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Course Criteria
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3.00 Credits
Prereq. IN 130 OR FA 110, HUM 150, PSY 101, SSC 101, SC 118, and SC 120; Developing a Global Perspective Level 2; Effective Citizenship Level 2 - International migration has joined global economic trends, sustainable development, genocide, and concerns about the environment as an important foreign policy issue. It has political, economic, and social implications for "departure" and "destinationcountries around the world. In this course the student explores the opportunities and threats posed by migration and how these are forcing attention to national and international policies regulating international migration. The United States can act unilaterally to protect its national interests, but at what point do the migration policies of other countries become the legitimate business of the United States? When should the poverty, civil strife, overpopulation, and environmental degradation that drive citizens from other countries become the concern of the United States? How can the United States intervene in the internal affairs of other countries when sovereignty remains the fundamental element of the international system of states?
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3.00 Credits
Prereq. IN 130 OR FA 110, HUM 150, PSY 101, SSC 101, SC 118, and SC 120; Developing a Global Perspective Level 2; Effective Citizenship Level 2 - This course introduces the student to the impact of public policy and globalization on aging individuals and populations. She begins with hands-on experience with an agency that addresses aging issues, and explores how it is affected by public policy as well as how it can influence public policy. She studies ways in which the process of globalization influences people around the world as they age, in terms of health, economic security, social integration, and quality of life. She also learns how other societies conceptualize aging, and how different concepts of aging influence the framing of policy decisions. As a final project, she may research how other societies' infrastructure with regard to aging can inform American policymaking.
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3.00 Credits
Prereq. IN 130 OR FA 110, HUM 150, PSY 101, SSC 101, SC 118, and SC 120; Developing a Global Perspective Level 2; Effective Citizenship Level 2 - In this course the student explores the social construction of gender around the world. To gain a better understanding of the ways that societies understand and respond to gender, she examines methods that societies use to encourage gender conformity and discourage gender nonconformity. After looking at these issues in the United States, each student chooses a country and researches how people operate within that country's gender system. Finally, she articulates human rights issues associated with efforts to control and limit expressions of gender diversity.
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3.00 Credits
Prereq. IN 130 OR FA 110, HUM 150, PSY 101, SSC 101, SC 118, and SC 120; Developing a Global Perspective Level 2; Effective Citizenship Level 2 - In this course the student begins to learn how to interpret global art and its relationship to visual culture by examining her role as a consumer of the visual. She investigates how geography is signified to create a sense of place, of belonging or unbelonging; how economic issues evolve in the creation, distribution, and consumption of art or visual culture; and how communities use civil discourse with nongovernmental and governmental organizations to develop their cultural policies and projects. She considers these issues as she looks at the arts and visual culture around the globe to uncover how visual instrumentation is developing as a local or global agenda.
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3.00 Credits
Prereq. IN 130 OR FA 110, HUM 150, PSY 101, SSC 101, SC 118, and SC 120; Developing a Global Perspective Level 2; Effective Citizenship Level 2 - What do someone'scravings for French fries tell us about American culture? What is the significance of economic interests on food production in China? How did the Asian tsunami in 2004 affect the eating habits of people in southeast Africa? Why do Mexicans eat tortillas while Indians eat chapatis? Who and what influences the production and distribution of rice in Japan? Why do Americans eat so many hamburgers? This course provides a foundation for the student to explore the geography, politics, economics, and culture of food. It begins with an examination of rice in Asia as a model through which to develop an understanding of the kind of research and exploration that is possible. The student uses this experience as a framework to explore the many aspects of foods in different parts of the world and to research a related nongovernmental organization.
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3.00 Credits
Prereq. IN 130 OR FA 110, HUM 150, PSY 101, SSC 101, SC 118, and SC 120; Developing a Global Perspective Level 2; Effective Citizenship Level 2 - The student explores the growing phenomenon of jobs moving around the world in an increasingly boundaryless and borderless global marketplace. Topics include the economic, political, technological, regulatory, and social reasons for the globalization of labor, manufacturing, and the "knowledge economy,"and its implications for the United States and other countries. She considers the experiences of other countries, from fully industrialized nations to developing countries, as they deal with global trade issues, to better understand how countries and governments confront the political and economic problems associated with the emerging global market. Exploring historical precedents (e.g., the British textile industry, the Irish Potato Famine), she develops the foundation to understand and explore the complexities and dichotomies of both sides of current political, economic, and social issues, and in turn to seek answers to questions facing our national, state, and local leaders today (e.g., free trade versus fair trade, outsourcing and off-shoring of jobs).
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3.00 Credits
Prereq. IN 130 OR FA 110, HUM 150, PSY 101, SSC 101, SC 118, and SC 120; Developing a Global Perspective Level 2; Effective Citizenship Level 2 - This course examines political, social, and economic issues that affect the status of women in the United States and abroad from a theoretical perspective in order to develop strategies for change. The course is divided into three sections. In the first, the student examines the foundational concepts of feminist thought in the Western tradition. In the second, she questions and critiques Western feminist theory; explores ways in which Western feminism has assumed that its theoretical framework may be generalized to apply to all women, including those in emergent and postcolonial societies; and attempts to undermine the dominance of the Western perspective. In the final section, she focuses on the political, economic, and social issues that confront women in a number of specific geographical locations. She concludes by examining strategies for positive change developed by contemporary international feminist movements and women of the Third Wave.
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3.00 Credits
Prereq. IN 130 OR FA 110, HUM 150, PSY 101, SSC 101, SC 118, and SC 120; Developing a Global Perspective Level 2; Effective Citizenship Level 2 - In this course the student focuses on the political, economic, religious, and social roots of terrorism in an attempt to offer answers to some key questions: How do these factors contribute to terrorism and political violence? What actions constitute terrorism? What is new about the new wave of terror- ism as distinct from previous actions? What are the relationships between terrorism and the media? What are alternate approaches to terrorism? An important goal of the course is to evaluate how policymakers respond to terrorism and the consequences of those responses. For her final project, the student conducts research on the perspective and goals of an international nongovernmental organization concerned about terrorism and ways to prevent such violence.
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3.00 Credits
Prereq. IN 130 OR FA 110, HUM 150, PSY 101, SSC 101, SC 118, and SC 120; Developing a Global Perspective Level 2; Effective Citizenship Level 2 - Global climate change represents an ongoing challenge to citizens and scientists alike. Even 100 years ago, calls for scientific expertise drove U.S. government involvement in resource management. Today, what scientists know about the natural world exceeds the wildest dreams of experts a century ago, yet we have greater concerns than ever about our inability to plan for the future. Around the world, countries are developing at rates that may soon exceed the impact on nature of even the American economy. In this course, the student comes to understand the challenges of the past and explores their historical and cultural contexts. She views, through the perspectives of various nongovernmental organizations, the geographic, political, and economic opportunities and challenges related to climate in our global future.
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3.00 Credits
Prereq. IN 130 OR FA 110, HUM 150, PSY 101, SSC 101, SC 118, and SC 120; Developing a Global Perspective Level 2; Effective Citizenship Level 2 - Fact: Most Christians in the world are not of European descent. This fact must be understood in political, geographic, and economic contexts. Student research projects in this course may analyze indigenization of religious practices (e.g., adapting worship to a people's native culture), religious violence and peacemaking, the future of missions, response to political repression, literacy and economic development, or other topics relevant to the understanding of Christianity in a global perspective.
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