.au/about/policy/UOW058653.html
http://www.uow.edu.au/about/policy/UOW058652.html
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Assessment 2: Research Essay
Marking: Marked out of 100 - Percentage of total subject mark
40 %
Description:
Students will select a research topic related to the course
material. Students are
advises to not only select a topic that interests them but also
topics that are
manageable within a 4000 word framework. A written statement
of no more than 150
words including topic and aims of research is to be submitted in
class on week 5. The
final paper is due in class in week 13.
Due Date: Monday 30 March (week 5) and Friday 5 June (week
13) by 16.00
Graduate Quality
developed: Informed, Independent learners, Effective
communication, Responsible
Format: Argumentative Essay
Assessment Criteria:
A clearly written and well organised paper with a clear
argument and evidence to
support the argument. You will be assessed on the clarity of
your position, the
quality and range of your research, your analysis of the issue
under consideration,
22. and your ability to make cogent points clearly concerning your
chosen issue.
Submission Method: Submit via LHA Central
Other Submission
Method: Submit a hard copy to LHA Central and a soft copy to
Turnitin on Moodle
Assessment 3: Seminar Presentation
Marking: Marked out of 100 - Percentage of total subject mark
25 %
Description: Oral presentation to be given in class on a topic to
be allocated in week 2
Due Date: On the day of presentation – 10 minutes
Graduate Quality
developed:
Informed, Independent learners, problem solvers, Effective
communication,
Responsible
Format: Oral presentation in tutorial
Assessment Criteria: The presentation will be assessed on
clarity of argument, answering the question, involving the class
in discussion
Submission Method: Submit in class
Assessment 4: Class Participation
23. Marking: Marked out of 100 - Percentage of total subject mark
10%
Description: Participation
Due Date: Ongoing
Graduate Quality
developed: Problem solvers, Informed, Effective
Communication, Responsible
Format: In class
Assessment Criteria: Active participation in tutorials, not mere
attendance, is the aim of participation. Students who do not
participate actively in discussion (or in asking pertinent,
informed
MIST901– Autumn 2015 University of Wollongong - Faculty of
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questions) cannot expect to gain a good participation mark.
Students also need to
submit a 200 word paper each week with an answer to a chosen
tutorial question of
the week, based on the readings and lecture of that week.
Submission Method: Submit in class
Supplementary Assessment
Supplementary assessment may be offered to students whose
performance in this subject is close to that
required to pass the subject, and are identified as meriting an
24. offer of a supplementary assessment. The precise
form of supplementary assessment will be determined at the
time the offer of a supplementary assessment is
made. Students who satisfactorily complete a supplementary
assessment will be awarded a grade of 50% (Pass
Supplementary)
Subject Resources and Materials
Set Texts
Introduction to Global Politics, by Richard W. Mansbach and
Kirsten L. Taylor, 2nd edition,
Routledge, 2012. Students are strongly urged to purchase this
textbook. The textbook can be
purchased from the Unishop.
Recommended Reading / Viewing / Listening
These resources are recommended and are not intended to be
exhaustive. Students are encouraged to use the
Library catalogue and databases to locate additional resources
and supplement the recommendations with
resources you discover through your own research, both online
and in hard copy.
• UOW Library website
http://www.library.uow.edu.au/index.html
Subject materials, such as Subject Readers and Textbooks, can
be purchased through the UniShop.
General Advice Guide
Each session the Faculty of Law, Humanities and the Arts
25. produces a guide to Faculty and University policies,
programs and resources.
Students are encouraged to access a copy of the General Advice
Guide at the start of each session.
The General Advice Guide can be accessed from the website at
lha.uow.edu.au/current-
students/lhacentral/UOW061165
http://www.library.uow.edu.au/index.html
http://lha.uow.edu.au/current-
students/lhacentral/UOW061165.html
http://lha.uow.edu.au/current-
students/lhacentral/UOW061165.html
MIST901– Autumn 2015 University of Wollongong - Faculty of
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Tutorial Guide
The questions listed below are intended to suggest possible
lines of enquiry and argument in oral presentations,
not to define or exhaust the issues relevant to the topics under
consideration.
The tutorial on each topic will be held in the next scheduled
teaching week after the lecture.
All students will be expected to have completed, at least, the
Basic Reading in preparing for each tutorial. You
are also strongly advised to consult at least some of the
Recommended Reading and to conduct further
research of your own. The lists of Recommended Readings are
rather long in order to help students find titles of
particular relevance to their interests and needs, and facilitate
26. Library access by dispersing demand for
individual titles. If in doubt, you are invited to consult your
tutor in deciding what to choose from the lists below
or in identifying other reading.
No Tutorial in Week 1
Tutorial Week 2: Introduction
Tutorial Questions:
What is a nation? What is a state? How are the two related?
What are the implications for international
relations?
What is sovereignty? Are all states equal?
Discussion Questions
How would you characterise international relations? Are they
really anarchic? Does it make sense to speak or
write of international order? If so, what are its key features?
How is it maintained or strengthened?
What is meant by ‘balance of power’? On what is it based?
Is it possible to predict how states will act? If so, on what
basis?
What relevance do scholarly studies have to the ways in which
governments and diplomats think and act?
Basic Reading:
Mansbach, Richard W. and Taylor, Introduction to Global
Politics, 2nd Edition, Routledge, Croydon, 2012, pp. xxi-
xxix and 1-32
Further reading
Acharya, Amitav and Buzan, Barry, ‘Why is there no non-
27. Western international relations theory? An
introduction’, International Relations of the Asia-Pacific, 7 (3),
September 2007, pp. 287-312
Akzin, Benjamin, State and Nation, Hutchinson, London, 1964
Berdún, Guibernau i, Montserrat, M. Nationalisms: The nation-
state and nationalism in the twentieth century,
Polity Press, Cambridge MA.,1996
Birch, A. H., Nationalism and National Integration, Unwin
Hyman, London, Boston, 1989
Brown Chris (with Kirsten Ainley) Understanding International
Relations (3rd.ed.), Palgrave, Basingstoke and
New York, 2005, Ch.4.
Burchill, Scott, Devetak, Richard, et al., Theories of
International Relations, 2nd Edition, Palgrave, Basingstoke,
2001 (Introduction)
Burke, Victor Lee, The Clash of Civilizations: War-making and
State Formation in Europe, Polity Press;
Cambridge, MA, Blackwell Publishers, Cambridge, UK, 1997
Cowie, H. R., The Modern State, Nationalism and
Internationalism, Nelson, South Melbourne, 1992
Dahbour, Omar and Ishay, Micheline R. (eds), The Nationalism
Reader, Humanities Press, New Jersey, 1995
Deutsch, Karl, Nationalism and Social Communication: an
inquiry into the foundations of nationality, [1953 ],
M.I.T. Press, Cambridge, 2nd ed. 1969
Deutsch, Karl, The Analysis of International Relations,
Prentice-Hall, Englewood Cliffs, N.J., 1968
Gellner, Ernest, Culture, Identity, and Politics, Cambridge
University Press, Cambridge, New York, 1987
Gellner, Ernest, Encounters with Nationalism, Blackwell,
Oxford [England]; Cambridge, Mass., 1994
Gellner, Ernest Nations and Nationalism, Blackwell,
Oxford,1983
28. MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 12 of 29
Hobsbawm E. and Ranger, T. (eds), The Invention of Tradition,
Cambridge University Press, Cambridge
[Cambridgeshire]; New York, 1983, especially Eric Hobsbawm,
‘Mass Producing Traditions’.
Hutchinson, John, Modern Nationalism, Fontana, London, 1994
Hutchinson, John and Smith, Anthony D. (eds), Nationalism,
Oxford University Press, New York; Oxford, 1994
Ionescu, Ghita and Gellner, Ernest (eds), Populism: Its meaning
and national characteristics, Weidenfeld and
Nicolson, London, 1969 reprinted 1970
Jackson, Robert and Sorenson, Georg, Introduction to
International Relations, 3rd edn, Oxford University Press,
Oxford, 2007, pp. 1-58
James, Paul, Nation Formation: Towards a theory of abstract
community, Sage, London; Thousand Oaks, Calif,
1996
Kissinger, Henry, Diplomacy, Touchstone, New York, 1994,
Chapters 3, 6 and 8.
Mann, Michael, States, War and Capitalism: studies in political
sociology, B. Blackwell, Oxford ; New York, 1988
Mc Williams Wayne C., & Piotrowski Harry, The World Since
1945: A History of International Relations, Lynne
Reinner Pub., Boulder and London, 2005, Chs.1-10.
Poggi, Gianfranco, The Development of the Modern State: a
sociological introduction, Hutchinson, London, 1978
Poggi, Gianfranco, The State: its nature, development, and
prospects, polity Press, Cambridge, U.K., 1990
Ringrose Marjorie and Lerner, Adam J. (eds), Reimagining the
Nation, Open University Press, Buckingham;
Philadelphia, 1993
Roe-Goddard C., Cronin Patrick & Dash Kishore C., (eds),
International Political Economy: State – Market
Relations in a Changing Global Order, 2nd.ed., Lynne Reiner
29. Pub., Boulder and London, 2003, Chs 7, 8, 9, 10, 27
Schulze, Hagen, States, Nations and Nationalism: from the
Middle Ages to the present, Blackwell, Oxford, UK ;
Cambridge, Mass., USA, 1996
Smith, Anthony, National Identity, Penguin, London ; New
York, 1991
Smith, Anthony, Nationalism in the twentieth century,
Australian National University Press, Canberra, 1979
Smith, Anthony, The Ethnic Origins of Nations, B. Blackwell,
Oxford, [England]; New York, N.Y., c.1986
Smith, Anthony, The Ethnic Revival, Cambridge University
Press, Cambridge; New York, 1981
Smith, Anthony, Theories of Nationalism, Holmes and Meier,
New York, NY, 1983
Tilly, Charles, Coercion, Capital, and European states, AD 990-
1990, B. Blackwell, Cambridge, Mass., USA, 1990
Tivey, Leonard (ed.), The Nation-state: The formation of
modern politics, M.Robertson, Oxford, 1981
Watson Matthew, Foundations of International Political
Economy, Palgrave, Basingstoke and New York, 2005,
Chs. 1 & 8.
Tutorial Week 3: The Cold War and After
Tutorial Questions:
What were the main factors behind the end of the Cold War?
Discussion questions
What was the Cold War? How did it come about? Why did it
continue for so long? How, if at all, did it change?
Why did it end? Is the world safer or more peaceful? Why /
why not?
30. Is Communism dead? What has happened in former Soviet-bloc
countries? What effects has the opening up of
their economies had on former Soviet-bloc countries?
How would you characterise the main dimensions of
international difference, tension and conflict following the
end of the Cold War? In what ways is the world different since
the Cold War ended? What role do religion and
ethnicity play? How important are they in explaining
contemporary international relations?
What effect(s) has decolonisation had on the structure and
character of international relations?
Basic Reading:
Mansbach, Richard W. and Taylor, Introduction to Global
Politics, 2nd Edition, Routledge, Croydon, 2012, pp.
102-135
Further Reading
Batkin, Leonard, Political Mirages. Russia at the Crossroads,
Nova Science Publishers, Commack, 1996
Brands, HW, The Devil We Knew, Oxford University Press,
1993, the chapter, `Who Won the Cold War?’
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 13 of 29
Michel Chossudovsky, The Globalisation of Poverty: Impacts of
the IMF and World Bank Reforms, Pluto Press,
Sydney Australia, 1998, Part V.
Colton, Timothy (ed), After the Soviet Union. From Empire to
Nations, WW Norton and Co., New York, 1992
Dallin, Alexander (ed), The Soviet System. From Crisis to
Collapse, Westview Press, Boulder, 1995
Davies, Norman, Europe. A History, Oxford University Press,
31. Oxford, 1996, the last chapter
Dobbs, Michael, Down with Big Brother. The Fall of the Soviet
Empire, A. A. Knopf: New York, 1997
Friedman, Herbert, What America Did Right, University Press
of America, Lanham, 1996, pp. 33-99.
Gaddis, John Lewis, The United States and the End of the Cold
War, Oxford University Press, New York, 1992,
the last sixty or so pages
Haas, Mark L., ‘The United States and the End of the Cold War:
Reactions to Shifts in Soviet Power, Policies, or
Domestic Politics?’ International Organization, 61 (1), Winter
2007, pp. 145-179
Holmes, Leslie, Post-Communism: An Introduction, Polity
Press, Oxford, 1997, Ch’s. 2 – 4.
Hosking, Geoffrey, The Road to Post-Communism: independent
political movements in the Soviet Union, 1985-
1991, Pinter Publishers, New York, 1992
Hough, Jerry, Russia and the West, New York, 1990
Huntington, Samuel, ‘The Clash of Civilisations?’ Foreign
Affairs, Summer 1993, 72 (3), pp. 22-49.
Huntington, Samuel, The Clash of Civilisations, Foreign
Affairs, New York, 1996
Huntington, Samuel P., The Clash of Civilizations and the
Remaking of World Order, Touchstone Books, London,
1998
Ikenberry, G. John, ‘The Myth of Post-Cold War Chaos’,
Foreign Affairs, 75 (3), May-June 1996, pp. 79-91
Kennedy, Paul, The rise and fall of the great powers : economic
change and
military conflict from 1500 to 2000, 1st ed., Random House,
New York, N.Y., 1987, Ch.7, pp 357-413 plus
Epilogue, pp 536-40
Kolko, G., The Politics of War: allied diplomacy and the world
crisis of 1943-1945, Weidenfeld and Nicolson,
London, 1969
Kolko, Gabriel, Century of war : politics, conflicts, and society
32. since 1914, New Press, New York, 1994
Leffler, Mervyn and David Painter, Origins of the Cold War: An
International History, Routledge, London, 1994
Leffler, Mervyn, A Preponderance of Power: national security,
the Truman Administration and the Cold War,
Stanford University Press, Stanford, 1992
Le Sueur, James D. (ed.), The Decolonization Reader,
Routledge, New York and London, 2003
Lowenhardt, John, The Reincarnation of Russia: Struggling with
the Legacy of Communism, 1990-94, Longman,
Harlow, 1995
Lupher, Mark, Power Restructuring in China and Russia,
Westview Press, Boulder, 1996
Malia, Martin, The Soviet Tragedy: A History of Socialism in
Russia, 1917-1991, New York Free Press, Toronto,
1994
Mc Williams, Wayne C., & Piotrowski, Harry, The World Since
1945: A History of International Relations, Lynne
Reinner Publishers, Boulder and London, 2005, Chs.1-10.
Moisi, D. ‘The Clash of Emotions’, Foreign Affairs, 86 (1),
January-February 2007, pp. 8-12
Nove, Alec, An Economic History of the USSR, Penguin,
Harmondsworth, 1992
O’Brien, Robert and Williams, Marc, Global Political Economy,
Palgrave, 2004, particularly chapter 4, ‘The
Twentieth Century: World Wars and the Post-1945 Order’.
Petrie, Ruth (ed), Fall of Communism and the Rise of
Nationalism, Cassell, London, 1997
Ponton, Geoffrey, The Soviet Era. Soviet Politics from Lenin to
Yeltsin, Blackwell, Oxford, 1994
Pryce-Jones, David, The War that Never Was, Weidenfeld and
Nicolson, New York, 1995
Ragsdale, Hugh, The Russian Tragedy. The Burden of History,
ME Sharpe, Armonk, 1996
Robinson, Neil, Ideology and the Collapse of the Soviet Union,
E. Elgar, Aldershot, 1995
33. Roe-Goddard C., Cronin Patrick & Dash Kishore C., (eds),
International Political Economy: State – Market
Relations in a Changing Global Order, 2nd.ed., Lynne Reiner
Publishers, Boulder and London, 2003, Chs 7, 8, 9,
10, 27
Rozman, Gilbert (ed), Dismantling Communism. Common
Causes and Regional Variations, Johns Hopkins
University Press, Baltimore, 1992
Rywkin, Michael, Moscow’s Lost Empire, ME Sharpe, Armonk,
1994
Sakwa, Richard, Russian Politics and Society, Routledge,
London, 1993
Satter, David, Age of Delirium. The Decline and Fall of the
Soviet Union, A. A. Knopf, New York, 1996
Smith, Graham (ed), Nationalities Question in Post-Soviet
States, Longman, New York, 1996
Steele, Johnathan, Eternal Russia: Yeltsin, Gorbachev and the
Mirage of Democracy, Faber and Faber, London,
1994
White, Stephen, Gorbachev in Power, Cambridge University
Press, Cambridge, 1990
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 14 of 29
Post-communism
Dallin, A. & Lapidus, G. (eds), The Soviet System: From Crisis
to Collapse, Westview Press, Boulder, 1995. Part 7
Gowan, Peter, "Neo-Liberal Theory and Practice for Eastern
Europe" New Left Review No 213, Sept/ Oct. 1995
pp 3-62.
Gowan, Peter, ‘Eastern Europe, Western Powers and Neo
Liberalism,” in New Left Review 216 March / April
1996 pp. 129 –140.
34. Holmes, Leslie, The End of Communist Power: Anti Corruption
Campaigns and Legitimation Crisis, Melbourne
University Press, Melbourne, 1993
Lapidus, G. (ed.), The New Russia: Troubled Transformation,
Westview Press, Boulder, 1995, Ch’s 1, 4, 6, 8.
Lloyd, John, ‘Eastern Reformers and Neo Marxist Reviewers’ in
New Left Review 216 March / April 1996 pp. 119
–1128.
Nolan, Peter, China’s Rise, Russia’s Fall: Economics and
Planning in the Transition from Stalinism, Basingstoke,
Macmillan, 1995
Steele, Jonathan, Eternal Russia, Yeltsin, Gorbachev and the
Mirage of Democracy, Faber & Faber, London &
Boston, 1995, Parts 1&2
White, Stephen, Pravda, Alex and Gitelman, Zvi (eds),
Developments in Russian Politics (4th ed.), Basingstoke,
Macmillan, 1997
World Development Report, From Plan to Market, Oxford
University Press, 1996.
World Development Report, Workers in an Integrating World,
Oxford University Press, 1995.
For primary sources on decolonisation, and the international
policies and activities of major coalitions of newly-
independent states / less developed countries, see:
United Nations Special Committee on Decolonisation, online
http://un.org/fourth/index.shtml.
The Non-Aligned Movement (NAM), online
http://www.nam.gov.za/index.html
The Group of 77 at the United Nations, online
http://www.g77.org/doc/
Tutorial Week 4: Realism and Neo-Realism
Tutorial Questions:
35. How do realists view international relations? What are the basis
and the main elements of their approach?
What account do they take of moral / ethical issues?
What are the main criticisms of both approaches? (Realism and
Neo-Realism)
Discussion questions
How do realism differ from idealist approaches?
Are there states whose approach towards international relations
is essentially or completely realist or idealist?
Are there states which are different? If so, can you explain the
approach(es) they take? Are realism and neo –
conservatism related? If so, how?
Basic Reading
Dunne, Tim and Schmidt, Brian C., ‘Realism’, in in Baylis,
John, Smith, Steve and Owens, Patricia (eds), The
Globalization of World Politics: An Introduction to
international relations, 6h edition, Oxford University Press,
Oxford, 2014, pp. 99-112
Lamy, Steven L., ‘Contemporary mainstream approaches: neo-
realism and neo-liberalism’ in in Baylis, John,
Smith, Steve and Owens, Patricia (eds), The Globalization of
World Politics: An Introduction to international
relations, 6th edition, Oxford University Press, Oxford, 2014,
pp. 126-140
Further Reading
Ahmed, Shamima, and Potter, David, NGOs in International
Politics, Sterling, Virginia, 2006, Ch’s 1, 3
Art, Robert J. & Jarvis, Robert (eds), International Politics:
Anarchy, Force, Political Economy, and Decision-
Making. 2nd edition, Boston, 1985. (See especially Section 1:
36. ‘The Meaning of Anarchy’ & Section 2: ‘The Escapes
from Anarchy’).
Ashley, Richard K., ‘The Poverty of Neorealism’, in Robert O.
Keohane (ed.), Neorealism and its Critics, Columbia
University Press, New York, 1986.
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 15 of 29
Banks, Michael, ‘The Evolution of International Relations
Theory’, in Michael Banks (ed.), Conflict and World
Society: A New Perspective on International Relations,
Harvester Press, Brighton, 1984.
Bull, Hedley, ‘Society and Anarchy in International Relations’,
in Herbert Butterfield & Martin Wight (eds),
Diplomatic Investigations, George Allen & Unwin, London,
1966.
Carr, Edward Hallett, The Twenty Years Crisis, 1919-1939: An
Introduction to the Study of International
Relations, MacMillan & Co Ltd, London, 1962, (see esp, Part
One: ‘The Science of International Politics’ and Part
Two: ‘The International Crisis’).
Connolly, William E, The Ethos of Pluralisation. Borderlines,
Vol. 1, University of Minnesota Press,
Minneapolis,1995, Chapter 5: Democracy and Territoriality).
Cox, Robert W, ‘Social Forces, States and World Orders:
Beyond International Relations Theory’, in Robert O
Keohane (ed.), Neorealism and its Critics, Columbia University
Press, New York, 1986.
Der Derian, James, ‘The Boundaries of Knowledge and Power in
International Relations’, in James Der Derian &
Michael J Shapiro (eds), International/Intertextual Relations:
Postmodern Readings of World Politics. Lexington
Books, Lexington, 1989.
37. George, Jim, Discourses of Global Politics: A Critical
(Re)Introduction to International Relations, Lynne Rienner
Publishers, Boulder, 1994, Chapter 4: ‘The Positivist Realist
Phase’ and Chapter 5: ‘The Backward Discipline
Revisited: The Closed World of Neo-Realism’.
Gilpin, Robert G, ‘The Richness of the Tradition of Political
Realism’, in Keohane, Robert O. (ed.), Neorealism and
its Critics, Columbia University Press, New York, 1986.
Hobbes, Thomas, Leviathan, [1640], Any edition. Especially
Chapters 13 and 17.
Jackson, Robert and Sorenson, Georg, Introduction to
International Relations, 3rd edn, Oxford University Press,
Oxford, 2007, pages 59-96
Kegley, Charles W., and Wittkopf, Eugene R., World Politics:
Trend and Transformation, 7th edn, Macmillan,
London, 1999, pp. 462-501
Keohane, R.O., ‘Realism, Neorealism and the study of world
politics’, in Keohane, R. O. (ed.), Neorealism and its
Critics, Columbia University Press, New York, 1986, pp. 1-26.
Machiavelli, Niccolo, The Prince, [1519], any edition.
Mathews, ‘Power Shift’, Foreign Affairs, 76(1), January-
February 1997, pp. 50-66
Morgenthau, Hans J, Politics Among Nations: The Struggle for
Power and Peace, 6th edn, Alfred A Knopf, New
York, 1985.
Pettman, Ralph, International Politics: Balance of Power,
Balance of Productivity, Balance of Ideologies,
Longman Cheshire, London, 1991, esp, Section 1: ‘International
Politics’ and Section 2: ‘The State and the State
System’.
Rothstein, Robert L, ‘On the Costs of Realism’, in Little,
Richard & Smith, Michael (eds), Perspectives on World
Politics: A Reader. 2nd edn, Routledge, London, 1991.
Smith, Steve (ed.), International Relations: British and
American Perspectives, Basil Blackwell in association
with the British International Studies Association, Oxford,
38. 1985.
Stoessinger, John, ‘The Anatomy of the Nation-State and the
Nature of Power’, in Michael Smith et al. (eds),
Perspectives on World Politics: A Reader. 2nd ed, Routledge,
London, 1991.
Vasques, John A, The Power of Power Politics: A Critique,
Rutgers University Press, New Brunswick, 1983.
Waltz, Kenneth A, ‘Realist Thought and Neorealist Theory’.
Journal of International Affairs, 44, (1990), pp 22-33.
Waltz, Kenneth A, Man, the State and War, Columbia
University Press, New York, [1959] any edition.
Waltz, Kenneth A, Theory of International Politics, Addison-
Wesley, Reading, 1979.
Williams, Howard et al. (eds), A Reader in International
Relations and Political Theory, Open University Press,
Buckingham, 1993 (see the extract Keohane, Robert O. & Nye,
Joseph S., Power and Interdependence: World
Politics in Transition, 1977).
Tutorial Week 5: Liberalism and Neo-Liberalism
Tutorial Questions:
What is liberalism? What are its core values? Is it really a
theory of international relations?
What is neo-liberalism? How, if at all, does it resemble / differ
from liberalism? Why has it been influential?
Discussion questions
MIST901– Autumn 2015 University of Wollongong - Faculty of
39. Law, Humanities and the Arts Page 16 of 29
Is there a relationship between liberalism and capitalism? Is
liberalism, as Fukuyama claims ‘the highest point
of mankind’s ideological evolution’?
What impact has neo-liberalism had on the conduct and
character of international relations?
In what ways is neo-liberalism being criticised, or challenged in
other ways?
Are neo-liberalism and neo–conservatism related? If so, how?
Basic Reading
Dunne, Tim, “Liberalism”, in Baylis, John, Smith, Steve and
Owens, Patricia (eds), The Globalization of World
Politics: An Introduction to international relations, 6th edition,
Oxford University Press, Oxford, 2014, pp. 113-125
Lamy, Steven L., ‘Contemporary mainstream approaches: neo-
realism and neo-liberalism’ in in Baylis, John,
Smith, Steve and Owens, Patricia (eds), The Globalization of
World Politics: An Introduction to international
relations, 6th edition, Oxford University Press, Oxford, 2014,
pp. 126-140
Further Reading
Baldwin, D. (ed), Neorealism and Neoliberalism: The
Contemporary Debate , Columbia University Press, New
York, 1993
Brown, M. & Miller, S. (eds), Debating the Democratic Peace,
MIT Press, Cambridge, Mass., 1998
Bull, H. (ed), Intervention in World Politics, Oxford University
Press, London, 1984
Burchill, S., ‘Liberalism’, in Burchill, S., et al., Theories of
International Relations, 2nd edition, Palgrave , 2001, pp.
29-69.
Chomsky, N. Profit Over People: Neoliberalism and the Global
40. Order, Seven Stories Press, Toronto, 1999
Dicken, P. Global Shift: The Internationalisation of Economic
Activity, 2nd ed., Chapman and Hall, London, 1992
Doyle, M. ‘Liberalism and World Politics’, American Political
Science Review, (80), no. 4 (1986), pp. 1151-1169
Doyle, M.W. ‘Liberalism and World Politics Revisited’ in C.
Kegley, (ed), Controversies in International Relations
Theory: Realism and the Neoliberal Challenge, St Martins
Press, New York, 1995
Dunne, T. & Wheeler, N. (eds), Human Rights in Global
Politics, Cambridge University Press, Cambridge, 1999
Ellis, Anthony (ed.), Ethics and International Relations,
Manchester University Press, Manchester, 1986
Forbes, I & Hoffman, M. (eds), Political Theory, International
Relations and the Ethics of Intervention,
Basingstoke, 1993
Fukuyama, F. ‘The End of History’, The National Interest, (16),
1989, pp. 3-16.
Fukuyama, F. The End of History and the Last Man, Avon
Books, New York, 1992
Gardner, R. ‘The Comeback of Liberal Internationalism’, The
Washington Quarterly, vol. 13, no. 3, 1990
Gardels, N. ‘After the end of history: Global post-war
economics and politics’ in New Perspectives Quarterly, v13
n4 , 1996
Gray. J. ‘The End of history - or of liberalism?’, National
Review, v41 n20, October 27, 1989
Gray, J. False Dawn: The Delusions of Global Capitalism, New
York, 1998
Higgott, R. ‘International Political Economy’ in Groom, A. &
Light, M. (eds) Contemporary International Relations
Theory, Pinter, London, 1994
Hirst, P & Thompson, P., Globalisation in Question, polity,
Cambridge, 1996
Hoffman, S. Duties Beyond Borders, Syracuse University Press,
Syracuse,1981
41. Hoffman, S. ‘The Crisis of Liberal Internationalism’, Foreign
Policy, (98), 1995, pp159-177
Horsman, M. & Marshall, A. After the Nation State, Harper
Collins, London, 1994
Howard, M. War and the Liberal Conscience, Rutgers
University Press, New Jersey, 1978
Jackson, Robert and Sorenson, Georg, Introduction to
International Relations, 3rd edn, Oxford University Press,
Oxford, 2007, pp. 97-128
Reiss, H. (ed), Kant’s Political Writings, Cambridge University
Press, Cambridge, 1970
Keohane, R. ‘Co-operation and International Regimes’, in
Little, R. & Smith, M. (eds); Perspectives on World
Politics (2nd Ed.), Routledge, London, 1996
Keohane, R. & Nye, J. Power and Interdependence, Little
Brown, Boston, 1977
Knutsen, T. L. The Rise and Fall of World Orders, Manchester
University Press, Manchester, 1999
Latham, R. The Liberal Moment: Modernity, Security, and the
Making of the Post-War International Order,
Columbia University Press, New York, 1997
Linklater, A. ‘Liberal Democracy, Constitutionalism and the
New World Order’, in Leaver, R. & Richardson, J.
(eds), The Post- Cold War Order: Diagnoses and Prognoses, St
Leonards, 1993
McGrew, A. Global Politics: Globalisation and the Nation-State,
Polity Press, Cambridge, 1992
McIlwain, C. H., ‘The Reconstruction of Liberalism’, Foreign
Affairs, 16 (1), October 1937, pp. 167-175
Nye, J. ‘Neorealism and Neoliberalism’, World Politics, (40),
1988, pp235- 251
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 17 of 29
42. Nye, Joseph and Donahue, John, editors, Governance in a
Globalizing World, Brookings, 2000
Ohmae, K. The Borderless World: Power and Strategy in the
Interlinked Economy, Collins, London, 1990
Ohmae, K. The End of the Nation State, Free Press, New York,
1996
Powell, R. ‘Anarchy in international relations theory: the
neorealist/ neoliberal debate’, International
Organisation, (48), 1994
Rawls, J. The Law of Peoples, Oxford University Press, Oxford,
1990
Strange, S. ‘New World Order: Conflict and Co-operation’,
Marxism Today, January 1991, pp. 30-31.
Strange, S. Mad Money, University of Michigan Press, Ann
Arbor, 1998
Strange, S. The Retreat of the State, Cambridge University
Press, Cambridge, 1996
Vincent, J. Human Rights and International Relations,
Cambridge University Press, Cambridge, 1986
Weiss, L. The Myth of the Powerless State: Governing the
Economy in a Global Era, Cambridge University Press,
Cambridge, 1999
Zacher, M. & Matthew, R. ‘Liberal International Theory:
Common Threads and Divergent Strands’ in
Controversies in International Relations Theory: Realism and
the Neoliberal Challenge, St Martins Press, New
York, 1995
Tutorial Week 7: Marxism
Tutorial Questions:
What does Marxism have to say about international relations?
43. How does it resemble/ differ from neo-Marxist
approaches? What light do neo-Marxists cast on international
relations?
How important is imperialism in contemporary international
relations? How do (different) Marxist and neo-
Marxist writers define it? How, if at all, is it related to
colonialism?
Discussion questions
Are there countries pursuing imperialist and / or colonialist
policies in the twenty-first century? If so, which?
why? how? and to what effect(s)?
What do Marxist and/or neo-Marxist theories have to say about
the role of trans-national corporations?
What relevance do Marxist and neo-Marxist approaches have to
the analysis or actual conduct of international
relations following the collapse of the Soviet Union and/or the
absence of revolutions of the kind Marx
predicted?
Basic Reading
Linklater, A. 'Marx and Marxism', in Burchill, S. et al. Theories
of International Relations, 4th Edition, Palgrave
Macmillan, New York, 2009, pp. 111-135
Further Reading
Almond, G., ‘Introduction: A Functional Approach to
Comparative Politics', in G. Almond and J. Coleman, The
Politics of the Developing Areas, Princeton University Press,
Princeton, 1960
Bernstein, H. ‘Modernisation Theory and the Sociological Study
of Development', Journal of Development
Studies, Vol. 7, No. 2, 1971
Brenner, R. ‘The Origins of Capitalist Development: a Critique
44. of Neo-Smithian Marxism', New Left Review, No.
104, 1977
Brewer, A, Marxist Theories of Imperialism: A Critical Survey,
Routledge and Keegan Paul, London 1980, pp,
158-181.
Cardoso, F. ‘The Consumption of Dependency Theory in the
United States', Latin American Research Review,
Vol. XII, No. 3, 1977
Cardoso, F. and Faletto, E. Dependency and Development in
Latin America, University of California Press,
Berkeley, 1979
Doner, R. ‘Limits of State Strength, Towards an Institutionalist
View of Economic Development', World Politics,
Vol. 44, No. 3, April 1992
Dos Santos, T. ‘The Structure of Dependence", American
Economic Review, Vol. 60, May 1970
Dowse, R.E. ‘A Functionalist Logic', World Politics, Vol. 18,
No. 4
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 18 of 29
Foster-Carter, A., ‘Neo-Marxist Approaches to Development
and Underdevelopment', in E. De Kadt, and G.
Williams (eds), Sociology and Development, Tavistock,
London, 1974
Frank, A. G. Capitalism and Underdevelopment in Latin
America, Monthly Review Press, New York, 1967
Frank, A. G. Latin America: Underdevelopment or Revolution,
Monthly Review Press, New York, 1969
Frank, A., `The Development of Underdevelopment', Monthly
Review, Vol. 18, No. 4, September 1966
Haggard, S. Pathways from the Periphery, Cornell University
Press, Ithaca, 1990
45. Harris, N. The End of the Third World, Penguin,
Harmondsworth, 1986
Jackson, Robert and Sorenson, Georg, Introduction to
International Relations, 3rd edn, Oxford University Press,
Oxford, 2007, pages 1-58
Autumn Session 2013 18
Kitching, G. Development and Underdevelopment in Historical
Perspective, Routledge, London, 1989
Leftwich, A., ‘Bringing Politics Back In: Towards a Model of
the Developmental State', The Journal of
Development Studies, Vol. 31, No. 3, Feb. 1995
Leftwich, Adrian, States of Development, Polity, 2000
Laclau, E., `Feudalism and Capitalism in Latin America’, New
Left Review, No. 67, May-June 1971
Lall, S. ‘Is Dependence a Useful Concept in Analysing
Underdevelopment', World Development, Vol. 3, No. 11,
November, 1975
Leys, C. ‘Underdevelopment and Dependency: Critical Notes',
Journal of Contemporary Asia, Vol.7, No.1, 1977
Lenin, V. I. Imperialism: the Highest Stage of Capitalism, any
edition.
O'Brien, D.C., ‘Modernization, Order and the Erosion of a
Democratic Ideal: American Political Science, 1960-
1970', Journal of Development Studies, Vol. 8, No. 4, 1972
O'Brien, P., ‘A Critique of Latin American Theories of
Dependency', in I. Oxaal, T. Barnett and D. Booth, (eds.),
Beyond the Sociology of Development, Economy and Society in
Latin America and Africa, Routledge and Kegan
Paul, London, 1975
Ocampo. J. F. and Johnson, D.L., ‘The Concept of Political
Development', in J. Cockcroft, A.G. Frank and D.L
Johnson, (eds.) Dependence and Underdevelopment, Anchor
Books, New York, 1972
Palma, G., ‘Dependency and Development: A Critical
Overview', in D. Seers, (ed.), Dependency Theory: A Critical
Reassessment, London, Francis Pinter, London, 1981
46. Rapley, John, Understanding Development, Rienner, 2002
Rapley, John, Globalization and Inequality, Rienner, 2004
Rhodes, R. ‘The Disguised Conservatism in Evolutionary
Development Theory', Science and Society, Vol.32, No.4,
1968
Skocpol, T., `Wallerstein's World Capitalist System: A
Theoretical and Historical Critique', American Journal of
Sociology, Vol. 82, No. 5, 1977
von Albertini, R., ‘Colonialism and Underdevelopment: Critical
Remarks on the Theory of Dependency', in L.
Blusse, H. Wesseling, and G. Winius, (eds.), History and
Underdevelopment, Leiden Centre for the History of
European Expansion, Leiden,1980
Wallerstein, I. and Hopkins, T. The Age of Transition, The
Trajectory of the World-System 1945-2025, Pluto
Press, London, 1996
Wallerstein, I., The Modern World-System: Capitalist
Agriculture and the Origins of the European World-
Economy in the Sixteenth Century, Academic Press, New York,
1974, pp. 67-129 and pp. 301-357
Wallerstein, I., The Modern World-System II: Mercantilism and
the Consolidation of the European World
Economy 1600-1750, Academic Press, New York, 1980
Wallerstein, I., The Modern World-System III: The Second Era
of Great Expansion of the Capitalist World
Economy, Academic Press, New York, 1989
Wallerstein, I., ‘New revolts against the system’, New Left
Review ,18, Nov/Dec 2002, pp. 29-39.
Webster, A. Introduction to the Sociology of Development,
Macmillan, Basingstoke, 1984, pp. 41-93
Tutorial Week 8: Social Constructivism, Feminism, Critical
Theory, Post-Structuralism,
and Postcolonialism
47. Tutorial Questions:
What role does feminism play in International Relations and
how influential has it been?
MIST901– Autumn 2015 University of Wollongong - Faculty of
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Social Constructivism is the “newcomer” in International
Relations theory. What is its contribution(s) to our
understanding of International Relations today?
Discussion questions
Should analysts simply describe or analyse the assumptions and
behaviour of key actors in international
relations? What role do ideas and / or imagination play? How
relevant are moral judgments in explaining
international relations?
Do all theories of international relations embody values or
political purpose(s)? What role does / should critical
judgment play in analysing and explaining international
relations? Do sex or gender really matter? and, if so,
how?
Why have the theories discussed in this tutorial arisen? How do
they resemble / differ from other theories?
What do they add to other approaches towards the study and
understanding of international relations?
Basic Reading
Agius, C. 'Social Constructivism', in Collins, A., Contemporary
Security Studies, 2nd Edition, Oxford University
48. Press, Oxford, 2010, pp. 49-68
Whitworth, S. 'Feminisms', in (Ed.) Williams, P. D. Security
Studies: An introduction, Routledge, New York, 2013,
pp. 107-119
Further Reading
Ahmad, Aijaz, In Theory: Classes, Nations, Literatures, Verso,
London, 1992.
Alexander, M. J. & Mohanty, Chandra, (eds), Feminist
Genealogies, Colonial Legacies, Democratic Futures,
Routledge, London, 1997.
Ashcroft, Bill, Griffiths, Gareth, and Tiffin, Helen (eds), The
Post-Colonial Studies Reader, Routledge, Oxford,
(2nd edn) 2006
Beckman, Peter and D’Amico, Francine, (eds), Women, Gender,
and World Politics: Perspectives, Policies and
Prospects, Bergin & Garvey, Westport, 1994.
Brewster, A., Literary Formations: Postcolonialism,
Nationalism, Globalism. Melbourne University Press,
Melbourne, 1995.
Butler, Judith & Scott, Joan W. (eds), Feminists Theorise the
Political, Routledge, New York, 1992.
Campbell, David, Writing Security: United States Foreign
Policy and the Politics of Identity, Manchester
University Press, Manchester, 1992, Intro and Ch’s 1, 2 and 3.
Clark, A. et al., ‘The Sovereign limits of global civil society: a
comparison of NGO participants in UN World
Conferences on the environment, human rights and women’,
World Politics, Vol. 51, October 1998, pp. 1-35.
Cox, Wayne S. & Claire T. Sjolander, ‘Critical Reflections on
International Relations’, in Sjolander, Claire T. &
Cox, Wayne S. (eds), Beyond Positivism: Critical Reflections
on International Relations, Lynne Rienner
Publishers, Boulder, 1994.
Elshtain, J. B., ‘Reflections on War and Political Discourse:
Realism, Just War and Feminism in a Nuclear Age’,
49. Political Theory. 13, (1), 1986, pp. 39-57.
Enloe, Cynthia, Bananas, Beaches and Bases: Making Feminist
Sense out of International Relations, Pandora,
London, 1989.
Ferguson, M. et al. (eds), Feminism and Postmodernism. Duke
University Press, 1994.
Flew, Fiona, et al., ‘Introduction: Local Feminisms, Global
Futures’, Women’s Studies International Forum, 22 (4),
pp. 393-403
George, Jim, Discourses of Global Politics: A Critical
(Re)Introduction to International Relations, Lynne Rienner
Publishers, Boulder, 1994.
George, Jim, ‘Some Thoughts on the Giveness of Everyday Life
in Australian International Relations: Theory and
Practice’, Australian Journal of Political Science, 27, 1992, pp
31-54.
Graham, Gordon, Ethics and International Relations, Blackwell
Publishers Ltd, Oxford, 1997, Section 1: ‘The
International Order’& Section 2: ‘International Morality’.
Hutchins, K., ‘Foucault and International Relations Theory’, in
Lloyd, M. et al. (eds), The Impact of Michel
Foucault on the Social Sciences and Humanities, Macmillan,
Houndmills, 1997.
Jackson, Robert and Sorenson, Georg, Introduction to
International Relations, 3rd edn, Oxford University Press,
Oxford, 2007, pp. 161-177
Lennon, K. et al. (eds), Knowing the Difference: Feminist
Perspectives in Epistemology, Routledge, London, 1994.
Marchand, M. H. et al. (eds),
Feminism/Postmodernism/Development, Routledge, London,
1995.
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 20 of 29
50. Mohanty, Chandra. ‘Under Western Eyes: Feminist Scholarship
and Colonial Discourses’, Feminist Review, 39,
1988, pp 60-80.
Peterson, V Spike. ‘Transgressing Boundaries: Theories of
Knowledge, Gender and International Relations’,
Millennium: Journal of International Studies. 21, (2), 1992, pp
183-206.
Pettman, Jan Jindy, ‘Border Crossings/Shifting Identities:
Minorities, Gender and the State in International
Relations’, in Shapiro, Michael J. and Alker, Hayward R. (eds),
Challenging Boundaries: Global Flows, Territorial
Identities, University of Minnesota Press, Minneapolis, 1996,
pp 261-284.
Pettman, Jan Jindy, ‘Gender issues’, John and Smith, Steve
(eds), The Globalization of World Politics, 3rd. ed
Oxford University Press, Oxford, 2005, pp. 670-687
Pettman, Jan Jindy, Worlding Women: A Feminist International
Politics, Allen & Unwin, St Leonards, 1996, esp.
Chapter 1: ‘Women, Gender and the State’.
Reynolds, A. ‘Women in the Legislatures and executives of the
world: knocking at the highest glass ceiling’,
World Politics, 51 (July 1999), pp. 547-72.
Said, Edward W, Orientalism. Any edition
Szczepanikova, Alice, ‘Gender Relations in a Refugee Camp: A
Case f Chechens Seeking Asylum in the Czech
Republic’, Journal of Refugee Studies, 18(3), September 2005,
pp. 281-298
Ship, Susan J, ‘And What About Gender? Feminism and
International Relations Theory’s Third Debate, in
Sjolander, Claire T. & Cox, Wayne S. (eds), Beyond Positivism:
Critical Reflections on International Relations,
Lynne Rienner Publishers, Boulder, 1994.
Spivak, Gayatri Chakravorty, In Other Worlds: Essays in
Cultural Politics, Methuen, New York, 1987.
Stoler, Ann Laura and Cooper, Frederick, ‘Between Metropole
51. and Colony: Rethinking a Research Agenda’, in
Cooper, Frederick and Stoler, Ann Laura (eds), Tensions of
Empire: Colonial Cultures in a Bourgeois World,
University of California Press, Berkeley, 1997.
Sylvester, Christine, Feminist Theory and International
Relations in a Postmodern Era, Cambridge University
Press, Cambridge, 1994.
Trinh, T. Minh-ha, Woman, Native, Other: Writing
Postcoloniality and Feminism. Indiana University Press,
Bloomington, 1989.
Turner, Bryan S., Orientalism, Postmodernism and Globalism,
Routledge, London, 1994
Walker, R. B. H., Inside/Outside: International Relations as
Political Theory. Cambridge University Press,
Cambridge, 1993.
Walker, R. B. J., One World, Many Worlds: Struggles for a Just
World Peace, Lynne Rienner Publishers, Boulder,
1988.
Whitworth, Sandra, Men, Militarism and UN Peacekeeping: A
Gendered Analysis, Lynne Rienner, Boulder, 2007
Willett, Susan, ‘Introduction: Security Council Resolution
1325: Assessing the Impact on Women, Peace and
Security’, International Peacekeeping, 17(2), April 2010, pp.
142-158
Williams, Patrick and Chrisman, Laura, ‘Colonial Discourse and
Post-Colonial Theory: An Introduction’, in
Williams, Patrick and Chrisman, Laura (eds), Colonial
Discourse and Post-Colonial Theory: A Reader, Harvester
Wheatsheaf, Hemel Hempstead, 1993.
Young, Crawford, ‘The End of the Post-Colonial State in
Africa? Reflections on Changing African Political
Dynamics, African Affairs, 2004, 103 (410), pp. 23-49
Tutorial Week 9: International Regimes
52. Tutorial Questions:
What are the main functions of the World Trade Organisation,
the International Monetary Fund, and the World
Bank? What have they achieved?
What contribution, if any, do the United Nations and these other
international organisations make to peace and
human wellbeing?
Discussion questions
What is an ‘international regime’? How and why do
international regimes arise / are they formed?
Why was the League of Nations established? How and why did
it fail?
MIST901– Autumn 2015 University of Wollongong - Faculty of
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What are the origins of the United Nations? What is its
mandate? How does it operate? How, if at all, has the
United Nations changed following the end of the Cold War?
What role does the United Nations Security Council
play? What role(s) do different kinds of states (large and small,
advanced industrial and less developed, allied
and non-aligned, etc.) play at the United Nations? What
influence do they have?
What roles do regional and sub-regional regimes play in
international relations? What difference(s) do they
make to peace and human wellbeing in different parts of the
world? Are there any which are outstandingly
53. effective?
Basic Reading
Mansbach, Richard W. and Taylor, Introduction to Global
Politics, 2nd Edition, Routledge, Croydon, 2012, pp.
309-347
Further Reading
Bailey, S., How Wars End: The United Nations and the
Termination of Armed Conflict, Oxford, 1982
Barnett, Michael N. and Finnemore, Martha, ‘The Politics,
Power, and Pathologies of International Organizations’,
International Organization, 53 (4), Autumn 1999, pp. 699-732
Boutros-Ghali, Boutros, Agenda for Peace: Preventive
Diplomacy, Peacemaking and Peacekeeping, United
Nations, New York, 1992
Chan, Gerald, ‘China and the WTO: the theory and practice of
compliance’, International Relations of the Asia-
Pacific, 4 (1), February 2004, pp. 47-72
Coglianese, Cary, ‘Globalization and the Design of
International Institutions’, chapter thirteen (pp. 297-318)
Joseph Nye and John Donahue, editors, Governance in a
Globalizing World, Brookings, 2000
Goldstein, Joshua S. & Pevehouse, Jon C., International
Relations: A Brief Third Edition, Pearson Longman, New
York, 2004, Ch.6.
Finkelstein, Lawrence S. (ed.), Politics in the United Nations
System, Duke University Press, Durham, NC, 1988
Frank, Thomas M., Nation Against Nation: What Happened to
the UN Dream and What the US Can Do About It,
New York, 1985
Fromuth, Peter J., ‘The Making of a Security Community: The
United Nations After the Cold War”, Journal of
International Affairs, 46 (2), Winter 1993, pp. 341-366
Claude, Inis L., ‘The Management of Power in the Changing
United Nations’, in Lanyi, George and McWilliams,
54. William C. (eds), Crisis and Continuity in World Politics:
Readings in International Relations, New York, 1966
Kegley, Charles W., and Wittkopf, Eugene R., World Politics:
Trend and Transformation, 8th edn, Macmillan,
London, 2002, pp. 171-186
Krasner, Stephen D., International Regimes, Cornell University
Press, Ithaca, 1983
Lyons, Gene M., and Mastanduno, Michael, Beyond Westphalia:
State Sovereignty and International Intervention,
Johns Hopkins University Press, Baltimore, 1995
Mack, Andrew, The Human Security Report, United Nations,
New York, 2005
Mertus, Julie A., The United Nations and Human Rights: A
Guide For A New Era, Routledge, London & New York,
2005
Mingst, Karen A., and Karns, Margaret P., The United Nations
in the Post-Cold War Era, Westview, Boulder,
Colo., 1995
Murphy, John F., The United Nations and the Control of
International Violence: A Legal and Political Analysis,
Totowa, (N.J.), 1982
Peterson, M.J., The General Assembly in World Politics,
Boston, 1986
Rapkin, David P. and Strand, Jonathan R., ‘Is East Asia under-
represented in the International Monetary Fund?’,
International Relations of the Asia-Pacific, 3 (1), February
2003, pp. 1-28
Riggs, Robert E., and Jack C. Plano, The United Nations:
International Organisation and World Politics, 2nd
edition, Wadsworth, Belmont, California, 1994
Roberts, Adam, and Benedict, Kingsbury (eds), United Nations,
Divided World: The UN’s Roles in International
Relations, 2nd edn, Clarendon Press, Oxford, 1993
Russett, B. and Sutterlin, James S., ‘The UN in a New World
Order’, Foreign Affairs, Spring 1991, pp. 69-83
Sauvant, K P. The Group of 77: Evolution, Structure,
55. Organisation, Oceana, New York, 1981, Part 1, especially pp.
1-24.
Scholte, Jan Aart, ‘Civil Society and Democratically
Accountable Global Governance’, in David Held and Mathias
Koenig-Archibugi, editors, Global Governance and Public
Accountability, Blackwell, 2005
Taylor, Paul and Groom, A.J.R., (eds), Global Issues in the UN
Framework, Macmillan, Basingstoke, 1989
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 22 of 29
Weiss, Thomas G., Forsythe, David P., and Coate, Roger A.,
The United Nations and Changing World Politics,
Westview, Boulder, Co., 1997
The following Internet sites provide access to documents
concerning some important regional organisations in
the Asia-Pacific:
Asia Pacific Economic Co-operation (APEC):
http://www.apec.org
Association of South-East Nations (ASEAN):
http://www.aseansec.org
Melanesian Spearhead Group: http://www.msgsec.info/
Pacific Islands Forum: http://www.forumsec.org
Tutorial Week 10: Human Rights and the Responsibility to
Protect
Tutorial Questions:
What role does the United Nations play in protecting and
promoting respect for human rights in different parts
56. of the world?
What effects has the developing norm of “Responsibility to
Protect” had on International Relations?
Discussion questions
Are human rights universal or, in some way, culture-bound or
limited to only certain (kinds of) societies?
What does the international community do to ensure human
rights are actually respected? How, if at all, has
the situation changed following the end of the Cold War?
Basic Reading
Mansbach, Richard W. and Taylor, Introduction to Global
Politics, 2nd Edition, Routledge, Croydon, 2012, pp.
348-384
Further Reading
Brysk, Alison (ed.), Globalization and Human Rights,
University of California Press, Berkeley, 2002
Belgrade Circle (eds) The Politics of Human Rights, Verso,
London, 1999
Downer, Nigel and Williams, John, (eds), Global Citizenship: A
Critical Reader, Edinburgh University Press, 2002
Fortna, Virginia Page, ‘Does Peacekeeping Keep Peace?
International Intervention and the Duration of Peace
after Civil War’, International Studies Quarterly, 48, 2004, pp.
269-92
Fry, Greg and Kabutaulaka, Tarcisius Tara (eds), Intervention
and state-building in the Pacific: the legitimacy of
‘co-operative intervention’, Manchester University Press,
Manchester, 2008
Gutmann, Amy (ed.), Michael Ignatieff Human Rights as
Politics and Idolatry, Princeton University Press, 2001
International Commission on Intervention and State
57. Sovereignty, The responsibility to protect: report,
International Development Research Centre, Ottawa, 2001;
available online at: www.iciss.ca/report-en.asp
Mertus, Julie A., The United Nations and Human Rights: A
Guide For A New Era, Routledge, London & New York,
2005
Robertson, Geoffrey, Crimes Against Humanity: The Struggle
for Global Justice, Penguin, Harmondsworth,
2000, pp. 1-34.
Recommended Reading
Bauer, P.T., Equality, the Third World and Economic Delusion,
London, 1981, pp. 86-137
Beck, Ulrich, What is Globalization?, Polity Press, Oxford,
2000, Ch’s 2 & 3.
Blackburn, Susan, Practical Visionaries: A Study of Community
Aid Abroad, Melbourne, 1993
Brownlie, Ian (ed.), Basic Documents on Human Rights, 3rd ed,
Clarendon Press, Oxford, Oxford University
Press, New York,1992
Chossudovsky, Michel, The Globalisation of Poverty: The
Impacts of IMF and World Bank Reforms, Pluto Press,
Sydney, 1998
Doyle, M. W., Johnstone, I. and Orr, R. C. (eds), Keeping the
Peace: Multidimensional UN Operations in Cambodia
and El Salvador, Cambridge University Press, Cambridge, 1997.
Gillies, David, Between Principle and Practice: human rights in
north-south relations, McGill-Queen’s University
Press, Montreal, c1996
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 23 of 29
Gurtov, Mel, Global Politics in the Human Interest 3rd ed,
58. Lynne Rienner Publishers, London, 1994
Hancock, Graham, Lords of Poverty, London, 1984.
Harris, Nigel, The end of the Third World : newly
industrializing countries and the decline of an ideology, Tauris,
London, 1986
Hayter, Teresa, Aid as Imperialism, Penguin, Harmondsworth,
Middlesex,1971
Held, David, Democracy and the Global Order: From the
Modern State to Cosmopolitan Governance, Polity
Press, London, 1995
Held, David, Models of Democracy, Polity Press, Oxford, Ch’s
8 &10.
Held, David ( ed.), Political Theory Today, London; Polity
Press, 1995, Chs 8-12.
Held, David (ed.), Prospects for Democracy: North, South, East,
West, Polity Press, London, 1993
Held, David, Anthony McGrew, David Goldblatt & Jonathan
Perraton, Global Transformations, Politics,
Economics and Culture, Polity Press, Cambridge, 1999
Hirst, Paul and Thompson, Graham, Globalization in Question,
2nd ed., Polity Press, Cambridge, 1999,
Hutton, Will & Giddens, Anthony (eds), On the Edge: Living
with Global Capitalism, Jonathan Cape, London,
2000
Jacoby, Stanford, (ed) The Workers of Nations: Industrial
Relations in a Global Economy, Oxford University
Press, 1995
Konrad, Ginther, Denters, Erik and de Waart, Paul J.I.M. (eds),
Sustainable development and good governance,
Dordrecht, Boston; Nijhoff, Norwell Ma (USA), c.1995
Krasner, Steven, Sovereignty: Organized Hypocrisy, Princeton
University Press, 1999
Lechner, Frank and Bolt, John (eds), The Globalization Reader,
Blackwell, Oxford, 2000
Mander, Jerry & Goldsmith, Edward (eds), The Case Against
the Global Economy: And For a Turn Toward the
59. Local, Sierra Club Books, San Francisco, 1996
Mann, Michael, ‘The Dark Side of Democracy: The Modern
Tradition of Ethnic and Political Cleansing’, New Left
Review, No. 235, May June 1999, pp 18-45.
Martin, Hans Peter & Schuman, Harald, The Global Trap,
Globalization and the Assault on Democracy and
Prosperity, Pluto Press, 1997, esp. Ch’s 1 & 9.
Michael, Simon, Setting Things Right: Ending Poverty By
Achieving Basic Human Rights, Community Aid Abroad,
Fitzroy, Vic., 1997
Milne, A. J. M., Human Rights and Human Diversity: An Essay
in the Philosophy of Human Rights, State
University Press, New York, 1986
Moody, Kim, Workers in a Lean World: Unions in the
International Economy, Verso, London, 1997
Mosley, Paul, Foreign Aid, Its Defence and Reform, Lexington,
Kentucky, 1987
Ojo, Bamidele A, Human Rights and the New World Order:
Universality, Acceptability and Human Diversity, Nov
Science Publishers, Commack, N.Y., c1997
Sassen, Saskia, Globalization and its Discontents: Essays on the
New Mobility of People and Money, New Press,
New York, 1998
Schraeder, Peter, J., Hook, Steven W. and Taylor, Bruce,
‘Clarifying the Foreign Aid Puzzle’, World Politics, 50,
January 1998, pp. 294-323.
Smith, Alan G., Human Rights And Choice In Poverty: Food
Insecurity, Dependency, And Human Rights-Based
Development, Praeger, Westport, Conn., 1997
Smith, Thomas W., ‘Can Human Rights Build a Better War?’,
Journal of Human Rights, 9 (1), 2010, pp. 24-44
Soros, George, The Crisis of Global Capitalism: Open Society
Endangered, Little Brown, London, 1998
Strange, Susan, The Retreat of the State: The Diffusion of
Power in the World Economy, Cambridge University
Press, Cambridge, 1997.
60. Waldron, Jeremy, ‘Nonsense upon stilts’: Bentham, Burke, and
Marx on the rights of man, Methuen, London,
New York, 1987
Webster, Andrew, Introduction to the Sociology of
Development, Macmillan, London, 1984, pp.147-168
Weston, Burns H and Marks, Stephen P. (eds) The Future of
International Human Rights, Transnational, Ardsley,
NY, c1999
Wiseman, John, Global Nation? Australia and the Politics of
Globalisation, Cambridge University Press, 1998.
Wolfers, Edward P., ‘International Peace Missions in
Bougainville, Papua New Guinea, 1990-2005: Host State
Perspectives’, online
http://www.aph.gov.au/Senate/committee/fadt_ctte/peacekeepin
g/submissions/sub39.pdf
Tutorial Week 11: Security
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 24 of 29
Tutorial Questions:
What role does security play in international relations? Is it
primarily a national or international issue?
Why has the concept of ‘human security’ been developed?
What does it mean? What are the main threats to
human security? How are they being met?
Discussion questions
61. How can security be threatened? Is security just or even
primarily a matter of preventing or resisting armed
attack? How do states resist, counter and / or overcome threats
to their security?
What role do international law, co-operation and diplomacy
play in maintaining or strengthening security?
Basic Reading
Williams, P. D. 'Security Studies: An Introduction', in Williams,
P. D. Security Studies: An Introduction, Routledge,
New York, 2013, pp. 1-12
Mansbach, Richard W. and Taylor, Introduction to Global
Politics, 2nd Edition, Routledge, Croydon, 2012, pp.
385-417
Further Reading
Australian Government, Department of Defence, ‘Defending
Australia in the Asia Pacific Century: Force 2030’,
Defence White Paper 2009, available online at:
http://www.defence.gov.au/whitepaper/docs/defence_white_pap
er_2009.pdf
Barkawi, Tarak and Laffey, Mark, ‘The postcolonial moment in
security studies’, Review of International Studies,
2006 32 (2), pp. 329-352
Collins, Alan, ‘Forming a security community: lessons from
ASEAN’, International Relations of the Asia-Pacific,
7(2), May 2007, pp. 203-225
Hasegawa, Yuka, ‘Is a Human Security Approach Possible?
Compatibility between the Strategies of Protection
and Empowerment’, Journal of Refugee Studies, 20(1), March
2007, pp. 1-20
Human Security Report 2005, and other relevant documents
produced by the Human Security Center, Canada,
are available online at: www.humansecurityreport.info
Hough, Peter, Understanding Global Security, Routledge,
62. London, 2004
North Atlantic Treaty Organization,
www.nato/int/cps/en/natoolive/index.htm
Renner, Michael et al., State of the World 2005: Global
security. A Worldwatch Institute report on progress
towards a sustainable society, Earthscan, London, 2005
Rudd, Hon. Kevin, ‘The First National Security Statement to the
Australian Parliament’, 4 December 2008;
available online at:
http://www.pm.gov.au/docs/20081204national_security_stateme
nt.pdf
Thomas, Nicholas and William T. To, ‘The Utility of Human
Security: Sovereignty and Humanitarian Intervention’,
Security Dialogue, 33(2), 2002, pp. 177-92
United Nations, A More Secure World: Our Shared
Responsibility, Report of the Secretary-General’s High-Level
Panel on Threats, Challenges and Change, 2004; available
online at: ww.un.org.secureworld/
United Nations, In Larger Freedom: Towards Development,
Security and Human Rights for All: Report of the
Secretary-General, 2005: available online at:
http://www.un.org/largerfreedom/
United Nations Development Programme, ‘New Dimensions of
human security’, Human Development Report,
1994; available online at:
//hdr.undp.org/en/reports/global/hdr1994/
Wolfers, Arnold, ‘“National Security” as an Ambiguous
Symbol’, Political Science Quarterly, December 1952, pp.
481-502
Wolfers, Edward P., ‘Security, peace and development:
Reflections on connections, based on experience in
Bougainville, Papua New Guinea’, Development Bulletin, 70,
April 2006, pp. 55-59; available online at:
//devnet.anu.edu.au/db70.php
63. Tutorial Week 12: Development Co-operation
Tutorial Questions:
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 25 of 29
Why do states engage in development co-operation? What are
the stated objectives? Are there any unstated
objectives?
How is ‘foreign aid’ defined? What are the guiding principles
for foreign aid?
What difference does foreign aid make to people living in less
developed countries? How, if at all, do ordinary
people (outside government and other than elites) benefit?
Discussion questions
What proposals are there to change existing foreign aid policies
and relations? What are the prospects for
achieving the United Nations Millennium Development Goals?
Would developing countries be better off without
foreign aid? What is involved? What role does foreign aid play
in the over-all conduct of donors’ and recipients’
foreign relations?
Basic Reading
Mansbach, Richard W. and Taylor, Introduction to Global
Politics, 2nd Edition, Routledge, Croydon, 2012, pp.
136-171 and 390-397
64. Further Reading
United Nations, Millennium Development Goals, and associated
reports and other relevant documents are
available online at http://www.un.org/millenniumgoals/
Detailed information about major donor countries’ foreign aid
policies and performances can be found on the
OECD Development Co-operation Directorate website at:
http://www.oecd.org/department/0,3355,en_2649_33721_1_1_1
_1_1,00.html
Organisation for Economic Co-operation and Development
(OECD), Paris Declaration on Aid Effectiveness,
available online at:
http://www.oecd.org.dataoecd/11/41/3442835.pdf
Australian National Audit Office, AusAID’s Management of the
Expanding Australian Aid Program, Audit Report
No. 15 2009-10, Performance Audit; http:
//www.amao.gov.au/uploads/documents/2009-
10_Audit_Report_15.pdf
Detailed information about the Australian Government’s
development assistance programme, including
Australian Aid – Promoting Growth and Stability – White Paper
on the Australian Government’s overseas aid
program, 2006, can be found on the AusAID website at:
http://www.ausaid.gov.au
Moyo, D., Dead aid: why aid is not working and how there is a
better way for Africa, Farrar, Straus and Giroux,
New York, 2009
Recommended Reading
Bauer, P.T., Equality, the Third World and Economic Delusion,
London, 1981, pp. 86-137
Blackburn, Susan, Practical Visionaries: A Study of Community
Aid Abroad, Melbourne, 1993
Garrett, L., ‘The Challenge of Global Health’, Foreign Affairs,
86 (1), January-February 2007, pp. 14-38
Brown, Chris (with Kirsten Ainley), Understanding
65. International Relations, 3rd.ed., Palgrave Macmillan,
Basingstoke, 2005, Ch’s 10 &11.
Hancock, Graham, Lords of Poverty, London, 1984Hayter,
Teresa., Aid as Imperialism, Penguin, Harmondsworth,
Midlesex,1971
Leathers, Howard D. & Phillips Foster, The World Food
Problem: Tackling the Causes of Undernutrition in the
Third World, Lynne Rienner, Boulder & London, 2004.
Mosley, Paul, Foreign Aid, Its Defence and Reform, Lexington,
Kentucky, 1987
Roe, C. Roe Goddard, Patrick Cronin & Dash, Kishore C.,
International Political Economy: State-Market Relations
in a Changing Global Order, 2nd.ed., Lynne Rienner Publishers,
London and Boulder, Pts 3 & 4.
Schraeder, Peter, J., Steven W. Hook, and Bruce Taylor,
`Clarifying the Foreign Aid Puzzle, World Politics, 50,
January 1998, pps. 294-323
Tisch, Sarah J. and Wallace, Michael B. (eds), Dilemmas of
Development Assistance: The What, Why, and Who
of Foreign Aid, Westview Press, Boulder, 1994
Tulchin, Joseph & Bland, Gary (eds), Getting Globalization
Right: The Dilemmas of Inequality, Lynne Reiner
Publishers, Boulder and London, 2005.
Webster, Andrew, Introduction to the Sociology of
Development, Macmillan, London, 1984, pps.147-168
Wolfers, E.P., `The Australian Government’s Overseas
Development Assistance Program: Ambiguity in a North-
South Flow’, in Lucy, R. (ed.), The Pieces of Politics, 3rd. edn,
South Melbourne, 1983, pp. 379-399
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 26 of 29
66. Tutorial Week 13: Terrorism and Globalisation
Tutorial Questions:
Is the phenomenon new, or the latest or speeded-up version of
an older and longer process?
Is globalisation really global?
Is it possible to resist globalisation, slow it down, or control it
in order to suit local circumstances? Why? and, if
so, how?
What is ‘terrorism’? Is it a new phenomenon? Who is
involved?
What are the main objectives of terrorism and people described
as ‘terrorists’? What is distinctive about the
ways in which terrorists organise and act? What is the
relationship between their objectives and methods?
Is it accurate to refer to a ‘war against terror(ism)’? Who and
what is involved? How is the conflict it being
pursued by the various participants?
What do terror(ism) and contemporary conflicts involving
terrorists have to do with globalisation?Discussion
questions
What is globalisation? Is it a single process? Do different
commentators and policy-makers give the term
different meanings, or emphasise different aspects? Is the term
useful in explaining and promoting
understanding of contemporary international relations? What
role do information and communications
technologies play? What role do economic policies and
67. processes play?
What role do nation-states play in relation to globalisation?
Does globalisation hold out different prospects for
different countries (more and less powerful, big and small,
advanced industrial and less developed, etc.) and /
or for different parts of society (public and private sectors;
service, finance and manufacturing industries;
employers and employees; rich and poor; etc.)?
Basic Reading
Mansbach, Richard W. and Taylor, Introduction to Global
Politics, 2nd Edition, Routledge, Croydon, 2012, pp.
172-247
Further Reading
Abdelal, R. and Segal, A., ‘Has Globalization Passed Its Peak?’,
Foreign Affairs 86 (1), January-February 200, pp.
103-114
Archibugi, Daniele and Michie, Jonathan (eds), Technology,
globalisation and economic performance, Cambridge
University Press, New York, 1997
Boyer, R. and Drache, D. (eds), States against markets : the
limits of globalization, Routledge, New York, 1996
Castells, M., The Informational City, Basil Blackwell, Oxford,
1991.
Castles, Stephen, Global Workforce, New Racism and the
Declining Nation State, Wollongong, N.S.W.: Centre for
Multicultural Studies, University of Wollongong, 1990
Friedman, Thomas L., The World is Flat: a brief history of the
twenty-first century, Farrar, Straus and Giroux,
New York, 2006
Gills, Barry K., ‘The Return of Crisis in the Era of
Globalization: One Crisis, or Many?’, Globalizations, 7(1-2),
March-June 2010, pp. 3-8
Guéhenno, Jean-Marie, The end of the nation-state, University
of Minnesota Press, Minneapolis, 1995
68. Held, David and McGrew, Anthony, Globalization/Anti-
Globalization, Polity Press, 2002
Hirst, P. and Thompson, G. Globalisation in Question, Polity
Press, Cambridge, 1996, especially pp. 1-50.
Holton, R. J. Globalization and the nation-state, Macmillan
Press, Houndmills, Basingstoke, Hampshire; St.
Martin’s Press, New York, 1998
Hoogvelt, Ankie, Globalisation and the Postcolonial World,
London, Macmillan, 1997
Horsman, M. and Marshall, A. After the Nation State, London,
Harper Collins, 1994
International Telecommunications Union, online
http://www.itu.int/ITU-D/ict/publications/world/world.html
Jameson, Fredric, ‘Globalization and Political Strategy’, New
Left Review, No 4, July August 2000, pp. 41-68.
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 27 of 29
Jamrozik, A., Boland, C., and Urquhart, R., Social Change and
Cultural Transformation in Australia, Cambridge
University Press, Cambridge, 1995, Ch.5.
Julius, D. Global Companies and Public Policy, Pinter, London,
1990
Kupchan, Charles A., ‘The Democratic Malaise: Globalization
and the Threat to the West’, Foreign Affairs, 91(1),
January-February 2012, pp. 62-67
McGrew, Anthony G., Global Politics: Globalization and the
Nation-state, Polity Press, Oxford, 1992
Ohmae, K. The End of the Nation State, Free Press, New York,
1996
Sassen, S., The Global City, Princeton University Press, New
Jersey, 1991
Suter, Keith D, Global Agenda : Economics, the Environment
69. and the Nation-state, Albatross Books, Sutherland,
N.S.W., 1995
Yeatman, Anna, ‘Women’s Citizenship Claims, Labour Market
Policy and Globalisation’, Australian Journal of
Political Science, 1992, 27(3): 453-460.
Globalisation: the structures and institutions of International
Political Economy (IPE)
Kegley, Charles W., and Wittkopf, Eugene R., World Politics:
Trend and Transformation, 8th edn, Macmillan,
London, 2002, pp. 291-327.
Further Reading
Beck, Ulrich, What is Globalization? Polity Press, Oxford, 2000
Bonefeld, W. and Holloway, J. (eds), Global Capital, National
State and the Politics of Money, Macmillan Press,
Basingstoke; St. Martins Press, New York, 1995
Chossudovsky, Michel, The Globalisation of Poverty: The
Impacts of IMF and World Bank Reforms, Pluto Press,
Sydney, 1998
Clark, Ian, Globalization and Fragmentation: International
Relations in the Twentieth Century, Oxford University
Press, 1997
Daly, Herman & Cobb jnr, John, For The Common Good:
Redirecting the economy toward community and a
sustainable future, Beacon Press, Boston, 1998 (1989, 1994)
Dicken, D. Global Shift: the Internationalisation of Economic
Activity, 2nd. ed., Chapman and Hall, London, 1992
Harris, Stuart, ‘The International Economy and Domestic
Politics,’ in Marsh, I. (ed.), Governing in the Nineties,
Longman Cheshire, Melbourne, 1992.
Held, David & Anthony McGrew, David Goldblatt & Jonathan
Perraton, Global Transformations, Politics,
Economics and Culture, Polity Press, Cambridge, 1999
Higgott, Richard, ‘International Political Economy’, in Groom,
A.J.R. and Light, Margot (eds), Contemporary
International Relations Theory, Pinter, London, 1994: pp.161-66
70. Hirst, Paul and Thompson, Graham, Globalisation in Question,
Polity Press, Cambridge, 1996, especially pp. 1-50
Hutton, Will & Giddens, Anthony (eds), On the Edge: Living
with Global Capitalism, Jonathan Cape, London,
2000
Jacoby, Stanford (ed.), The Workers of Nations: Industrial
Relations in a Global Economy, Oxford University
Press, 1995
Korten, David, When Corporations Rule the World, Berrett-
Koehler Pub. & Kumarian Pr., San Francisco and
Hartford, Connecticut, 1996
Lechner, Frank and Bolt, John (eds), The Globalization Reader,
Blackwell, Oxford, 2000
Mander, Jerry & Goldsmith, Edward (eds) The Case Against the
Global Economy: And For a Turn Toward the
Local, Sierra Club Books, San Francisco, 1996
Martin, Hans Peter & Schuman, Harald, The Global Trap,
Globalization and the Assault on Democracy and
Prosperity, Pluto Press, Australia, 1997
Moody, Kim, Workers in a Lean World: Unions in the
International Economy, Verso, London, 1997
Hirst, Paul and Thompson, Graham, Globalization in Question,
2nd ed., Polity Press, Cambridge, 1999
Ohmae, Kenichi, The Borderless World: Power and Strategy in
the Interlinked Economy, Collins, London, 1990
Ohmae, Kenichi, The End of the Nation State, Free Press, New
York, 1996
Probert, Belinda, ‘Globalisation, Economic Restructuring and
the State’, in Bell, Stephen and Head, Brian (eds),
State, Economy and Public Policy in Australia, Oxford
University Press, Melbourne, 1994, pp. 98-116.
Reich, R. The Work of Nations, Vintage, New York, 1992
Sassen, Saskia, Globalization and its Discontents: Essays on the
New Mobility of People and Money, New Press,
New York, 1998
Soros, George, The Crisis of Global Capitalism: Open Society
71. Endangered, Little Brown, London, 1998
Strange, Susan, Casino Capitalism, Manchester University
Press, 1997 (1986)
Strange, Susan, Mad Money, Manchester University Press,1998
MIST901– Autumn 2015 University of Wollongong - Faculty of
Law, Humanities and the Arts Page 28 of 29
Strange, Susan, The Retreat of the State: The Diffusion of
Power in the World Economy, Cambridge University
Press, Cambridge, 1997.
Weiss, Linda, The Myth of the Powerless State, Cambridge,
Polity, 1998
Wiseman, John, Global Nation? Australia and the Politics of
Globalisation, Cambridge University Press,
1998.Ch’s1 –3.
Globalisation and diplomacy
Feigenbaum, Harvey, B., ‘Globalization and Cultural
Diplomacy’, Center for Arts and Culture, available online at:
www/culturalpolicy.org/pdf/globalization.pdf
Neumann, Iver B., ‘Globalization and Diplomacy’, Norwegian
Institute of International Affairs, Working Paper No.
724, 2007; available online at:
//english.nupi.no/publikasjoner/notater/2007/globalisation_and_
diplomacy
Talbot, Strobe, ‘Globalization and Diplomacy: A Practitioner’s
Perspective’, Foreign Policy, 108, Fall, 1997, pp.
68-83
United Kingdom, Foreign & Commonwealth Office,
Engagement: Public Diplomacy in a Globalised World, 2008;
available online at: http://www.fco.gov.uk/en/about-the-
fco/publications/publications/pd-publication/
72. What is ‘terrorism’? Is it a new phenomenon? Who is
involved?
What are the main objectives of terrorism and people described
as ‘terrorists’? What is distinctive about the
ways in which terrorists organise and act? What is the
relationship between their objectives and methods?
Discussion questions
Is it accurate to refer to a ‘war against terror(ism)’? Who and
what is involved? How is the conflict it being
pursued by the various participants?
What do terror(ism) and contemporary conflicts involving
terrorists have to do with globalisation?
Basic Reading
Kiras, James D., ‘Terrorism and globalization’, in Baylis, John,
Smith, Steve and Owens, Patricia (eds), The
Globalization of World Politics: An Introduction to
international relations, 6th edition, Oxford University Press,
Oxford, 2014, pp. 357-371
Background Reading
Bowden, Brett, and Davis, Michael T. (eds), Terror: From
Tyrannicide to Terrorism, University of Queensland
Press, St Lucia, 2008
Coogan, Tim Pat, The IRA (Rev & Expanded Ed.), Fontana,
London, 1980
Cullen, Anne, ‘Regional Terrorism: The Bali Bombing,
Australian and Indonesian Responses’, in Cullen, Anne and
Murray, Stuart (eds), The Globalization of World Politics: Case
Studies from Australia, New Zealand and the Asia
Pacific, revised edition, Oxford University Press, South
Melbourne, 2008, pp. 81-83
Hermann, Philip, Terrorism and America, MIT Press,
73. Cambridge Mass., 2000.
Howard, Russell D. and Reid L. Sawyer, eds, Terrorism and
Counterterrorism: Understanding the New Security
Environment. Readings & Interpretations, McGraw-
Hill/Dushkin, Guilford (Conn.), 2004
Klare, Michael, Resource Wars: The New Landscape of Global
Conflict, Henry Holt & Co., New York, 2001.
Klare, Michael, American Arms Supplement, University of
Texas Press, Austin, 1985
Rapoport, David, “Fear and Trembling; Terrorism in Three
Religious Traditions,” American Political Science
Review, Vol. 78 no.3, 1984.
Sprinzak, Ehud, ‘The Lone Gunman: The Global War on
Terrorism Faces a new Brand of Enemy’, Foreign Policy,
Nov-Dec. 2001.
Williams, Wayne C. & Piotrowski, Harry, The World Since
1945: A History of International Relations, Lynne
Reiner Publishers, London and Boston, 2005, Ch. 21.
Theories of Terrorism
Combs, Cindy, C., Terrorism in the Twenty First Century, (4 th.
ed.), Pearson – Prentice Hall, New Jersey, 2006,
Pt.1
Dershowitz, Alan, Why Terrorism Works? Yale University
Press, New Haven, 2002
Fanon, Franz, The Wretched of the Earth, any ed.
Goodwin, Jeff, No Other Way Out States and Revolutionary
Movements, 1945 – 1991, Cambridge University
Press, Cambridge, 2000.
Hocking, Jenni, ‘Orthodox Theories of Terrorism; The Power of
Politicised Terminology’, Politics 19, (2) 1984.
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74. Hoffman, Bruce, Inside Terrorism, Columbia University Press,
New York, 1998.
Hoffman, John and Graham, Paul, Introduction to Political
Theory, Pearson, Harlow, Essex, 2006, Ch.20.
Laqueur, Walter, Terrorism, Weidenfield & Nicolson, London,
1977.
Laqueur, Walter & Alexander, Yonah, The Terrorism Reader:
An Historical Anthology, (Rev Ed.), NAL Penguin,
New York, 1987.
Littlejohn, Garry (et al) Power and The State, Croom Helm,
London, 1978.
Marighela, Carlos, Mini Manual of The Urban Guerrilla,
Penguin, Harmondsworth, 1971.
Melucci, Alberto, ‘New Movements, Terrorism and the Political
System: Reflections on the Italian Case’,
Socialist Review, 11 (2) 1981 pp. 97 –136.
Reich, Walter, Origins of Terrorism, Johns Hopkins Press,
Baltimore, 1998.
Schmid, Alex P. & Crelinson, Ronald P. (eds), Western
Responses to Terrorism, Frank Cass, London, 1993
Snarr, Michael T. & Snarr, Neil (eds) Introducing Global Issues,
2nd.ed., Lynne Reiner Pub., Boulder and London,
2002. Ch’s 2,3,4,5 & 14.
Waltzer, Michael, ‘The Problem of Dirty Hands’ in Philosophy
and Public Affairs, 1973
Whittaker, David J. (ed.), The Terrorism Reader, (2nd.ed.),
Routledge, London and New York, 2003.Pt1.
Wilkinson, Paul, Terrorism and the Liberal State, (2nd ed.),
New York University Press, 1986.
Wilkinson, Paul, Terrorism Versus Democracy, The Liberal
State Response, Frank Cass, London, 2000.
AlQaeda
Gunaratna, Rohan, Inside Al Qaeda: Global Network of Terror,
Hurst & Co., London, 2002.
Williams, Paul, Al Qaeda: Brotherhood of Terror, Alpha, USA,