Wikipedia talk:Education program archive/Rice University/Human Development in Global and Local Communities, Section 1 (Spring 2014)/Course description

Introduction
This course explores deprivations and inequalities in capabilities in global and local communities, and how they are situated in social, institutional, and political economic systems. Of particular focus are racial/ethnic and geographic disparities, gender inequality, and interactions with social norms, work structures, and the environment. For example, human life requires not just market work but also the difficult-to-measure, interdependent, non-market work: childcare, eldercare, and provision for personal needs. Those who work in markets still require that these activities be taken care of, either as their own extra work, by a family member, or a paid helper. In exploring these issues, the course also considers connections with other inequalities, such as ethnicity, race, caste, class, and sexual orientation. Readings consider policies designed to improve standards of living and enhance capabilities of all people.

Course Requirements

 * 1) The readings for this course consist of a series of scholarly articles and excerpts from books. The course will be conducted as a seminar with each class meeting devoted to discussion of the scheduled readings. Although classes may include a brief overview in lecture form, most instruction will be through class discussions focused on the readings. Students are responsible for all material covered in class, including any missed classes.
 * 2) Students are expected to check their Rice email and the course’s OWL-Space site regularly for communications and announcements relating to the course. Key announcements regarding course requirements and expectations will be made through OWL-Space.
 * 3) Throughout the semester, I encourage you to visit me during my office hours with any questions or concerns you may have about class. I am also available for meetings at other times by appointment.

''Any student with a disability requiring accommodations in this course is encouraged to contact me for a confidential discussion. Students with disabilities also need to contact Disability Support Services in the Ley Student Center.''

Technology Policy
Since this is a discussion class, the use of laptops, smart phones, iPads, and other technological devices is not permitted unless approved in advance. Violations, including texting and web browsing with your phone, will be severely penalized.

Course Work and Grading
Your grade will be based on the components listed below. Your final grade will not be a simple average of points, but will also take into consideration such elements as effort, improvement over time, and the quality of participation.

Turning in Assignments: Assignments should be turned in on the course’s OWL-Space site. Students are responsible for checking that their assignments have been posted correctly. If OWL-Space is down, the assignment must be emailed to the instructor by the deadline and then posted subsequently when OWL-Space is back up. Late and unthoughtful comments and responses to course readings will be penalized and assignments posted over three hours late will not receive credit and cannot be made up. Other late submissions will be penalized 1/3 of a grade per day late (e.g. A ==> A- or A− ==> B+). Students must satisfactorily complete the PowerPoint and Wikipedia assignments to pass the course.

Font Size: To receive full credit, students are asked to change the font of all OWL-Space postings to Arial and from extra small to medium (for improved legibility). Points will be automatically deducted for incorrect font or font size. Please make it a practice to check your entry after posting to verify correct font style and size.

Browser: If you use a Mac, you may need to download Firefox to post correctly.

Class Attendance and Participation: 5%
Attendance is required. If you have more than three unexcused absences, your final course grade will be lowered by a third of a grade for each additional missed class. Students should plan to use the three permitted absences for such things as job interviews, athletic games, religious observances, etc. Certain classes on key topics will not qualify for unexcused absences; these will be announced in advance. Students are expected to come to class having completed all the reading assigned for that day and prepared to contribute to discussion. Be prepared to be called upon in class to discuss the readings.

Introductory Postings and Presentations on Course Readings
Students will rotate in writing 200 word introductory comments on the readings, including a question, to be posted on the course’s OWL-Space discussion board. These will be due by 9 pm two days before the class in which the reading will be discussed. (Sign up sheets will be distributed.) Introductory posters will also read the responses of other students and select key points, ideas, and questions to use in making a brief oral presentation in class and in leading the discussion on the readings. Students will be graded on the quality and thoughtfulness of their postings and preparation.

Short Postings on Course Readings and Films
Students not providing an introductory posting for a particular set of readings are expected to post a short (100+ words) response to the introductory commentary and the reading assignments as well as an additional discussion question for the class. Entries are required to be done individually. These responses/questions must be posted by 6pm on the day before the readings are discussed in class. Postings should reflect the earlier postings of any other students, and should also desmonstrate careful study of the course readings for the day. If a film has been shown in the previous class, short postings should also include a response to the film. Students may miss up to three short responses without penalty.

Short Postings on News Events
Each student is expected to post links to two news stories that are relevant to the class material. The first must be posted by Wednesday, February 2, the second by Wednesday, April 16 by 9pm. For full credit, include a brief but substantive (100+ words) response to the story in your posting. (Students should be reading from respected news sources such as The New York Times, The Economist, The Financial Times, The Washington Post, or The Wall Street Journal throughout the semester.) Be creative and show how you’re using what you learn in class to look at the world in a new way. Bonus points may be awarded for postings made at least two weeks before the deadline.

Short Postings on Outside Lectures
Each student is expected to attend and post a reflection (150+ words) on least three approved outside lectures. The first outside lecture posting must be made by Tuesday, February 18, the second by Thursday, March 20, and the third by Tuesday, April 22. Bonus points will be awarded for questions asked to lecturers (describe question and answer in posting). Students may substitute an approved a film screening that relates to the issues discussed in class as a replacement for one outside lecture. (Please note: the film screening will only count as an outside lecture if it is organized by the students themselves and pre-approved). Students are responsible for planning outside lectures in advance to avoid an end of semester crunch with no workable options.

Field Assignment: 10%
To help better understand issues of poverty, justice, and capabilities, you will be asked to go on a driving tour of Houston on Thursday, January 30, and complete an assignment based on that tour. (Class will be cancelled on this day.) You will be asked to examine and reflect upon similarities and differences across urban space. The write-up from the assignment—which can be done alone or with one other class member—must be posted to the appropriate location on the course’s OWL-Space site by noon on Thursday, February 6.

PowerPoint Presentation: 10%
Students will be expected to give a ten-minute PowerPoint presentation at an assigned time during the semester. There will be a signup sheet for topics and dates, and students will work in teams of two. The presentation should address a specific topic area relevant to the course, and it should cover the problem(s) at issue, proposed policy tool(s), and debates and issues regarding the implementation and effectiveness of the policies. The presentation should be analytical in content and tone. Presentations that take a more descriptive or debating tone will receive fewer points. In addition, students are expected to follow instructions that will be provided for making effective PowerPoint presentations. PowerPoints and partner/self assessments must be posted to the assigned location on the course’s OWL-Space site by 5 pm on the same date the presentation is made (late submissions/assessments will lose points).

Wikipedia Entry: 50%
A key requirement of the course is the development of an approved contribution to Wikipedia. Please visit http://en.wikipedia.org/wiki/Wikipedia:Training/For_students for online training (even if you have already contributed to Wikipedia in a previous class.) The assignment is staged with separately graded assignments that also include peer review and workshopping of your proposed entry. Details of the assignment will be passed out in class and posted to OWL-Space where you can also find links to additional Wikipedia guides, helpful hints, and tutorials. The key items and deadlines are provided in the preceding chart.

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