“An examination of global cultures as defined by interactive systems involving the accelerating transnational movement of people, technology, finance, mass media, and ideologies. At least three specific global cultures are analyzed holistically with respect to how they are influenced by and are influencing these global cultural systems. Prerequisite: ENGL 111″ (SVSU, 2012)
Winter Semester 2012 01/09/2012 – 4/25/2012 [more info: here]
Time/Credits: LEC (lecture) // 3 credits
Section-Location(s): W 226
Instructor: John Girdwood, MSA
Office: Home // Phone: 1-77-Girdwood (1-774-473-9663)
Email: firstname.lastname@example.org // Office Hours: by appointment
*Syllabus patterned after, extreme thanks and majority of content credit given to: Don Ricker (2010)*
Course Overview and Objectives:
This course will challenge you to develop your capacities to think critically, reason logically and communicate effectively about:
- Global Cultures;
- Global Cultural Systems generating change in the modern world, particularly through the accelerating transnational movement of finance and capital, people, technology and goods, mass media and ideologies;
- Specific People and ethnic groups as they encounter and negotiate globalization.
“The course begins with a focus on centrality of the global economy, its structures of inequality and the major agencies of globalization past and present. These economic-cultural processes and actors are key to the shape and direction of our world. Through analysis of a wide range of interdisciplinary materials, you will recognize that globalization has very uneven effects on people throughout the world. Some people, multinational corporations and countries positioned to take great advantage of the opportunities offered by globalization. Most people in many countries around the world are threatened, impoverished and marginalized by globalization. Furthermore, these processes are frequently linked; that is, the wealth and power of some people are directly related to the poverty, powerlessness of m any other people. Therefore, you will consider growing worldwide movements resisting economic and corporate globalization” (Don Ricker, 2010).
“We will examine the mutual interaction of global processes and local groups by focusing on certain areas of interaction; the movement or movers of finance, capital, people technology and goods, mass media and ideologies. Each of these areas of global interaction is subject to certain constraints by the entire system and by specific people, and each affects the others. The movement of capital and goods affects the movement of people and ideologies and vice versa. The result is a highly contradictory, complex and always unpredictable process. We will consider how specific groups manipulate and interpret objects, ideas and conditions based on the existing circumstances and how in the process each is changed and in turn how each changes part of the global society” (Don Ricker, 2010).
In short, this course will help prepare you to become a well informed and responsible global citizen in our complex, rapidly changing and culturally diverse world. Your professor expects you to:
- show a commitment to learning;
- respect other peoples and ways of life in this course and throughout your life;
- attend class regularly;
- complete the assigned readings;
- participate in class discussions; and
- complete the evaluations and assignments.
- Payne, R. (2011) Global Issues 3rd Edition. Allyn and Bacon Publishing Company. ISBN-10: 0205779085
- Selected articles available on electronic journal sites like JSTOR and accessible through the SVSU Library – http://www.svsu.edu/library/home.html
*Some of the following material (esp. policy and procedure) is taken directly from university websites
**In many case, quotation marks are not necessarily used but links often provided
***Credit also given to Dr. Zhenmei Zhang for influencing content/format in the following
Category 8: International Systems [SVSU, Link]
To understand the nature of significant international systems and to step outside of the constraints of one’s own society.
- Study one or more significant international systems (social, political, economic, cultural) etc.
- Consider relationships between international systems
- Consider the ways individual values and ethics shape and are shaped by culture, nationality and other variables
- Introduce students to diverse ways of experiencing and acquiring knowledge in an international context
- Include opportunities for written and/or oral communication
Communication-Intensive (CI) Courses [SVSU, Link]
Successful completion of Composition I (English 111) or its equivalent (obtained through testing, transfer, etc.) will be prerequisite for enrollment in all communication-intensive courses. Students are responsible to be familiar with these requirements located at the university websites and departments.
Grading Procedures and Evaluation Mechanisms
There are four major tasks to be accomplished:
- 15% – Preparation of the reading for class presentation and discussion
- During weekly meetings, each student will be assigned major responsibility for portions of the readings that we will discuss as a class.
- Every discussion leader should prepare a 20 minutes presentation for the assigned readings, accomplishing two things in their presentation:
- an overview of the “big questions” and related theories in the reading;
- key issues related to data, measurement, and methods.
- For each segment, 20 minutes will be devoted to presentation and 10 minutes to Q&A/discussion.
- The instructor will be available throughout the week to discuss via email reading strategies and preparing for these presentations.
- Grades will be based on class participation (handout, presentation, and discussion).
- After the presentation, the whole class will discuss additional questions of the readings.
- During the discussion or near the end of it I will present supplementary material to add breadth and depth to coverage of the topic.
- 15% – Three short essays
- The students need to submit 3 short essays of their critique of the reading/material (2-3 pages) during the whole semester.
- These essays will be graded.
- 20% – Midterm exam
- The exam is a “take-home exam” (or online, if appropriate).
- This midterm will consist of a set of 3-4 essay questions based on the course reading and lecture materials.
- You will select two questions and write your responses that show your ability to understand and use the material.
- Instructor reserves the right to change the midterm to include both long and short answer essays OR multiple choice and fill-in-the-blank quizzes.
- 50% – Research proposal and presentation
- Research proposal should follow these general guidelines:
- research problem is specified,
- the literature review identifies key knowledge gaps,
- hypotheses are stated,
- the data are described, and
- the analyses are outlined
- Length: 10-12 double spaced pages
- Format: APA style and format; check out – http://owl.english.purdue.edu/owl/resource/560/01/
- We will work through the paper process together using the following deadlines:
- Week 4 – Topic & data source, if relevant, due (2012, Jan 30)
- Week 8 – Introduction and literature review due (2012, Feb 27)
- Week 12 – Presentation of draft paper/proposal due (2012, Mar 26)
- Week 16 (Finals) – Full paper/proposal due (2012, Apr 23)
- Research proposal should follow these general guidelines:
Assessment and Timing:
Student is responsible to be aware of drop date and reimbursement pay schedule according to university policy. Student is responsible for meeting with instructor regarding progress before any deadline and throughout the semester. There will be at least one assignment graded by any initial consideration date. Student can choose to self-gauge progress but is encouraged to consult with instructor to assess competency at any point in time (for example, when deciding to stay with or drop course). Bench mark dates for term paper are outlined in course syllabus.
THE SOCIOLOGICAL IMAGINATION
“Just like other people, sociologists usually have strong opinions about what is “good’ and “bad” in society and what might be done to improve conditions. However, sociologists know that their opinions are subjective. Therefore they use systematic research techniques and report their findings to other social scientists for consideration. In other words, sociologists strive to view societal issues objectively” (Don Ricker, 2010).
“According to sociologist C. Wright Mills, the sociological imagination is the ability to see the social relationship between individual experiences and the larger society. It enables us to connect the private problems of individuals to public issues. Public issues are matters beyond a person’s control that originate at the regional or national level and can be solved only by collective action. In The Sociological Imagination (1959b), Mills uses unemployment as an example of how people may erroneously separate personal troubles from public issues in their thinking. The unemployed individual may see his or her unemployment as a personal trouble concerning the individual, other family members and friends. However, widespread unemployment resulting from economic changes, corporate decisions (downsizing or relocating a plant abroad) or technological innovations (computers and advanced telecommunication systems displacing workers) is a public issue. The sociological imagination helps us to shift our focus to the larger social context and see how personal troubles may be related to public issues” (Don Ricker, 2010).
Reading, Writing, and Thinking in the Course
- “To take charge of your own education, you must be willing to read. As you read your text, analyze and think about what you’ve read between each class and come prepared to discuss what you’ve read.
- You will also pursue a topic of special interest to you and write a paper (10 to12 pages in length) about that topic. The writing of this paper will help you refine your thinking and understanding. If you do not learn to communicate in words, you cannot formulate fully developed thoughts and will instead live by the vague impressions and emotions that often substitute for ideas. If you need any assistance in selecting a topic, I will be more than willing to provide you with ideas and examples. Please do not hesitate to ask!” (Don Ricker, 2010).
Policy and Procedure
- “Saginaw Valley State University does not discriminate based on race, religion, color, gender, sexual orientation, national origin, age, physical impairment, disability, of Vietnam-era status in the provision of education, employment and other services” (SVSU, 2012).
- “Students with disabilities that may restrict their full participation in course activities are encouraged to meet the instructor or contact the SVSU Office of Disability Services, Curtiss 122 for assistance” (Don Ricker, 2010).
- “NO cell phones, pagers or other electronic devices are to be heard or used during class. They are disruptive to both the class as well as your instructor” (Don Ricker, 2010).
- “Please have the courtesy to let me know when you come into class if you must leave early on a given day. Sit close to the door so that you may leave with the least disruption to the class as possible” (Don Ricker, 2010).
- In the event that your supplies are lost or stolen during the course of the semester, a copy of the syllabus is on my website. However, verbal changes are made to the flow of the course throughout the semester during class.
- “If you are having trouble of any kind, PLEASE do not hesitate to see me. I am always available during office hours and my door is always open. You can also e-mail me or leave a message on my voice mail. In addition, you can make an appointment with me. I am here to help you succeed and that is my number one priority” (Don Ricker, 2010).
Tentative Class Schedule
Chapters of text (assigned readings) coincide with week of course, e.g. the first week we read chapter 1. All dates listed are due dates. In other words, it is expected that chapter 1 is completely read before week 1.
- 09 Jan 2012 – Global Issues: Challenges of Globalization
- 16 Jan 2012 – Video, The Reformation, Martin Luther
- 23 Jan 2012 – The Struggle for Primacy in a Global Society
- 30 Jan 2012 – Human Rights
- 06 Feb 2012 – Promoting Democracy
- 13 Feb 2012 – Weapons Proliferation
- 20 Feb 2012 – The Global Financial Crisis
- 27 Feb 2012 – Global Trade
- 05 Mar 2012 – SPRING BREAK
- 12 Mar 2012 – Global Inequality
- 19 Mar 2012 – Environmental Issues
- 26 Mar 2012 – Population and Migration / Global Crime
- 02 Apr 2012 – The Globalization of Disease
- 09 Apr 2012 – Cultural Clashes and Conflict Resolution
- 16 Apr 2012 -
- 23 Apr 2012 – FINAL PROJECT WEEK
|1||09 Jan 2012 – Introduction to Course||Syllabus||-|
|2||16 Jan 2012 –
Global Issues: Challenges of Globalization
The Inconvenient Truth
|3||23 Jan 2012 –
The Struggle for Primacy in a Global Society
|4||30 Jan 2012 – Human Rights||3
[Women and War]
|5||06 Feb 2012 – Promoting Democracy||4||-|
|6||13 Feb 2012 – Weapons Proliferation||5
[open mind video]
[charlie rose show]
|7||20 Feb 2012 – The Global Financial Crisis||6||-|
|8||27 Feb 2012 – Global Trade||7||MIDTERM DUE|
|10||12 Mar 2012 – Global Inequality||Article TBA||-|
|11||19 Mar 2012 – Environmental Issues||Article TBA||-|
|12||26 Mar 2012 –
Population and Migration / Global Crime
|13||02 Apr 2012 – The Globalization of Disease||Article TBA||-|
|14||09 Apr 2012 –
Cultural Clashes and Conflict Resolution
|END||Final Project Presentations||n/a||FINAL|