Soc 300 Week 2 Sociology Paper
Sociology of Developing Countries – SOC 300
Prerequisite: SOC100 or Instructor’s permission
Quarter: Fall 2012 (10/08/2012 – 12/23/2012)
Meeting Days/Time: Monday, 6:00 PM – 9:45PM
Room # 308
INSTRUCTIONAL MATERIAL
1. Handelman, H. (2011). SOC 300: The Challenge of Third World Development: 2011 Custom Edition (6th ed.). Boston, MA: Longman – Pearson Custom Publishing.
2. Griffiths, R. J. (Ed.). (2011). SOC300: Developing World 11/12: 2011 custom edition (21st ed.). New York: McGraw-Hill.
3. Mokoli, Mondonga M. “Summary Hand-written Notes from The Challenge of Third World Development,” Fall 2012.
4, Mokoli, Mondonga M. “PowerPoint …show more content…
Notes from the Challenge of Third World
Development,” Fall 2012.
NB: Please watch and listen to the international news on BBC, CNN, Al-Jazera, Radio France Internationale, and other Channels.
I. COURSE DESCRIPTION
Analyzes the main cultural strata in selected societies of the Third World. Emphasizes their unique historical background and development, their traditional ethos, national characteristics, family structures and religious beliefs, as well as their political, economic, and foreign policy views.
II. EXPECTED LEARNING OUTCOMES
Upon the successful completion of this course, the student will be able to:
a. Identify the sociological terms, concepts, and issues currently related to the study of developing nations, and discuss the varied impact of modernization on developing countries that are mainly agricultural.
b. Recognize the impact of environmental degradation and population explosion on the quality of life of both developing countries and the industrial world.
c. Discuss the heritage of Africa, Asia and Latin America and the developing countries in those regions, and evaluate the relationships that the United States and other developed countries have with these regions.
d. Recognize and discuss the growing role of women in developing countries and the significance of education for the status of women.
e. Analyze the role of political culture and the various forms of government in developing countries—including problems of fledgling democracy, autocracy, tribalism, ethnic conflict, revolutions, military regimes, and military coups, with an emphasis on the responsibility that the United States and other developed countries assume in helping countries with these diverse political systems.
f. Recognize and discuss the background and role of religion in developing countries, including the growing importance of fundamentalism as an international issue, and the varied ways that these factors shape strategies for improved development.
g. Recognize and discuss the impact of information technology (IT) for growth and development, with an emphasis on the role that IT might play for democratization of information.
h. Communicate ideas about the sociology of developing countries in writing.
i. Identify the cultural, economic and political context of information resources and interpret information in light of that context.
j. After taking the plagiarism module, students will be able to define plagiarism and Strayer University’s academic integrity policy. Students will also demonstrate knowledge of APA guidelines and how to avoid plagiarism in their assignments.
k. Independently gather, evaluate, and integrate appropriate information from a variety of sources to draw conclusions and/or to support a position. Use this information to write a coherent paper or report, correctly documented in APA format. .
III. COURSE OUTLINE with EXPECTED WEEKLY LEARNING OUTCOMES
You are required to have your textbook no later than the 3rd class meeting. The Dean requires that those of you who will not have their textbook at the third class meeting be sent to her.
You will earn extra credit if you attend the workshops.
I will invite a Guest Speaker who will come to give a talk at one of the class meetings.
I advise you to turn off all your electronic devices (cell phones, pages, text messaging, laptops, etc) during our weekly scheduled class period out of common courtesy.
DATE
CHAPTERS
INFORMATION
Meeting 1
Monday,
10/08/012 Developing World*
#1, The new face of development
#4, The ideology of development
#12, The new colonialists Handelman
Ch. 1, Understanding Underdevelopment -Writing Assignment (see Study Guides) due Next Class
--Please do not procrastinate.
The following weekly learning outcomes will be addressed:
a. To understand what is meant by terms like “underdeveloped” or “LDC” (less developed country”) or “Third World”.
b. To understand the various types of underdevelopment and the various ways they are measured.
c. To understand Modernization and Dependency theories as ways approaching and analyzing underdevelopment.
d. To learn some of the basic concepts, terms, and problems in the sociology of developing nations.
e. To be able to consider these issues in terms of contemporary situations and events.
Meeting 2
Monday,
10/15/012
Developing World*
#2, How development leads to democracy
#27, Crying for freedom
#35, The return of continuismo?
Handelman
Ch. 2, Democratic Change and the Change to Democracy
Collection of the first assignment
The following weekly learning outcomes will be addressed:
a. To learn the various ways of defining and understanding “democracy”.
b. To identify characteristics which make changing to democracy easier or more difficult;
c. To understand the many issues involved in democratic transition and consolidation.
d. To understand the nature of authoritarian rule and how it is justified.
e. To understand what is meant by “the Third Wave” and to understand the “Third Waves causes, effects, and consequences.
f. To be able to identify and discuss the various prerequisites and barriers for democracy in individual countries
Meeting 3 Monday,
10/22/012
Developing World*
#31, Moderates redefined: how to deal with political Islam
#32, The Islamists are not coming
#33, The transformation of Hamas
Handelman
Ch. 3, Religion and Politics
Writing Assignment (see Study Guides) due Next Class;
- Please do not procrastinate
The following weekly learning outcomes will be addressed:
a. To be able to understand the debate as to how religion can fit in modernization theory or dependency theory
b. To develop an understanding of the debate as to whether secularization is essential to development.
c. To understand the diverse relations between religious institutions and political institutions in countries around the globe.
d. To identify the great religions which exist in different parts of the Third World;
e. To understand movements and traditions in various religions as they relate to current political contexts
f. Exploring the issue of religious fundamentalism in various cultures and how it influences modern politics.
Meeting 4
Monday,
10/29/012
Developing World*
#21,Africa’s forever wars
#22, The most dangerous place in the world
#26, Call in the blue helmets
Mid-term Exam (First Test)
Handelman
Ch.
4, The Politics of Cultural Pluralism and Ethnic Conflict
- Cheating will be negatively and severely punished.
- I will give the points to those who will complete their study guides and have their binders in order
The following weekly learning outcomes will be addressed:
a. To recognize the growing problems of ethnic tensions and violence in the developing world.
b. To be able to define “ethnicity” as a social construction and to be able to discuss recent and current examples of ethnic hostilities
c. To understand the multiethnic diversity of many developing countries.
d. To understand the categories of nationality, tribe, race, and religion as they relate to ethnicity.
e. To recognize the shortcomings of modernization theory and dependency theory in approaching ethnic tensions as an issue for developing countries.
f. To understand the different levels of interethnic conflict in developing countries.
g. To learn and be able to discuss the key terms and concepts related to the issue of ethnicity in developing countries.
h. To understand different types of solutions for dealing with ethnic hostilities in developing countries—and some of the possible outcomes from attempted solutions
Meeting
5 Monday,
11/05/012
Developing World*
#44, The women’s crusade
#47, Educating girls, unlocking development
#52, Women’s rights as human rights
Handelman
Ch. 5, Women and Development
Collection of the assignment
The following weekly learning outcomes will be addressed:
a. To understand the extent to which females have been primary victims of underdevelopment but also can be key players is solving development problems
b. To understand the many restrictions causing women to have fewer educational opportunities and lower literacy rates than men.
c. To understand GEM (Gender Empowerment Measures) tables and what variables they measure
d. To recognize the various ways that influences of the west and modernity have impacted female status in developing countries.
e. To be able to discuss the changing status of women in various political contexts in developing countries.
Meeting 6 Monday,
11/12/012
Developing World*
#3, The new population bomb
#9, Cotton: the huge moral issue
#14, The politics of hunger Handelman
Ch. 6, Agrarian Reform and the Politics of Rural Change
Writing Assignment (see Study Guides) due Next Class;
- Please do not procrastinate
The following weekly learning outcomes will be addressed:
a. To recognize the great percentage of impoverished people in developing countries who live in rural farming areas, not in cities. (chap. 6)
b. To understand the significant inequities in rural land ownership patterns in developing countries. (chap. 6)
c. To recognize and understand the barriers faced by the rural poor in trying to better their lives, including their normally limited role in politics. (chap. 6)
d. To understand the types of agrarian reform and land redistribution programs that have been tried in various countries, and how they have fared. (chap. 6)
e. To recognize the large scale continuing migration from rural areas to growing cities and to realize the massive poverty and joblessness in those cities (chap. 7)
f. To understand various strategies for dealing with massive urban poverty, joblessness, and poor housing in developing countries. (chap. 7)
g. To understand the various ways the urban poor can and do influence politics in their country. (chap. 7)
Meeting 7
Monday,
11/19/012
Strayer University Learning Resources Center **
A rainbow of revolutions. (2006, January 21). Economist, 378, 23-25. Retrieved from Ebsco-Host database.
Irreconcilable differences. (2010, July 10). Economist, 396, 39-40. Retrieved from Ebsco-Host database.
Vanden Heuvel, K. & Cohen, S. F. (2009, November 16). Gorbachev on 1989. Nation, pp. 11 - 16. Retrieved from Ebsco-Host database. Second Test
Handelman
Ch. 7, Rapid Urbanization and the Politics of the Urban Poor
Collection of the assignment
The following weekly learning outcomes will be addressed:
a. To recognize the large scale continuing migration from rural areas to growing cities and to realize the massive poverty and joblessness in those cities (chap. 7);
b. To understand various strategies for dealing with massive urban poverty, joblessness, and poor housing in developing countries. (chap. 7);
c. To understand the various ways the urban poor can and do influence politics in their country. (chap. 7)
Meeting 8 Monday,
11/26/012
Developing World*
#28, In Sri Lanka, the triumph of vulgar patriotism
Strayer University, Learning Resources Center **
Main, A. (2010, Jan/Feb) A new chapter of engagement: Obama and the Honduran coup. NACLA Report on the Americas, 43, 15-21. Retrieved from EBSCO-Host Database. Englehart, N. A. (2010, Spring) Giving up the Burma fantasy. Dissent, pp. 10 -1 4. Retrieved from EBSCO-Host Database
Handelman
Ch. 8, Revolutionary Change
- Cheating will be negatively and severely punished.
- I will give the points to those who will complete their study guides and have their binders in order
The following weekly learning outcomes will be addressed:
a. To recognize the extent to which revolutionary change has threatened and happened in developing countries over the past century
b. To examine and understand the scholarly discussion of how “revolution” should be defined.
c. To understand different theories of revolution and its underlying causes
d. To be able to discuss key issues and patterns of revolution in poor countries such as popular support, the factors the make peasants rebel, and revolutionary leadership
e. To examine the evidence as to how revolutionaries fare once they have gained control of the government
Meeting 9 Monday,
12/03/012
Handelman
Ch. 9, Soldiers and Politics Collection of the assignment
The following weekly learning outcomes will be addressed:
a. To recognize that many governments in developing countries either were or are military regimes.
b. To recognize that soldiers in developing countries often ignore any dividing line between military and political activity.
c. To understand the causes of military intervention into civil society and government in developing countries.
d. To examine the conduct and policies of military regimes.
e. To be able to identify and discuss the “personalistic” military regime and the various types of institutional military regimes.
f. To understand the varied legacies of military regimes.
g. To identify the diverse causes for military regimes to withdraw from governance.
Meeting 10 Monday,
12/10/012
Developing World*
#7, A tiger despite the chains: the state of reform in India
#39, The world’s water challenge
#41, Soot from Third World stoves is new target in climate fight
Ch. 10, The Political Economy of Third World Development
Course Review for the Final Exam
The following weekly learning outcomes will be addressed:
a. To understand the diverse, dynamic interaction between political and economic institutions in developing countries.
b. To understand alternative roles of the state in developing policies stimulate economic and industrial development
c. To learn key concepts and terms related to political economy, such as “command economy”, statism, ISI programs, EOI programs, and the “developmental state”, and the “neoclassical” approach to development
d. To become familiar with regional trends and developments that illustrate some of these concepts.
e. To understand the key environmental issues as they relate to Third World development.
Meeting 11
Monday,
12/17/012
.FINAL EXAM will cover all the chapters and I will give the questionnaire - It will cover all the chapters and I will give the questionnaire
- Cheating will be negatively and severely punished
- I will give the points to those who will complete their study guides and have their binders in order
COURSE REQUIREMENTS AND TEACHING STRATEGIES
This course will be conducted via lectures and discussions based on the text and supplemental materials, group exercises to practice negotiation principles, and individual assignments. Group discussions and assignments are designed to enhance collaborative learning and exercise the techniques and considerations presented in the course. Student comprehension of course content will be assessed through examinations, group exercise assignments, individual research on current topics, and active participation in class discussion.
1. Mid-term examination
2. Final examination
3. Completion of all written and oral assignments
4. Active class participation
5. Regular class attendance
V. EVALUATION METHODS
Total Final Grade 100 % Mid-Term Examination (Test #1) 20 %
Test #2 20 %
Weekly Writing Assignments (Study Guides completion) 20 %
Final Examination 20 %
Class attendance 10 %
Class Participation 10 %
Grading Scale
90-100
A
80-89
B
70-79
C
60-69
D
Below 60
F
I. COURSE REFERENCES
Selected Bibliography
Audi, Robert. Business Ethics and Ethical Business, New York, NY: Oxford University Press. 2009.
Bentley, Jerry H. and Ziegler, Herb F. Traditions Encounters. A Global Perspective on the Past. Volume II: From 1500 to the Present, Third Edition, New York, NY: McGraw Hill, 2006.
Carpenter, Charli (ed.). Born of War: Protecting Children of Sexual Violence Survivors in Conflict Zones. Bloomfileld, CT: Kumarian Press, 2007.
Cleary, Edward. Mobilizing for Human Rights in Latin America. Bloomfileld, CT: Kumarian Press, 2007.
Crone, James. How We Can Solve Our Social Problems? Thousand Oaks, CA: Sage Publications 2007.
Daley-Harris, Sam and Awimbo, Anna (eds). More Pathways Out of Poverty. Bloomfileld, CT: Kumarian Press, 2006.
De Beauvoir, Simon, The Second Sex, A New Translation of the Landmark Classic by
Constance Bond and Sheila Malavony-Chevalier/Introduction by Judith Thurman, New York, NY: Alfred A. Knopf, 2010
Dowla, Asif and Dipal Barua. The Poor Always Pay Back. The Grameen II Story. Bloomfield, CT: Kumarian Press, 2006.
Duffield, M. (2001). Global governance and the new wars: the merging of development and security. London: Zed Books.
Eade, Deborah and Vaux (eds), Tony. Development and Humanitarianism: Practical Issues. Bloomfileld, CT: Kumarian Press, 2007.
Eriksen, Thomas H. Globalization: The Key Concepts. New York, NY: Macmillan, 2007.
Farmer, Paul. Pathology of Power: Health, Human Rights and the New War on the Poor.
Berkeley and Los Angels, CA: University of California Press, 2005.
Forbes, Steve and Ames, Elizabeth. How Capitalism Will Save Us. Why Free People and Free Markets are the Best Answer in Today’s Economy. New York, NY: Crown Business, 2009.
Gaubatz, David P and Sperry, Paul. Muslim Mafia: Inside the Secret Underworld that’s Conspiring to Islamize America, WND Book. Los Angels, CA: WorldNetDaily, 2009.
Ibister, John. Promises Not Kept. Poverty and the Betrayal of Third World Development. Seven Edition. Bloomfileld, CT: Kumarian Press, 2006.
Ikerd, John E. Sustainable Capitalism. A Matter of Common Sense. Bloomfileld, CT: Kumarian Press, 2005.
Krakowski, Michael. Attacking Poverty: What Makes Growth Pro-Poor? Portland, OR: ISBS, 2007
Mokoli, Mondonga M. Social Justice and Ethical Dilemmas Notes: A Contribution to Development Studies. Ann Arbor, MI: XanEdu: Spring 2011
Mokoli, Mondonga M., The Principles of Sociology Notes, Ann Arbor, MI: XanEdu, Spring 2011.
Mokoli, Mondonga and Binswanger, Hans P. “Prerequisites for Development-Oriented
State in the Democratic Republic of the Congo.” Policy Research Working Paper, no 2018, Washington, DC: The World Bank, November 1998. Mokoli, Mondonga M. “Le Transport Urbain et le Developpement Integre au Zaire avec
Reference a Lubumbashi,” New Delhi, India: CODATU VII, February, 12-16, 1996.
Mokoli, Mondonga M. The Transition Towards Democracy in Post-1990 Zaire:
Contradictions and Dilemma, Lanham, MD: University Press of America, 1997.
Mokoli, Mondonga M. State Against Development: The Experience of Post- 1965 Zaire, Westport, CT: Greenwood Press, 1992. Moore, Barrington, Jr. Social Origins of Dictatorship and Democracy: Lord and Peasant in the Modern World. USA: Beacon, 1966.
Norwine, J. and Gonzales, A. eds., The Third World States of Mind and Being, Boston, MA: Unwin Hyman, 1988.
Odekon, Mehemet (ed.). Encyclopedia of World Poverty. Thousand Oaks, CA: Sage Publications, 2006.
Potter R. B., Geographies of Development: an introduction to Development Studies. 3rd Ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2008.
Rapley, J., Understanding Development: Theory and Practice in the Third World. Boulder, Colorado: Lynne Reinner Publishers, 2007.
Robbins, R, Global Problems and the Culture of Capitalism, 4th Ed. Boston: Allyn and Bacon, 2007.
Rosset, Peter M. Food is Different: Why the WTO Should Get out of Agriculture. NewYork, NY: Macmillan, 2007.
Sen, A, Development as Freedom. New York, NY: Anchor, 2000.
Sen, Gita and Grown, Caren. Development, Crises, and Alternatives Visions: Third
World Women Perspectives, New York, NY: Monthly Review Press, 1987.
Spicker, Paul. The Idea of Poverty. Portland, OR: ISBS, 2007.
Sygall, Susan and Heinicke-Motsch, Karen. (eds.), Building an Inclusive
Development Community: A Manual on Including People with Disabilities in International Development Programs. Bloomfileld, CT: Kumarian Press, 2004.
Tiessen, Rebecca. Everywhere/Nowhere. Gender mainstreaming in Development Agencies. Bloomfileld, CT: Kumarian Press, 2007.
Trimberger, Ellen Kay. Revolution from Above: Military Bureaucrats and
Development in Japan, Turkey, Egypt, and Peru. NJ: Transaction Books, 1978.
Uvin, Peter. Aiding Violence: The Development Enterprise in Rwanda. Bloomfileld, CT: Kumarian Press, 1996.
Weaver, James H et al. Achieving Broad-based Sustainable Development:
Governance, Environment and Growth with Equity. Bloomfileld, CT: Kumarian Press, 1996.
Foreign Affairs (periodical)
The Journal of Third World Affairs The Economist (Magazine) The Middle East Journal (Periodical)
The New Republic (Magazine)
Foreign Policy (Periodical)
VII. UNIVERSITY NOTICES
Honor Pledge
All work submitted for this course is subject to the University’s Academic Integrity Policy available in the Student Handbook and the University’s Honor Pledge, printed below:
I have read and understand Strayer University’s Academic Integrity Policy. I promise to conduct myself with integrity in the submission of all academic work to the University and will not give or receive unauthorized assistance for the completion of assignments, research papers, examinations or other work. I understand that violations of the Academic Integrity Policy will lead to disciplinary action against me, up to and including suspension or expulsion from the University. I understand that all students play a role in preserving the academic integrity of the University and have an obligation to report violations of the Academic Integrity Policy committed by other students.
Academic Integrity
Strayer University holds its students to high standards of academic integrity and will not tolerate acts of falsification, misrepresentation or deception. Such acts of intellectual dishonesty include, but are not limited to, cheating or copying, fabricating data or citations, stealing examinations, the unauthorized use of instructor editions of textbooks, taking an exam for another student or having another student take an exam intended for oneself, tampering with the academic work of another student, submitting another’s work as one’s own, facilitating other students’ acts of academic dishonesty, using internet sources without citation and plagiarizing.
Plagiarism
Plagiarism means the act of passing off the work or ideas of another person as one’s own. Plagiarism can be either intentional (for example, downloading a research paper from the Internet and submitting it as one’s original work), or unintentional (for example, the single improper citation of another person’s statement). Both forms of plagiarism are unacceptable at Strayer University, but the penalties may vary with the type and seriousness of the infraction.
Course Participation Guidelines for Students
The University encourages open discussion within its courses and often asks students to draw from personal experience in their responses to course assignments. Though such information should be used only for educational purposes, the University cannot guarantee that such information will remain confidential. Students are responsible for knowing the applicable polices of their employers and others with regard to the sharing of confidential information and using appropriate discretion. Additional care should be used when posting to online discussion boards where written comments are preserved. The University is not legally responsible for any inappropriate postings through its online discussion boards (i.e. those that violate University policy, defame another person, etc.). In order to preserve an open discussion within the classroom environment, students may choose to not specifically identify their current or previous employers by name or withhold other similar identifying information. Questions or concerns regarding this policy should be directed to the course instructor or the applicable Campus Dean, Strayer University Online Dean of Students or the Dean of Student Affairs.
Attendance Policy
Students are expected to attend all regularly scheduled classes. Should absences be necessary, students are responsible for the material covered during the absences. Faculty cannot grant requests for excessive amounts of make-up material, and they may request written documentation detailing the reason for the absences.
Excessive absences make it almost impossible for a student to meet the academic objectives of a course; they frequently cause a student to receive a lower grade, even though, the absences were unavoidable.
Strayer University requires all faculty members to take attendance during each class period and to records it accurately on their permanent roster. This data is available for verification of attendance by the appropriate governmental agencies and educational accrediting organizations.
A student who is absent from four consecutive class meetings, excluding holidays and emergency cancellation of classes, will be withdrawn automatically from that course. A student will be withdrawn automatically from a mini-session course when he/she misses two consecutively scheduled class meetings.
APA Style
Strayer University uses the APA (American Psychological Association) Writing Style in all its courses which require a Paper or Essay. Instructors provide information on some useful resources in the course.
Grade Dispute Policy
If you have questions with regard to the grading policies in this course, please contact the instructor for clarification. Questions on the final grades received in this course should be directed to the instructor of the course. In the event you still seek to dispute the final grades after contacting the instructor, please go to the Online Help Center to record your grievance and requesting an action on it. For further information, please see the Student Handbook.
Inclement Weather Policy
In the event of inclement weather, consult the Strayer University student website at http://studentserver.strayer.edu for information on University closings and delays.
VIII. UNIVERSITY SERVICES
Learning Resources/Library
A variety of learning resources designed to help students succeed academically is available through the Strayer University Library or Learning Resources Center (LRC). Each campus LRC offers print resources, books, and periodicals for research. Circulating books located at any LRC may be requested for use through the LRC Manager.
Library resources are also available online, and can be accessed from any computer connected to Internet through the Resource tab located on the e-College course web pages. The Library’s online databases and other research resources can be accessed through the University’s website at http://online.strayer.edu/lrs/resourcecenter/home.htm. These web pages provide thousands of full text periodicals, over 50,000 electronic books, radio and TV transcripts, the complete Encyclopedia Britannica, access to the Strayer University Library catalog, online tutorials, and useful links to Internet resources. A tour, if possible, of the LRC is highly recommended and can be scheduled through your LRC Specialist.
Tutoring Services
Tutoring is offered for undergraduate level courses in subject areas such as English, writing skills development, mathematics, accounting and computer information systems. All students have access to these free tutoring services-whether they are taking classes at a brick-and-mortar campus or via Strayer Online. Tutoring services are provided by either a full-time or part-time faculty member with a strong background in the subject area in which he or she is tutoring.
Campus based tutoring schedules vary slightly, but typically tutoring services are available Monday through Friday in the late afternoon and Saturday mornings in order to accommodate the needs of our student body. Students should check with their Academics Office for a tutoring schedule and information on how to schedule an appointment.
Notice to Students with Disabilities
Strayer University welcomes students with disabilities and provides reasonable accommodations and auxiliary aids and services in accordance with applicable law. A disabled student is not required to disclose his/her disability to the University unless the student wishes the University to provide a reasonable accommodation. If you desire accommodation for a disability in this course and have not already contacted the office of the Dean of Student Affairs with your request, please do so immediately. Requests may be submitted to: 1133 Fifteenth Street, NW, Suite 300, Washington, D.C. 20005, Phone: (202) 419-0400, Fax: (202) 419-1423.
Security on Campus
Any person in immediate danger due to crime or emergency while on University property should contact local police immediately by dialing 911. When the emergency has subsided, the victim should also report the incident as soon as possible to the Campus Director of the location where the incident occurred. The University’s Campus Security Report is available on the Strayer University student website at http://studentserver.strayer.edu.
Turnitin
Due to Strayer University’s firm belief in upholding academic integrity and honesty, a contract has been signed with “Turnitin”, which is plagiarism detection software. Certain courses may include Essays/Research Papers as assessment items, which serve to evaluate not only the effectiveness of a student’s writing skills, but also a student’s research skills (including proper citations and use of sources/references), critical-thinking skills, and ability to provide strong argument to support and defend their point-of-view. In order to effectively (and fairly) measure these attributes in a student, it is important to know that the student has submitted an original work. This is where the Turnitin feature is utilized. Students are allowed to run their Essay/Research Paper through this software themselves to detect any unintentional (or, intentional) plagiarism and then make the necessary changes before making the final submission to their Instructor for grading. This opportunity allows the students to make corrections in their paper and submit an original work. The Instructor reserves the right to run the students’ work through this utility again and, in the event of finding any level of plagiarism, may use his/her discretion to grade the students’ work.
Addendum
Please attend the class meetings on time and regularly; do not come late and/or leave early, do not skip the class meetings, and turn off your computers, cell phones and other electronic devices during the class meetings. Attendance will be taken at the end of the class meeting. If you leave before attendance is taken, you will be marked absent. The Dean will be kept informed of your absence and will take appropriate administrative actions. Attendance and active participation in the class discussions cost 10 % of the total points and I would like you to earn all these 10 %.
About the Professor
Prof. Mokoli is a Senior Sociologist, an “Agrege” in Education and a Fulbright Scholar. He holds a Ph.D. in Sociology with an interdisciplinary specialization in Development Studies, Micro-politics of Developooment, Sociological Theories and Qualitative Methodology from American University, in Washington, DC, where he also taught. He taught at the Northern Virginia Community College (NOVA), as well.
But prior to teaching at the above institutions, Dr. Mokoli worked for many years for the Ministry of Education at the University of Lubumbashi in Zaire (DR Congo), where he rose to the rank of Full Professor. In addition to his teaching and research workloads, he served in administrative and managerial capacities, including Vice-Dean (Associate Dean) of the Law School, Director of the Interdisciplinary Center for Development (with the rank of Dean), Research Advisor to the President of the university, Director of a Multifaceted Integrated Development Project, and Development Strategist. Moreover, Dr. Mokoli worked with and for the poor at the grassroots levels to facilitate their empowerment and the improvement of their living standards. He served (and continues to serve on call) as a Researcher-Consultant for many international development institutions, including the World Bank He is the author of several books, textbooks, journal articles, and reports.
Prof. Mokoli currently distills knowledge and teaches at Marymount University and Strayer University in Arlington, Virginia (USA). He has earned several awards and honors throughout his career. He has also participated in many national and international academic and development conferences and other fora. Prof. Mokoli highly values your education and he has a high expectation for your success. He looks forward to teaching you and learning from your breadth of experience!
Please see Part II of this Syllabus
Prerequisite: SOC100 or Instructor’s permission
Quarter: Fall 2012 (10/08/2012 – 12/23/2012)
Meeting Days/Time: Monday, 6:00 PM – 9:45PM
Room # 308
INSTRUCTIONAL MATERIAL
1. Handelman, H. (2011). SOC 300: The Challenge of Third World Development: 2011 Custom Edition (6th ed.). Boston, MA: Longman – Pearson Custom Publishing.
2. Griffiths, R. J. (Ed.). (2011). SOC300: Developing World 11/12: 2011 custom edition (21st ed.). New York: McGraw-Hill.
3. Mokoli, Mondonga M. “Summary Hand-written Notes from The Challenge of Third World Development,” Fall 2012.
4, Mokoli, Mondonga M. “PowerPoint …show more content…
Notes from the Challenge of Third World
Development,” Fall 2012.
NB: Please watch and listen to the international news on BBC, CNN, Al-Jazera, Radio France Internationale, and other Channels.
I. COURSE DESCRIPTION
Analyzes the main cultural strata in selected societies of the Third World. Emphasizes their unique historical background and development, their traditional ethos, national characteristics, family structures and religious beliefs, as well as their political, economic, and foreign policy views.
II. EXPECTED LEARNING OUTCOMES
Upon the successful completion of this course, the student will be able to:
a. Identify the sociological terms, concepts, and issues currently related to the study of developing nations, and discuss the varied impact of modernization on developing countries that are mainly agricultural.
b. Recognize the impact of environmental degradation and population explosion on the quality of life of both developing countries and the industrial world.
c. Discuss the heritage of Africa, Asia and Latin America and the developing countries in those regions, and evaluate the relationships that the United States and other developed countries have with these regions.
d. Recognize and discuss the growing role of women in developing countries and the significance of education for the status of women.
e. Analyze the role of political culture and the various forms of government in developing countries—including problems of fledgling democracy, autocracy, tribalism, ethnic conflict, revolutions, military regimes, and military coups, with an emphasis on the responsibility that the United States and other developed countries assume in helping countries with these diverse political systems.
f. Recognize and discuss the background and role of religion in developing countries, including the growing importance of fundamentalism as an international issue, and the varied ways that these factors shape strategies for improved development.
g. Recognize and discuss the impact of information technology (IT) for growth and development, with an emphasis on the role that IT might play for democratization of information.
h. Communicate ideas about the sociology of developing countries in writing.
i. Identify the cultural, economic and political context of information resources and interpret information in light of that context.
j. After taking the plagiarism module, students will be able to define plagiarism and Strayer University’s academic integrity policy. Students will also demonstrate knowledge of APA guidelines and how to avoid plagiarism in their assignments.
k. Independently gather, evaluate, and integrate appropriate information from a variety of sources to draw conclusions and/or to support a position. Use this information to write a coherent paper or report, correctly documented in APA format. .
III. COURSE OUTLINE with EXPECTED WEEKLY LEARNING OUTCOMES
You are required to have your textbook no later than the 3rd class meeting. The Dean requires that those of you who will not have their textbook at the third class meeting be sent to her.
You will earn extra credit if you attend the workshops.
I will invite a Guest Speaker who will come to give a talk at one of the class meetings.
I advise you to turn off all your electronic devices (cell phones, pages, text messaging, laptops, etc) during our weekly scheduled class period out of common courtesy.
DATE
CHAPTERS
INFORMATION
Meeting 1
Monday,
10/08/012 Developing World*
#1, The new face of development
#4, The ideology of development
#12, The new colonialists Handelman
Ch. 1, Understanding Underdevelopment -Writing Assignment (see Study Guides) due Next Class
--Please do not procrastinate.
The following weekly learning outcomes will be addressed:
a. To understand what is meant by terms like “underdeveloped” or “LDC” (less developed country”) or “Third World”.
b. To understand the various types of underdevelopment and the various ways they are measured.
c. To understand Modernization and Dependency theories as ways approaching and analyzing underdevelopment.
d. To learn some of the basic concepts, terms, and problems in the sociology of developing nations.
e. To be able to consider these issues in terms of contemporary situations and events.
Meeting 2
Monday,
10/15/012
Developing World*
#2, How development leads to democracy
#27, Crying for freedom
#35, The return of continuismo?
Handelman
Ch. 2, Democratic Change and the Change to Democracy
Collection of the first assignment
The following weekly learning outcomes will be addressed:
a. To learn the various ways of defining and understanding “democracy”.
b. To identify characteristics which make changing to democracy easier or more difficult;
c. To understand the many issues involved in democratic transition and consolidation.
d. To understand the nature of authoritarian rule and how it is justified.
e. To understand what is meant by “the Third Wave” and to understand the “Third Waves causes, effects, and consequences.
f. To be able to identify and discuss the various prerequisites and barriers for democracy in individual countries
Meeting 3 Monday,
10/22/012
Developing World*
#31, Moderates redefined: how to deal with political Islam
#32, The Islamists are not coming
#33, The transformation of Hamas
Handelman
Ch. 3, Religion and Politics
Writing Assignment (see Study Guides) due Next Class;
- Please do not procrastinate
The following weekly learning outcomes will be addressed:
a. To be able to understand the debate as to how religion can fit in modernization theory or dependency theory
b. To develop an understanding of the debate as to whether secularization is essential to development.
c. To understand the diverse relations between religious institutions and political institutions in countries around the globe.
d. To identify the great religions which exist in different parts of the Third World;
e. To understand movements and traditions in various religions as they relate to current political contexts
f. Exploring the issue of religious fundamentalism in various cultures and how it influences modern politics.
Meeting 4
Monday,
10/29/012
Developing World*
#21,Africa’s forever wars
#22, The most dangerous place in the world
#26, Call in the blue helmets
Mid-term Exam (First Test)
Handelman
Ch.
4, The Politics of Cultural Pluralism and Ethnic Conflict
- Cheating will be negatively and severely punished.
- I will give the points to those who will complete their study guides and have their binders in order
The following weekly learning outcomes will be addressed:
a. To recognize the growing problems of ethnic tensions and violence in the developing world.
b. To be able to define “ethnicity” as a social construction and to be able to discuss recent and current examples of ethnic hostilities
c. To understand the multiethnic diversity of many developing countries.
d. To understand the categories of nationality, tribe, race, and religion as they relate to ethnicity.
e. To recognize the shortcomings of modernization theory and dependency theory in approaching ethnic tensions as an issue for developing countries.
f. To understand the different levels of interethnic conflict in developing countries.
g. To learn and be able to discuss the key terms and concepts related to the issue of ethnicity in developing countries.
h. To understand different types of solutions for dealing with ethnic hostilities in developing countries—and some of the possible outcomes from attempted solutions
Meeting
5 Monday,
11/05/012
Developing World*
#44, The women’s crusade
#47, Educating girls, unlocking development
#52, Women’s rights as human rights
Handelman
Ch. 5, Women and Development
Collection of the assignment
The following weekly learning outcomes will be addressed:
a. To understand the extent to which females have been primary victims of underdevelopment but also can be key players is solving development problems
b. To understand the many restrictions causing women to have fewer educational opportunities and lower literacy rates than men.
c. To understand GEM (Gender Empowerment Measures) tables and what variables they measure
d. To recognize the various ways that influences of the west and modernity have impacted female status in developing countries.
e. To be able to discuss the changing status of women in various political contexts in developing countries.
Meeting 6 Monday,
11/12/012
Developing World*
#3, The new population bomb
#9, Cotton: the huge moral issue
#14, The politics of hunger Handelman
Ch. 6, Agrarian Reform and the Politics of Rural Change
Writing Assignment (see Study Guides) due Next Class;
- Please do not procrastinate
The following weekly learning outcomes will be addressed:
a. To recognize the great percentage of impoverished people in developing countries who live in rural farming areas, not in cities. (chap. 6)
b. To understand the significant inequities in rural land ownership patterns in developing countries. (chap. 6)
c. To recognize and understand the barriers faced by the rural poor in trying to better their lives, including their normally limited role in politics. (chap. 6)
d. To understand the types of agrarian reform and land redistribution programs that have been tried in various countries, and how they have fared. (chap. 6)
e. To recognize the large scale continuing migration from rural areas to growing cities and to realize the massive poverty and joblessness in those cities (chap. 7)
f. To understand various strategies for dealing with massive urban poverty, joblessness, and poor housing in developing countries. (chap. 7)
g. To understand the various ways the urban poor can and do influence politics in their country. (chap. 7)
Meeting 7
Monday,
11/19/012
Strayer University Learning Resources Center **
A rainbow of revolutions. (2006, January 21). Economist, 378, 23-25. Retrieved from Ebsco-Host database.
Irreconcilable differences. (2010, July 10). Economist, 396, 39-40. Retrieved from Ebsco-Host database.
Vanden Heuvel, K. & Cohen, S. F. (2009, November 16). Gorbachev on 1989. Nation, pp. 11 - 16. Retrieved from Ebsco-Host database. Second Test
Handelman
Ch. 7, Rapid Urbanization and the Politics of the Urban Poor
Collection of the assignment
The following weekly learning outcomes will be addressed:
a. To recognize the large scale continuing migration from rural areas to growing cities and to realize the massive poverty and joblessness in those cities (chap. 7);
b. To understand various strategies for dealing with massive urban poverty, joblessness, and poor housing in developing countries. (chap. 7);
c. To understand the various ways the urban poor can and do influence politics in their country. (chap. 7)
Meeting 8 Monday,
11/26/012
Developing World*
#28, In Sri Lanka, the triumph of vulgar patriotism
Strayer University, Learning Resources Center **
Main, A. (2010, Jan/Feb) A new chapter of engagement: Obama and the Honduran coup. NACLA Report on the Americas, 43, 15-21. Retrieved from EBSCO-Host Database. Englehart, N. A. (2010, Spring) Giving up the Burma fantasy. Dissent, pp. 10 -1 4. Retrieved from EBSCO-Host Database
Handelman
Ch. 8, Revolutionary Change
- Cheating will be negatively and severely punished.
- I will give the points to those who will complete their study guides and have their binders in order
The following weekly learning outcomes will be addressed:
a. To recognize the extent to which revolutionary change has threatened and happened in developing countries over the past century
b. To examine and understand the scholarly discussion of how “revolution” should be defined.
c. To understand different theories of revolution and its underlying causes
d. To be able to discuss key issues and patterns of revolution in poor countries such as popular support, the factors the make peasants rebel, and revolutionary leadership
e. To examine the evidence as to how revolutionaries fare once they have gained control of the government
Meeting 9 Monday,
12/03/012
Handelman
Ch. 9, Soldiers and Politics Collection of the assignment
The following weekly learning outcomes will be addressed:
a. To recognize that many governments in developing countries either were or are military regimes.
b. To recognize that soldiers in developing countries often ignore any dividing line between military and political activity.
c. To understand the causes of military intervention into civil society and government in developing countries.
d. To examine the conduct and policies of military regimes.
e. To be able to identify and discuss the “personalistic” military regime and the various types of institutional military regimes.
f. To understand the varied legacies of military regimes.
g. To identify the diverse causes for military regimes to withdraw from governance.
Meeting 10 Monday,
12/10/012
Developing World*
#7, A tiger despite the chains: the state of reform in India
#39, The world’s water challenge
#41, Soot from Third World stoves is new target in climate fight
Ch. 10, The Political Economy of Third World Development
Course Review for the Final Exam
The following weekly learning outcomes will be addressed:
a. To understand the diverse, dynamic interaction between political and economic institutions in developing countries.
b. To understand alternative roles of the state in developing policies stimulate economic and industrial development
c. To learn key concepts and terms related to political economy, such as “command economy”, statism, ISI programs, EOI programs, and the “developmental state”, and the “neoclassical” approach to development
d. To become familiar with regional trends and developments that illustrate some of these concepts.
e. To understand the key environmental issues as they relate to Third World development.
Meeting 11
Monday,
12/17/012
.FINAL EXAM will cover all the chapters and I will give the questionnaire - It will cover all the chapters and I will give the questionnaire
- Cheating will be negatively and severely punished
- I will give the points to those who will complete their study guides and have their binders in order
COURSE REQUIREMENTS AND TEACHING STRATEGIES
This course will be conducted via lectures and discussions based on the text and supplemental materials, group exercises to practice negotiation principles, and individual assignments. Group discussions and assignments are designed to enhance collaborative learning and exercise the techniques and considerations presented in the course. Student comprehension of course content will be assessed through examinations, group exercise assignments, individual research on current topics, and active participation in class discussion.
1. Mid-term examination
2. Final examination
3. Completion of all written and oral assignments
4. Active class participation
5. Regular class attendance
V. EVALUATION METHODS
Total Final Grade 100 % Mid-Term Examination (Test #1) 20 %
Test #2 20 %
Weekly Writing Assignments (Study Guides completion) 20 %
Final Examination 20 %
Class attendance 10 %
Class Participation 10 %
Grading Scale
90-100
A
80-89
B
70-79
C
60-69
D
Below 60
F
I. COURSE REFERENCES
Selected Bibliography
Audi, Robert. Business Ethics and Ethical Business, New York, NY: Oxford University Press. 2009.
Bentley, Jerry H. and Ziegler, Herb F. Traditions Encounters. A Global Perspective on the Past. Volume II: From 1500 to the Present, Third Edition, New York, NY: McGraw Hill, 2006.
Carpenter, Charli (ed.). Born of War: Protecting Children of Sexual Violence Survivors in Conflict Zones. Bloomfileld, CT: Kumarian Press, 2007.
Cleary, Edward. Mobilizing for Human Rights in Latin America. Bloomfileld, CT: Kumarian Press, 2007.
Crone, James. How We Can Solve Our Social Problems? Thousand Oaks, CA: Sage Publications 2007.
Daley-Harris, Sam and Awimbo, Anna (eds). More Pathways Out of Poverty. Bloomfileld, CT: Kumarian Press, 2006.
De Beauvoir, Simon, The Second Sex, A New Translation of the Landmark Classic by
Constance Bond and Sheila Malavony-Chevalier/Introduction by Judith Thurman, New York, NY: Alfred A. Knopf, 2010
Dowla, Asif and Dipal Barua. The Poor Always Pay Back. The Grameen II Story. Bloomfield, CT: Kumarian Press, 2006.
Duffield, M. (2001). Global governance and the new wars: the merging of development and security. London: Zed Books.
Eade, Deborah and Vaux (eds), Tony. Development and Humanitarianism: Practical Issues. Bloomfileld, CT: Kumarian Press, 2007.
Eriksen, Thomas H. Globalization: The Key Concepts. New York, NY: Macmillan, 2007.
Farmer, Paul. Pathology of Power: Health, Human Rights and the New War on the Poor.
Berkeley and Los Angels, CA: University of California Press, 2005.
Forbes, Steve and Ames, Elizabeth. How Capitalism Will Save Us. Why Free People and Free Markets are the Best Answer in Today’s Economy. New York, NY: Crown Business, 2009.
Gaubatz, David P and Sperry, Paul. Muslim Mafia: Inside the Secret Underworld that’s Conspiring to Islamize America, WND Book. Los Angels, CA: WorldNetDaily, 2009.
Ibister, John. Promises Not Kept. Poverty and the Betrayal of Third World Development. Seven Edition. Bloomfileld, CT: Kumarian Press, 2006.
Ikerd, John E. Sustainable Capitalism. A Matter of Common Sense. Bloomfileld, CT: Kumarian Press, 2005.
Krakowski, Michael. Attacking Poverty: What Makes Growth Pro-Poor? Portland, OR: ISBS, 2007
Mokoli, Mondonga M. Social Justice and Ethical Dilemmas Notes: A Contribution to Development Studies. Ann Arbor, MI: XanEdu: Spring 2011
Mokoli, Mondonga M., The Principles of Sociology Notes, Ann Arbor, MI: XanEdu, Spring 2011.
Mokoli, Mondonga and Binswanger, Hans P. “Prerequisites for Development-Oriented
State in the Democratic Republic of the Congo.” Policy Research Working Paper, no 2018, Washington, DC: The World Bank, November 1998. Mokoli, Mondonga M. “Le Transport Urbain et le Developpement Integre au Zaire avec
Reference a Lubumbashi,” New Delhi, India: CODATU VII, February, 12-16, 1996.
Mokoli, Mondonga M. The Transition Towards Democracy in Post-1990 Zaire:
Contradictions and Dilemma, Lanham, MD: University Press of America, 1997.
Mokoli, Mondonga M. State Against Development: The Experience of Post- 1965 Zaire, Westport, CT: Greenwood Press, 1992. Moore, Barrington, Jr. Social Origins of Dictatorship and Democracy: Lord and Peasant in the Modern World. USA: Beacon, 1966.
Norwine, J. and Gonzales, A. eds., The Third World States of Mind and Being, Boston, MA: Unwin Hyman, 1988.
Odekon, Mehemet (ed.). Encyclopedia of World Poverty. Thousand Oaks, CA: Sage Publications, 2006.
Potter R. B., Geographies of Development: an introduction to Development Studies. 3rd Ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2008.
Rapley, J., Understanding Development: Theory and Practice in the Third World. Boulder, Colorado: Lynne Reinner Publishers, 2007.
Robbins, R, Global Problems and the Culture of Capitalism, 4th Ed. Boston: Allyn and Bacon, 2007.
Rosset, Peter M. Food is Different: Why the WTO Should Get out of Agriculture. NewYork, NY: Macmillan, 2007.
Sen, A, Development as Freedom. New York, NY: Anchor, 2000.
Sen, Gita and Grown, Caren. Development, Crises, and Alternatives Visions: Third
World Women Perspectives, New York, NY: Monthly Review Press, 1987.
Spicker, Paul. The Idea of Poverty. Portland, OR: ISBS, 2007.
Sygall, Susan and Heinicke-Motsch, Karen. (eds.), Building an Inclusive
Development Community: A Manual on Including People with Disabilities in International Development Programs. Bloomfileld, CT: Kumarian Press, 2004.
Tiessen, Rebecca. Everywhere/Nowhere. Gender mainstreaming in Development Agencies. Bloomfileld, CT: Kumarian Press, 2007.
Trimberger, Ellen Kay. Revolution from Above: Military Bureaucrats and
Development in Japan, Turkey, Egypt, and Peru. NJ: Transaction Books, 1978.
Uvin, Peter. Aiding Violence: The Development Enterprise in Rwanda. Bloomfileld, CT: Kumarian Press, 1996.
Weaver, James H et al. Achieving Broad-based Sustainable Development:
Governance, Environment and Growth with Equity. Bloomfileld, CT: Kumarian Press, 1996.
Foreign Affairs (periodical)
The Journal of Third World Affairs The Economist (Magazine) The Middle East Journal (Periodical)
The New Republic (Magazine)
Foreign Policy (Periodical)
VII. UNIVERSITY NOTICES
Honor Pledge
All work submitted for this course is subject to the University’s Academic Integrity Policy available in the Student Handbook and the University’s Honor Pledge, printed below:
I have read and understand Strayer University’s Academic Integrity Policy. I promise to conduct myself with integrity in the submission of all academic work to the University and will not give or receive unauthorized assistance for the completion of assignments, research papers, examinations or other work. I understand that violations of the Academic Integrity Policy will lead to disciplinary action against me, up to and including suspension or expulsion from the University. I understand that all students play a role in preserving the academic integrity of the University and have an obligation to report violations of the Academic Integrity Policy committed by other students.
Academic Integrity
Strayer University holds its students to high standards of academic integrity and will not tolerate acts of falsification, misrepresentation or deception. Such acts of intellectual dishonesty include, but are not limited to, cheating or copying, fabricating data or citations, stealing examinations, the unauthorized use of instructor editions of textbooks, taking an exam for another student or having another student take an exam intended for oneself, tampering with the academic work of another student, submitting another’s work as one’s own, facilitating other students’ acts of academic dishonesty, using internet sources without citation and plagiarizing.
Plagiarism
Plagiarism means the act of passing off the work or ideas of another person as one’s own. Plagiarism can be either intentional (for example, downloading a research paper from the Internet and submitting it as one’s original work), or unintentional (for example, the single improper citation of another person’s statement). Both forms of plagiarism are unacceptable at Strayer University, but the penalties may vary with the type and seriousness of the infraction.
Course Participation Guidelines for Students
The University encourages open discussion within its courses and often asks students to draw from personal experience in their responses to course assignments. Though such information should be used only for educational purposes, the University cannot guarantee that such information will remain confidential. Students are responsible for knowing the applicable polices of their employers and others with regard to the sharing of confidential information and using appropriate discretion. Additional care should be used when posting to online discussion boards where written comments are preserved. The University is not legally responsible for any inappropriate postings through its online discussion boards (i.e. those that violate University policy, defame another person, etc.). In order to preserve an open discussion within the classroom environment, students may choose to not specifically identify their current or previous employers by name or withhold other similar identifying information. Questions or concerns regarding this policy should be directed to the course instructor or the applicable Campus Dean, Strayer University Online Dean of Students or the Dean of Student Affairs.
Attendance Policy
Students are expected to attend all regularly scheduled classes. Should absences be necessary, students are responsible for the material covered during the absences. Faculty cannot grant requests for excessive amounts of make-up material, and they may request written documentation detailing the reason for the absences.
Excessive absences make it almost impossible for a student to meet the academic objectives of a course; they frequently cause a student to receive a lower grade, even though, the absences were unavoidable.
Strayer University requires all faculty members to take attendance during each class period and to records it accurately on their permanent roster. This data is available for verification of attendance by the appropriate governmental agencies and educational accrediting organizations.
A student who is absent from four consecutive class meetings, excluding holidays and emergency cancellation of classes, will be withdrawn automatically from that course. A student will be withdrawn automatically from a mini-session course when he/she misses two consecutively scheduled class meetings.
APA Style
Strayer University uses the APA (American Psychological Association) Writing Style in all its courses which require a Paper or Essay. Instructors provide information on some useful resources in the course.
Grade Dispute Policy
If you have questions with regard to the grading policies in this course, please contact the instructor for clarification. Questions on the final grades received in this course should be directed to the instructor of the course. In the event you still seek to dispute the final grades after contacting the instructor, please go to the Online Help Center to record your grievance and requesting an action on it. For further information, please see the Student Handbook.
Inclement Weather Policy
In the event of inclement weather, consult the Strayer University student website at http://studentserver.strayer.edu for information on University closings and delays.
VIII. UNIVERSITY SERVICES
Learning Resources/Library
A variety of learning resources designed to help students succeed academically is available through the Strayer University Library or Learning Resources Center (LRC). Each campus LRC offers print resources, books, and periodicals for research. Circulating books located at any LRC may be requested for use through the LRC Manager.
Library resources are also available online, and can be accessed from any computer connected to Internet through the Resource tab located on the e-College course web pages. The Library’s online databases and other research resources can be accessed through the University’s website at http://online.strayer.edu/lrs/resourcecenter/home.htm. These web pages provide thousands of full text periodicals, over 50,000 electronic books, radio and TV transcripts, the complete Encyclopedia Britannica, access to the Strayer University Library catalog, online tutorials, and useful links to Internet resources. A tour, if possible, of the LRC is highly recommended and can be scheduled through your LRC Specialist.
Tutoring Services
Tutoring is offered for undergraduate level courses in subject areas such as English, writing skills development, mathematics, accounting and computer information systems. All students have access to these free tutoring services-whether they are taking classes at a brick-and-mortar campus or via Strayer Online. Tutoring services are provided by either a full-time or part-time faculty member with a strong background in the subject area in which he or she is tutoring.
Campus based tutoring schedules vary slightly, but typically tutoring services are available Monday through Friday in the late afternoon and Saturday mornings in order to accommodate the needs of our student body. Students should check with their Academics Office for a tutoring schedule and information on how to schedule an appointment.
Notice to Students with Disabilities
Strayer University welcomes students with disabilities and provides reasonable accommodations and auxiliary aids and services in accordance with applicable law. A disabled student is not required to disclose his/her disability to the University unless the student wishes the University to provide a reasonable accommodation. If you desire accommodation for a disability in this course and have not already contacted the office of the Dean of Student Affairs with your request, please do so immediately. Requests may be submitted to: 1133 Fifteenth Street, NW, Suite 300, Washington, D.C. 20005, Phone: (202) 419-0400, Fax: (202) 419-1423.
Security on Campus
Any person in immediate danger due to crime or emergency while on University property should contact local police immediately by dialing 911. When the emergency has subsided, the victim should also report the incident as soon as possible to the Campus Director of the location where the incident occurred. The University’s Campus Security Report is available on the Strayer University student website at http://studentserver.strayer.edu.
Turnitin
Due to Strayer University’s firm belief in upholding academic integrity and honesty, a contract has been signed with “Turnitin”, which is plagiarism detection software. Certain courses may include Essays/Research Papers as assessment items, which serve to evaluate not only the effectiveness of a student’s writing skills, but also a student’s research skills (including proper citations and use of sources/references), critical-thinking skills, and ability to provide strong argument to support and defend their point-of-view. In order to effectively (and fairly) measure these attributes in a student, it is important to know that the student has submitted an original work. This is where the Turnitin feature is utilized. Students are allowed to run their Essay/Research Paper through this software themselves to detect any unintentional (or, intentional) plagiarism and then make the necessary changes before making the final submission to their Instructor for grading. This opportunity allows the students to make corrections in their paper and submit an original work. The Instructor reserves the right to run the students’ work through this utility again and, in the event of finding any level of plagiarism, may use his/her discretion to grade the students’ work.
Addendum
Please attend the class meetings on time and regularly; do not come late and/or leave early, do not skip the class meetings, and turn off your computers, cell phones and other electronic devices during the class meetings. Attendance will be taken at the end of the class meeting. If you leave before attendance is taken, you will be marked absent. The Dean will be kept informed of your absence and will take appropriate administrative actions. Attendance and active participation in the class discussions cost 10 % of the total points and I would like you to earn all these 10 %.
About the Professor
Prof. Mokoli is a Senior Sociologist, an “Agrege” in Education and a Fulbright Scholar. He holds a Ph.D. in Sociology with an interdisciplinary specialization in Development Studies, Micro-politics of Developooment, Sociological Theories and Qualitative Methodology from American University, in Washington, DC, where he also taught. He taught at the Northern Virginia Community College (NOVA), as well.
But prior to teaching at the above institutions, Dr. Mokoli worked for many years for the Ministry of Education at the University of Lubumbashi in Zaire (DR Congo), where he rose to the rank of Full Professor. In addition to his teaching and research workloads, he served in administrative and managerial capacities, including Vice-Dean (Associate Dean) of the Law School, Director of the Interdisciplinary Center for Development (with the rank of Dean), Research Advisor to the President of the university, Director of a Multifaceted Integrated Development Project, and Development Strategist. Moreover, Dr. Mokoli worked with and for the poor at the grassroots levels to facilitate their empowerment and the improvement of their living standards. He served (and continues to serve on call) as a Researcher-Consultant for many international development institutions, including the World Bank He is the author of several books, textbooks, journal articles, and reports.
Prof. Mokoli currently distills knowledge and teaches at Marymount University and Strayer University in Arlington, Virginia (USA). He has earned several awards and honors throughout his career. He has also participated in many national and international academic and development conferences and other fora. Prof. Mokoli highly values your education and he has a high expectation for your success. He looks forward to teaching you and learning from your breadth of experience!
Please see Part II of this Syllabus