Carleton University
Department of Geography
Winter 2015
GEOG 3024
Understanding Globalization
Seminar: Monday 8:35-11:25am
Class Facebook: Socially Scientific, Class Twitter: @sociallysci
Instructor: Dr. Tamara Kotar
Location: Loeb B146
E-mail: [email protected] or Facebook – Socially Scientific, Twitter @sociallysci
Office hours: Mondays 11:30-12:30 (email to schedule an appointment)
Course description:
Globalization is a centuries-old phenomena, a contested concept and a
continuing process of transformation. Which is to say globalization is a,
broad but often ill-defined idea. At its most basic globalization is about
the intensification of economic, political, technological and social
contacts. Globalization is an acceleration of contacts as well as mutual
influence across borders.
In this class be prepared to explore globalization theory and practice.
The effects of globalization are widely debated and we will discuss
economic, political, social environmental and security implications of
globalization.
Course Goals and Expectations
 Students should gain an understanding of globalization in theory
and practice.
 Students should gain the ability to critically evaluate specific
aspects of globalization, politically, socially and economically.
Required Texts
Students choose one required reading a week to read. Be prepared to discuss
that reading. All required articles are available electronically through the
Library E-Journals service.
Assignments and Due Dates Table
Assignment
Date
Share of
Notes
Term Mark
Syllabus
Jan 12th
1%
My GEOG
Jan 19th
50%
Blog Posts
Jan 26th
**There are 5 assignments due. Your best
Feb 2nd
4 results will count toward your final
Mar 9th
mark. Your worst mark will be
Mar 16th
eliminated.**
Scavenger
Hunt
5 assignments each worth 12.5%.
Use My GEOG Blog Posts Format to
easily create your blogs.
Outline –
Feb 9th
5%
Term Paper
Written Portion 2.5%
Oral presentation (informal) 2.5%
Use the Outline Format section to easily
create your written outline
Presentation
Feb 23rd
5%
Term Paper
Presentation 10 Slides
Due on cuLearn.
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Although all presentations are due on
the same date on cuLearn, students
will present their presentations at a
date of their choosing.
In Class
Jan 26th
Feedback
Mar 2nd
Term Paper
April 5th
2%
2 feedback sessions each worth 1%
Takes place during class
37%
Paper 10-12 pages.
For the Seminar Class Schedule and Readings Click Here
CuLearn
All of your written assignments are due via CuLearn drop boxes. The
syllabus and other relevant documents are also posted on CuLearn.
Social Media
There is a Facebook page and a Twitter page for the course and you
should join either one and make a habit of checking either one
frequently. Beyond a requirement for some assignments, I regularly post
articles relevant to the course and tips for students. Facebook – Socially
Scientific. Twitter - @sociallysci (Socially Scientific).
*If you prefer not to join the class Facebook or Twitter, a 5-page essay
can be done in lieu of the Facebook/Twitter components for each
assignment.
Seminar Expectations
Students are expected to (1) attend seminars having completed the
assigned readings and (2) come prepared for thoughtful discussions.
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This is a fourth year seminar, there will be as little lecturing as possible.
Students will advance the discussion. Regular assignments will aid
students and will serve as tools to ensue students are able to engage in
informed discussion.
Late Assignments
All written assignments are due in the appropriate CuLearn drop boxes.
Late assignments will be marked 0. Exceptions will be considered for
medical reasons or a family emergency (with appropriate
documentation).
Appeals
If you would like reconsideration of an assignment grade, you must
provide a two page written explanation of why you believe the grade
was incorrect. All requests of this type will be considered, but this may
mean that your grade could be lowered. No reconsiderations will be
handled without following this procedure. Final course grades are not
negotiable and grades do not “round up.” Grades will be changed only
if there is a calculation or other technical error.
Assignment Evaluation Considerations
Below is a table and list of questions used to evaluate each assignment.
Keep this in mind when writing your assignments.
Thesis & Explanation of subject - 70%
A clear idea/thesis is forwarded for each question asked.
Identification and explanation of main points.
Use of Scholarly Literature - 25%
Scholarly literature is employed to strengthen arguments.
Definitions and terms should be used properly.
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Jargon should be kept to a minimum.
Structure of Assignment - 5%
Answer the questions being asked.
The assignment is an appropriate length.
The assignment employs proper grammar.
These questions are utilized to assess written assignments
 Is there a clear idea/thesis forwarded in response to each question
asked in an assignment?
 Are main points identified and explained?
 Are supporting statements focused, relevant and illuminating?
 Strong arguments are focused and develop a particular point?
 Does my answer utilize scholarly arguments and literature?
 Does my answer address counter arguments?
 Is my assignment too descriptive? (avoid this)
 Are ideas being stated as self-evident? (avoid this)
 Do my answers flow, are they well organized?
 Am I utilizing proper grammar?
Assignments
Syllabus Scavenger Hunt
Since this course may have many features that you have not yet
encountered in your classes, I’ve included a syllabus scavenger hunt, to
ensure that students are very familiar with requirements.
Find the correct answers to these questions and win the scavenger
hunt!
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1. Under what subheading and on what page of the syllabus would I
find a comprehensive list of assignments and due dates?
2. What are the 3 parts of the Blog assignment and what kind of
knowledge does this assignment try to combine?
3. What part of the blog post do I post to Socially Scientific?
4. Do I have to attend class for my Blogs and discussion groups to
be marked?
5. How many slides are required for the Term Paper Presentation?
Under what subheading do I find the reading materials for each
week?
My GEOG Blog Posts
My GEOG Blog Posts assignments will serve as tools to ensue students
achieve the highest possible benefit from the readings and discussions
as well as enable students to contribute to the class. You must attend
the class for your blog post to be graded. If you miss the class, even for
unforeseen reasons, you may hand in a 4-page paper in lieu of the
participation portion of the assignment (the paper is intended to
compensate for the hours of class time and participation missed). The
written portion of the assignment is still required.
Assignments are due via CuLearn at 11:59 on the due date. No late
assignments will be accepted. Please submit the assignment in the
box/ submission space provided, do not attach the assignment.
Compile all of the sections of this assignment and post in the
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appropriate CuLearn drop box at 11:59pm the night before the class.
Do not post the whole assignment on social media platforms.
Your worst mark will be eliminated. This is an opportunity to get your
best work recognized.
To organize your Blog Post you can cut and paste the My GEOG Blog
Format provided below for each post into your own word document
and fill in the material required.
My GEOG Blog Post Format
Part I- Seminar Discussion
For the discussion component you will discuss what we talked about in
our seminar the week before or on the day of the due date.
Identify and describe two ideas/concepts/issues dealt with in class
(lecture or discussion group) that attracted interest and explain why.
20 sentences
Part II- Discuss Readings
For the discuss the readings component you will write about the
readings (required or recommended) for the day the assignment is due.
Provide a brief reaction to one of the readings of the week. As part of
this, using your own words, tell me the main point (thesis) of the
reading. Describe an idea or issue developed in the article that intrigues
you and that you would like to discuss further in class. Create 2
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questions that relate to the article and larger issues discussed in the
class.
20 sentences
Part III- Social Media
1. Post 2 media items (articles, radio or video clips) that relate to issues
discussed during this class or in the readings. You should post to the
class Facebook – Socially Scientific Twitter - @sociallysci (use the class
hashtag). The idea is that you share resources that you have found to
be useful in your explorations of the topics discussed in class. Explain
why each link you post enhances your understanding of the topic
discussed in class. Ensure that your posts are not offensive or
explicit, but rather that they contribute to respectful and engaging
collegial dialogue. Ensure that your posts are well organized, visually
pleasing (i.e. nicely formatted) and do not include your student number
on the social media post.
2-3 sentences for each posting
* Do not post your whole assignment on onto Facebook or Twitter.
However, include the link and text of your post in the assignment you
hand into cuLearn.
2. For your cuLearn submission cite and comment on a link posted by
anyone else (from any class or even the prof.) on Socially Scientific that
you found interesting. If you choose you can post this commentary
online.
3 sentences
* Do not post your whole assignment on onto Facebook or Twitter.
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In-Class Feedback
This is an opportunity for you to let me know what concepts intrigue
you and what you want to learn more about.
During the lecture will log onto CuLearn and answer the following
questions with 1-3 sentences for each question:
1. What is the most significant thing you learned in today’s class?
2. What question is at the top of your mind at the end of today’s
class?
3. What have you enjoyed learning about most in the class so far this
term?
4. What would you like to discuss more in-depth as we continue the
course?
5. What would you change in the syllabus, i.e. assignment type,
arrangement or readings?
*You can only do this assignment if you have attended the lecture.
There is no make-up assignment for this assignment.
Outline – Term Paper
Students will create an original thesis upon which to build his/her essay.
The Written Outline
The outline should follow the format below:
1. State the thesis in one sentence
2. List and describe three supporting arguments (1-2 sentences each).
3. State anticipated conclusions (1 sentence).
4. Create a bibliography of 10 scholarly sources (other than the texts
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used in the course).
5. Following the instructions above, you will find that your assignment is
approx. 2-3 pages. Grades for this assignment are assigned based on
following the instructions rather than on page count.
6. Facebook or Twitter 2 messages, each with a link to an article or
online information that relates to your term paper topic and that you
think would help promote a discussion in class. For each
Facebook/Twitter post describe why you liked the article/piece and why
it is relevant to your paper. Post 1-2 sentences each on the main ideas
from the posts on Facebook or twitter.
7. Compile all of the components (sentences) of this assignment (from
component 1-6) and post in the appropriate CuLearn drop box at
11:59pm on the due date. Do not post your entire assignment on
Facebook/Twitter. Only post the 1-2 sentences for each
Facebook/twitter post on facebook/twitter.
The Outline Presentation
Students will prepare a 2-3 minute presentation (no slides required) for
the class based on your thesis. Part of students Term Paper Outline
mark will be determined by a brief presentation of her/his paper topic
in class on the due date of the assignment. This will be an informal
presentation where students discuss their thesis with the rest of class.
No need for a slide show or handouts.
Presentation – Term Paper
Students will prepare a 12-minute presentation, including a slideshow,
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for the class based on Paper #1. To obtain full marks for the
presentation each slideshow presentation should:
1. Have an introductory slide that encapsulates/discusses the thesis
2. Be no longer than 10 slides in total.
3. Not have more than 140 characters (letters) per slide
4. Include a map
5. Include a statistical table
6. Include a video clip of less than 3 minutes long
7. Be a maximum of 10 minutes (or marks will start being deducted)
Term Paper
This will be an original research paper of 10-12 double spaced pages
due on cuLearn. Students will develop the ideas expressed in the essay
outline in essay form. The essay should have a clear thesis statement
with well-researched arguments that support the thesis. 10 scholarly
sources should be used. A full bibliography is necessary as are
appropriate footnotes. If the term paper is not handed in on CuLearn by
11:59pm on the last day of class, the due date the student will receive
an automatic mark of 0. No late research essays will be accepted.
Paper Option #1 – Term Paper
An original thesis that relates to a topic discussed in the course.
Paper Option #2
You will choose a fictional book or film that addresses political and
theoretical themes in democratization. You will use the book/film as a
platform for discussing theoretical and important issues in
democratization. This is not a book/film review in a sense of discussing
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your dislike or like of the book/film. Rather the student will use
metaphors, images and ideas found in the book/film and discuss how
they relate to political theory and democratization. If a student chooses
this assignment, the student is responsible for choosing an appropriate
book/film.
For guidance on how to write a film review:
http://www2.athabascau.ca/services/write-site/film-review.php
For guidance on how to write a book review:
http://www.writing.utoronto.ca/advice/specific-types-of-writing/bookreview
Seminar Schedule
Introduction
January 5th
Introduction and theoretical groundwork
Discussion of course structure, assignments and expectations
What is Globalization? Theory & Ideology
January 12th
Required
 Amartya Sen, “A World of Extremes: Ten Theses on Globalization”,
Los Angeles Times, July 17th, 2001.
 Barkan, Joshua, Law and the geographic analysis of economic
globalization, October 2011, Volume 35(Issue5) Pagep.589To607 - Progress in Human Geography.
Recommended
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
Levchenko, Andrei, Review of: Financial Globalization, Economic Growth, and
the Crisis of 2007-09 by William R. Cline, Journal of Economic Literature, Vol.
49, No. 2 (JUNE 2011), pp. 447-450

Urpelainen, Johannes, Regulation under Economic Globalization, International
Studies Quarterly, Vol. 54, No. 4 (December 2010), pp. 1099-1121

Hess, John & Patricia Rodden Zimmermann, Transnational Digital Imaginaries,
January 1999, Volume21(Issue1) Pagep.149-167.

Li, Eric, Globalization 2.0, New Perspectives Quarterly, January
2012, Volume29(Issue1) Pagep.40-44
What is Globalization? Economic Institutions
January 19th
Required
 Peter Marber “Globalization and Its Contents” Available:
http://bev.berkeley.edu/ipe/readings/Globalization%20defined%20
2005.pdf
 Benjamin M. Friedman, Book Review, Globalization, Stiglitz’s Case
http://www.woldww.net/classes/Political_Ideas/Friedman%20%20NYR%20-%20Stiglitz%20case.htm
Recommended

Fleck, Robert K. and Christopher Kilby. 2006. World Bank Independence: a
Model and Statistical Analysis of U.S. Influence. Review of Development
Economics 10 (2):224-40.

Abouharb, M. Rodwan, and David Cingranelli. 2006. The Human Rights Effects
of World Bank Structural Adjustment Lending, 1981–2000. International
Studies Quarterly 50 (2):233–62.

Knack, Stephen and Aminur Rahman. 2007. Donor fragmentation and
bureaucratic quality in aid recipients. Journal of Development Economics
83:176–197
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
Andersen, Thomas Barnebeck, Henrik Hansen, and Thomas Markussen. 2006.
US politics and World Bank IDA-lending. Journal of Development Studies 42
(5):772-794.

Joseph Stiglitz, "The Promise of Global Institutions," in Globalization and Its
Discontents (New York: W.W. Norton & Co., 2002), pp. 3-22.

Chase, Kerry A. 2003. Economic Interests and Regional Trading
Arrangements: The Case of NAFTA. International Organization 57(1):
137-174.

Hafner-Burton, Emilie Marie. 2005. Trading Human Rights: How
Preferential Trade Agreements Influence Government Repression.
International Organization 59 (3):593–629.

Wolf, Martin. 2008. Why a new Bretton Woods is vital – and so hard.
Financial Times November 5.

Vreeland, James Raymond. 2007. The International Monetary Fund:
Politics of Conditional Lending. New York: Routledge.

Vreeland, James Raymond. 2007. The Politics of IMF Conditional
Lending. World Economics 8 (3):185-93.
What is Globalization? Economic Perspectives: Liberal & Socialist Ideas
January 26th
Required

Krugman, Paul, “Why We’re in a New Gilded Age: Review Capital in the
Twenty-First Century,” The New York Review of Books, May 8th, 2014,
http://www.nybooks.com/articles/archives/2014/may/08/thomas-pikettynew-gilded-age/
Recommended

Adam Smith, “An Inquiry Into the Nature and Causes of the Wealth of
Nations,” excerpts
http://courses.umass.edu/pols294p/documents.html/smith-wealth.pdf

Edmund Burke, “Reflections on the Revolution in France,” pp. 49-53
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http://socserv2.mcmaster.ca/~econ/ugcm/3ll3/burke/revfrance.pdf
 John Maynard Keynes, “The End of Laissez-faire.”
http://www.panarchy.org/keynes/laissezfaire.1926.html

Anthony Giddens, “The Welfare State in a Modern European Society.”
http://www.uoc.edu/symposia/caixamanresa/jornadaeconomia/eng/giddens.pd
f
 Karl Marx, “Wage Labour and Capital.”
http://burawoy.berkeley.edu/Reader.101/M&E.II.pdf
What is Globalization? Economic Perspectives: Neo-Liberalism
February 2nd
Required
 Moisés Naím, “Washington Consensus or Washington Confusion?
Available:
http://www.imf.org/external/pubs/ft/seminar/1999/reforms/Naim.HTM
Recommended

F.A. Hayek, “The Use of Knowledge in Society.”
http://www.econlib.org/library/Essays/hykKnw1.html

Przeworski, Adam. 2003. States and Markets: A Primer in Political Economy.
New York: Cambridge University Press.
 Lake, David A. 1993. Leadership, Hegemony, and the International Economy:
Naked Emperor or Tattered Monarch with Potential? International Studies
Quarterly 37 (4):459-489.

Piketty, Thomas, Capital in the Twenty-First Century, Cambridge: Harvard
University Press, 2014.
 Jürgen Osterhammel and Niels P. Petersson, Globalization: A Short History
(Princeton, 2005), p. 57-111.
 John Perkins, Confessions of an Economic Hit Man (Berrett-Koehler, 2004)
 “Life & Debt,” (Dir. Stephanie Black, 2001)
 Salzinger, Leslie. 2003. Genders in Production: Making Workers in Mexico’s
Global Factories. Berkeley: University of California Press.
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
Dreher, Axel, Martin Gassebner, Lars-H. R. Siemers, Globalization, Economic
Freedom, and Human Rights, The Journal of Conflict Resolution, Vol. 56, No. 3
(June 2012), pp. 516-546.

Olzak, Susan, Does Globalization Breed Ethnic Discontent?
The Journal of Conflict Resolution, Vol. 55, No. 1 (February 2011), pp. 3-32
What is Globalization? Political Perspectives
February 9th
Required:

James, Paul, & Manfred B. Steger, A Genealogy of ‘Globalization’: The
Career of a Concept, Globalizations, July 2014, Volume11(Issue4),
pp.417-434.
Recommended

Bhagwati, Jagdish. In Defense of Globalization. Oxford University Press, 2004.

Pain, R. (2009) Globalized fear? Towards an emotional geopolitics Progress in
Human Geography, Vol. 33(4): 466-486.

Shultz, Jim and Melissa Cane Draper In Dignity and Defiance: Stories from
Bolivia’s Challenge to Globalization.
 Blue Gold: World Water Wars (dir. Sam Bozzo, 2008).
 Cadillac Desert (Dir. Jon Else & Linda Harrar, 1997)
 Margaret Keck and Kathryn Sikkink, “Environmental Advocacy Networks” in
Activists Beyond Borders, (Ithaca: Cornell University Press, 1998).
Shellenberger, Michael & Ted Nordhaus, “The Death of Environmentalism:
Global Warming Politics in a Post Environmental World, September 24, 2004,
pp 1-28, Available: <http://www.bvsde.paho.org/bvsacd/cd16/death.pdf>
 Jim O’Brien, "Environmentalism as a Mass Movement: Historical Notes," from
Radical America, Vol. 17, Nos. 2-3 (1983), pp. 7-27
 Felipe Fernández-Armesto, Civilizations: Culture, Ambition, and the
Transformation of Nature. (New York: Simon and Schuster, 2001).
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Reading Week
Feb 16th
What is Globalization? The Environment
February 23rd
Required

Naim, Moises, Globalization, Foreign Policy, No. 171 (March/April 2009),
pp. 28-30, 32, 34.

E-Wasteland Dir. David Fedele, http://www.e-wastelandfilm.com
Recommended

Hardy Pierre-Yves & Christophe Béné, Luc Doyen, Anne-Maree Schwarz, Food
security versus environment conservation: A case study of Solomon Islands'
small-scale fisheries, Environmental Development, October, 2013, Volume8,
pp. 38-56.

Hay, Simon et. al. Global mapping of infectious disease, Philosophical
Transactions: Biological Sciences, Vol. 368, No. 1614, Next-generation
molecular and evolutionary epidemiology of infectious disease (19 March
2013), pp. 1-11

Bexell, Magdelena, Global Governance, Legitimacy and (De)Legitimation,
Globalizations11(3), May 2014, Volume11(Issue3), pp.289-299.

Friedman, Thomas L. The World is Flat. New York: Farrar, Straus and Giroux,
2005.

Stiglitz, Joseph E. Making Globalization Work. WW Norton: 2006

Fukayama, Francis. The End of History and the Last Man. New York: Free Press,
1992.
What is Globalization? Social Movements
March 2nd
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Required
 Agathangeloua, Anna M, The Living and Being of the Streets:
Fanon and the Arab Uprisings, Globalizations, Volume 9, Issue 3,
2012.
 Hadden, Jennifer, Explaining Variation in Transnational Climate
Change Activism: The Role of Inter-Movement Spillover, Global
Environmental Politics, May 2014, Vol 14, No. 2, pp. 7-25
Recommended

MacGregor, Sherilyn, “From Care to Citizenship: Calling Ecofeminism Back to
Politics,” Ethics & The Environment, 9,1, June 2004, pp. 56-84.

Reitan, Ruth, Theorizing and Engaging the Global Movement: Globalizations,
Volume 9, Issue 3, 2012, pages 323-335.
 This is What Democracy Looks Like” (Dir. J. Freidberg, R. Rowley, 2000)

Anthony Held and David McGrew, Globalization/Anti-Globalization,
(Cambridge UK: Polity Press, 2007).
 VC Patomaki, Heikki and Teivo Teivainen. "The World Social Forum: An Open
Space or a Movement of Movements?" Theory, Culture & Society, 21 no. 6,
2004, 145-54.
 Juris, Jeffrey S., “May the Resistance be as Transnational as Capital!” in
Networking Futures: the Movements against Corporate Globalization, Durham,
N.C.: Duke University Press, 2008, pp. 199-232.
What is Globalization? Social Movements
March 9th
Required
 Tarrow, Sidney. 2001. “Transnational Politics: Contention and Institutions
in International Politics.” Annual Review of Political Science, 4: 1-20.
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
A Place Called Chiapas, Dir. Nettie Wild, 1998,
http://www.youtube.com/watch?v=4TffwElt_UU
Recommended
 Wood Lesley J. and Kelly Moore, “Target Practice: Community Activism in a
Global Era”, in Shepard, Benjamin H., and Ronald Hayduk. From ACT UP to the
WTO: Urban Protest and Community Building in the Era of Globalization, (New
York: Verso, 2002).
 Notes from Nowhere Collective, We Are Everywhere: The Irresistible Rise of
Global Anticapitalism, (London: Verso, 2003).
 Beckwith, Karen. 2001. “Women's Movements at Century's End: Excavation and
Advances in Political Science” Annual Review of Political Science, 4: 371-390.
 Rupp, Leila. 1997. Worlds of Women: The Making of an International Women’s
Movement. Princeton: Princeton University Press.

Stryker, Sheldon, Timothy Owens & Robert White, “Self, Identity and Social
Movements, “ (Minneapolis: University of Minnesota Press, 2000).

Tarrow, Sidney. The New Transnational Activism, (Cambridge University Press,
2005).
What is Globalization? Culture and Society
March 16th
Required

Machida, Satoshi, Does Globalization Render People More Ethnocentric?
Globalization and People's Views on Cultures, American Journal of
Economics and Sociology, Vol. 71, No. 2 (APRIL, 2012), pp. 436-469.

Benhabib, Seyla, “Sexual Difference and Collective identities: The New
Global Constellation, Signs: Journal of Women in Culture and Society,
1999, vol. 24, no. 2.
Recommended

Marianne Hirsch and Nancy K. Miller, ed. Rites of Return: Diaspora Poetics
and the Politics of Memory. New York: Columbia University Press, 2011.
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
Greenfeld, Liah,The Globalization of Nationalism and the Future of the NationState, International Journal of Politics, Culture, and Society, Vol. 24, No. 1/2,
The End of the Nation-State (March/June 2011), pp. 5-9.

Deborah J. Yashar, Contesting Citizenship in Latin America, (Cambridge:
Cambridge University Press, 2005) pp 3-28

Nancy Grey Postero, Now We Are Citizens: Indigenous Politics in
Postmulticultural Bolivia (Stanford University Press, 2007).

Subcommandante Insurgente Marcos, The Speed of Dreams: Selected
Writings, 2001-2007 (City Lights, 2007).

Lucio Flavio de Almeida and Felix Ruiz Sanchez, "The landless workers'
movement and social struggles against neoliberalism." Latin American
Perspectives, 2000, 27(5): 11-32.

Thien, D After or beyond feeling?: a consideration of affect and
emotion in geography, Area 37(4): 2005 450-456.

Lechner, Frank & Jhn Boli, The Globalization Reader, Oxford: Blackwell
Publishing, 2004.

Nicole Constable (2004): A Tale of Two Marriages: International
Matchmaking and Gendered Mobility,” in Cross Border Marriages, ed.
by Nicole Constable.

Nicole Constable (2003): “Fairy Tales, Family Values, and the Global
Politics of Romance,” in Romance on a Global Stage (pp. 91-115).

Yinni Peng & Odalia M.H. Wong, Diversified Transnational Mothering via
Telecommunication: Intensive, Collaborative, and Passive, Gender & Society,
Vol. 27, No 4, August 2013, pp. 491-513.
What is Globalization? Security, the State and Borders
March 23rd
Required
 Amnéus, Diana,Responsibility to Protect: Emerging Rules on
Humanitarian Intervention? Global Society (April 2012), 26 (2), pg.
241-276.
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 Roger Waldinger, Crossing Borders: International Migration in the
New Century, Contemporary Sociology, Vol 42, No. 3, May 2013,
pp 349-363
Recommended

Robert D. Kaplan, “The coming anarchy: How scarcity, overpopulation,
tribalism, and disease are rapidly destroying the social fabric of our
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March 30th Course Wrap Up
Academic Accommodation
You may need special arrangements
to meet your academic obligations during the term. For an
accommodation request the processes are as follows:
Pregnancy obligation: write to me with any requests for academic
accommodation during the first two weeks of class, or as soon as
possible after the need for accommodation is known to exist. For
more details see the Student Guide
Religious obligation: write to me with any requests for academic
accommodation during the first two weeks of class, or as soon as
possible after the need for accommodation is known to exist. For
more details see the Student Guide
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Academic Accommodations for Students with Disabilities: The
Paul Menton Centre for Students with Disabilities (PMC) provides
services to students with Learning Disabilities (LD),
psychiatric/mental health disabilities, Attention Deficit Hyperactivity
Disorder (ADHD), Autism Spectrum Disorders (ASD), chronic
medical conditions, and impairments in mobility, hearing, and
vision. If you have a disability requiring academic accommodations
in this course, please contact PMC at 613-520-6608 or
[email protected] for a formal evaluation. If you are already
registered with the PMC, contact your PMC coordinator to send
me your Letter of Accommodation at the beginning of the term,
and no later than two weeks before the first in-class scheduled
test or exam requiring accommodation (if applicable). After
requesting accommodation from PMC, meet with me to ensure
accommodation arrangements are made. Please consult the PMC
website for the deadline to request accommodations for the
formally-scheduled exam (if applicable).
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