代做SOCI 301-201 Development and Underdevelopment 2024代写留学生Matlab语言程序

SOCI 301 -102

Development and Underdevelopment

Term II-January to April 2024

Overview

The course critically examines processes of social change in the Third World and the ‘developed’ world, while emphasizing the unequal relationship between the global North and South. It also examines the effects of historical processes such as colonialism, imperialism, industrialization, globalization and the rise of TNCs and Bretton Woods institutions on ‘development’.

Course Description

Welcome to SOCI 301A -Development and Underdevelopment! For many of us, the concept “development” evokes ideas of modernity, progress, welfare and peace. However, the realities of people living in many countries are often quite the opposite. As the course is taught from a critical, anti-oppressive perspective, my goal is to cultivate perspective transformation and empowerment so that you can feel confident to engage in critical praxis. My hope is that you will develop strategies to challenge systems of power and oppression. The course unpacks ‘development’ and associated concepts, and undertakes a critical examination of the history, meaning and outcomes of ‘development’ practices. The course is structured around four (4) themes. First, we examine the historical meaning and practices of ‘development’ as well as theories that help us understand them. Second, we examine the 20th century implementation of ‘development’ through globalization projects such as Bretton Woods Institutions. Third, we examine responses and resistances to “development”. The impacts on labour processes, gender equality, ethnic and nationalist conflicts, poverty, migration, population dislocation and other social problems are discussed throughout the course in relation to development practices. Finally, we examine alternatives to ‘development’ and consider new pathways for improving the wellbeing of people and societies.

Prerequisites

One of SOCI 100, SOCI 101, SOCI 102 or instructor’s permission.

Learning Outcomes

The main objective of the course is to expose you to concepts, ideas, theories and ways of analyzing ‘development’. By the end of the course, you are expected to be able to:

● Critically analyze the origin of ‘development’ and explain its assumptions and consequences using theoretical and empirical evidence. You should also be able to evaluate historical and current attempts to legitimize ‘‘development”. By so doing, you should be able to formulate your own definition of development.

● Make connections between development and current global problems (e.g., media reports) and analyze them sociologically.

● Explain how development is a political process, by demonstrating how power is unequally distributed within and between societies, and how this affects life chances.

● Evaluate resistances, counter-movements and alternatives to ‘development’ and make suggestions about strategies and offer solutions to global problems.

● Work collaboratively to construct arguments concerning development issues culminating in the production of a research paper.

Required Text

McMichael, P. & Weber, H. (2022). Development and Social Change: A Global Perspective: A Global Perspective (7th edition). London: Sage Publications. [Do not purchase the 5th or 6th edition]

The text is available at the UBC Bookstore and is on reserve in the Koerner Library for a 2-hour loan. Please check the course website regularly for additional reading/resources.

COVID SAFETY

● The BC government has a policy that governs postsecondary studies during the pandemic. Please familiarize yourself with it:

https://www2.gov.bc.ca/gov/content/education-training/post-secondary-education/institution-reso urces-administration/studying-during-covid-19

MASKS: If you are unwell, you are encouraged to wear a non-medical mask during our class meetings, for your own protection and the safety and comfort of everyone else in the class. For our in-person meetings in this class, it is important that all of us feel as comfortable as possible engaging in class activities while sharing an indoor space.

If you are sick, it is important that you stay home. Complete a self-assessment for COVID-19 symptoms here: https://bc.thrive.health/covid19/en

In this class, the marking scheme is intended to provide flexibility so that you can prioritize your health and still succeed. If you miss class because of illness:

● Make a connection early in the term to another student or a group of students in the class. You can help each other by sharing notes. If you don’t yet know anyone in the class, post on the discussion forum to connect with other students.

● Consult the class resources on Canvas.

● Use the discussion forum for help.

● Attend office hours (make an appointment for one online or in-person).

● If you are concerned that you will miss a key activity due to illness, contact the instructor or TA to discuss.

● If you are feeling ill and cannot attend class for a midterm or in-class assessment, please email the instructor right away. If you arrive for a test and you are clearly ill, we will make alternate arrangements with you. It is better to email ahead of time and not attend. If you are feeling ill at the time of a final exam, do not attend the exam. You must apply for deferred standing (an academic concession) through Arts Academic Advising. Students who are granted deferred standing (SD) will write the final exam/assignment at a later date.

● If I (the instructor) am feeling ill: If I am unwell, I will not come to class. I will make every reasonable attempt to communicate plans for class as soon as possible (by email, on Canvas, etc.). Please check announcements on Canvas and your emails regularly.

● If I am well enough to teach, but am taking precautions to avoid infecting others, we may hold the class online (Zoom). If this happens, you will receive an email and an announcement in Canvas. informing you how to join the class.

● Concessions: The covid-19 pandemic may mean that you will require concessions depending on the circumstances. I will make every reasonable effort to grant suitable concessions where they are warranted. Please get in touch with me as early as possible if circumstances prevent you from submitting your work on-time. For more information, please see the university’s policy on concessions at https://www.arts.ubc.ca/degree-planning/academicperformance/academic-concession/

● Pre-Recorded Lectures: Please note that lectures may be pre-recorded if we are unable to hold face-to-face lectures. If that is the case, the recordings will be posted on Canvas and you will be advised by email or via an announcement on Canvas.

Teaching Mode

The class is primarily organized around live face-to-face instruction. However, the course will utilize a range of inclusive and critical pedagogical styles including (but not limited to) reflections, discussions, case studies analyses and group activities. I also utilize news and entertainment clips from popular media to create experiential learning opportunities and make connections between academic content and everyday social life. I also encourage you to submit materials that you think might be useful to the class either to me or on the course’s discussion board on Canvas. My aim is to create an environment where everyone engages in class activities and contributes to problem solving.

● Critical, Anti-oppressive Pedagogy: We will take a critical perspective to all the issues studied in the course. You will be asked to reflect on your learning and you will be encouraged to think about anti-oppressive solutions to the issues discussed.

● I will be utilizing some Liberating structures activities to facilitate engagement, challenge your critical thinking, encourage reflections, self-evaluation of personal practices and develop communal solutions to a range of social problems.

● My goal is to help you to develop your own position about issues in the course and facilitate the exchange of ideas by exposing you to different sociological perspectives as well as those of your peers. I also want to create an environment where everyone engages in class activities and contributes to problem solving. I will be utilizing some Liberating structures activities to challenge your critical thinking, encourage reflections, self-evaluation of personal practices and develop communal solutions to a range of social problems.

Important Note for International Students

For students accessing course content from overseas, please keep in mind that some UBC courses might cover topics that are censored or considered illegal by non-Canadian governments. This may include, but is not limited to, human rights, representative government, defamation, obscenity, gender or sexuality, and historical or current geopolitical controversies. If you are a student living abroad, you will be subject to the laws of your local jurisdiction, and your local authorities might limit your access to course material or take punitive action against you. UBC is strongly committed to academic freedom, but has no control over foreign authorities (please visit http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,33,86,0 for an articulation of the values of the University conveyed in the Senate Statement on Academic Freedom). Thus, we recognize that students will have legitimate reason to exercise caution in studying certain subjects. If you have concerns regarding your personal situation, consider postponing taking a course with manifest risks, until you are back on campus or reach out to your academic advisor to find substitute courses. See the course schedule below for an outline of the topics covered in this course. Please note that this course covers non-traditional family types such as LGBT families, issues of sexuality and gender. For further information and support, please visit: http://academic.ubc.ca/supportresources/freedom-expression

Get to know us: Both your TA and I want to get to know you. In addition to virtual interactions during class time, please feel free to set up an appointment to introduce yourself or to discuss issues related to the course.

Class Slides: Slides are posted at the beginning of each week. Posted slides are summaries of the required readings and supplementary materials to enhance your learning. Please note that I do not lecture from the posted class slides. The presentation slides I use in class are more succinct versions of the posted slides with additional graphics, images and activities. My presentation slides will not be posted. This is done to enhance your engagement and note-taking skills. You are responsible for taking notes of any new information you see on presentation slides that are not covered in the posted slides. This means that you are expected to read your slides before coming to class.

Student Feedback: I encourage you to share your opinions about the direction of the course and make suggestions on how to improve your learning experience. From time to time, I will be collecting your feedback and incorporating them into the course. Outside of this, feel free at any time to speak to me one-on-one or send me an email to discuss your course experience. You are also invited to visit me at office hours so that I can get to know you or to discuss anything related to the course. If you are unable to make office hours, please feel free to talk to me after class or send me an email to set up an appointment.

Course Expectations

● Be informed: You should check the course site frequently to view announcements, lecture notes, assignments, additional readings, videos, and related content.

● Reading Expectations: You are expected to read the assigned materials prior to class, during which we will engage in group discussions and other activities.

● Attendance Expectations: You are expected to attend all classes. It is important to do so because much of the materials in this course is structured around class discussions and activities. If you are absent, it is your responsibility to obtain missed lecture notes and other information from a course mate. The instructor may issue bonus activities during class time. Only those students in attendance will get those bonus points activities.

● Participation Expectations: A satisfactory and consistent level of participation is expected, including within groups and in general class discussions. In addition to fostering a community in the classroom, your contribution to the virtual classroom is expected (e.g., via the discussion board on Canvas). We will also use these online tools to facilitate online group discussion, blogs and gather feedback. Please participate fully.

Summary of Evaluation Components

Evaluation Component                              Weight                        Due date

Midterm I (Open Book, Online)                       30                     Feb. 7, 2024

Midterm II (Open Book, Online)                      30                   Mar. 13, 2024

In-class activities/Quizzes                               10            See class schedule

Final Exam (Online)                                       30                   April 16, 2024

Total                                                                 100%

Details of Evaluation Components

Midterm I Exam (Open Book, Online)

Value: 30% of final grade

Date: Feb. 7, 2024

Description: The midterm exam will comprise multiple choice and short answer questions, covering materials from the required reading and lectures (Lessons 1-4 only). The duration of this exam and further details will be discussed in class.

● Students who need additional accommodations or who have any issues are asked to contact the Center for Accessibility or the professor before the start of the exam period.

● Even though this is open-book, open-web, Chat GPT and other generative AI is not allowed.

● A practice online exam will be made available on Canvas. You are encouraged to take the practice exam to familiarize you with the exam.

Midterm II Exam (Open-Book, Online)

Value: 30% of final grade

Date: Mar. 13, 2024

Description: The midterm exam will comprise multiple choice and short answer questions, covering materials from the required reading and lectures (Lessons 5-8 only). The duration of this exam and further details will be discussed in class.

● Students who need additional accommodations or who have any issues are asked to contact the Center for Accessibility or the professor before the start of the exam period.

● Even though this is open-book, open-web, Chat GPT and other generative AI is not allowed.

● A practice online exam will be made available on Canvas. You are encouraged to take the practice exam to familiarize you with the exam.

In Class Activities/Quizzes

Value: 10% of final grade

Dates: See class schedule

Description: In-class activities are designed to build a sense of community, facilitate engagement, problem-solve collaboratively, make application of course contents and allow you to reflect on your learning. In this regard, you are expected to attend and participate in class fully. You will be assigned four open-book activities during class time (unless otherwise informed). You will be graded on your best three in-class activities results.. These activities could include short answer or multiple-choice questions, reflections or your reaction to a required reading. This means that you must either attend classes regularly or stay in touch with your course mates if you miss lectures. There will be no make-ups for missed in-class activities unless prior concession is granted. If you miss an activity, there is no need to email me to request a concession. You are all allowed to miss ONE, and a make-up or reassignment will not be granted.

Final Exam (Open Book, Online)

Value: 30% of final grade

Date: April 16, 2024

Description: The final exam will have specific focus on topics covered from Lessons 9 to 12 and will comprise multiple choice and short-answer questions. Please note that in order to adequately answer questions, you will need to draw on insights gained from the beginning of the course.

The duration of this exam and further details will be discussed in class.

● Students who need additional accommodations or who have any issues are asked to contact the Center for Accessibility or the professor before the start of the exam period.

● Even though this is open-book, open-web, Chat GPT and other generative AI is not allowed.

● A practice online exam will be made available on Canvas. You are encouraged to take the practice exam to familiarize you with the exam.

Bonus Activity: The instructor may at his discretion assign a bonus activity. Where such an activity is assigned, it will be done in class. If you are not in attendance, you will not be able to make up for such activity. Class attendance is therefore paramount.

Midterm and Final Examination Scheduling: Midterm and final examinations must be written on the date scheduled. The Final examination for this course is scheduled for April 16, 2024. This is not in the SSC so please note this date carefully. You should avoid making prior travel, employment, or other commitments for this period. If a student is unable to write an exam through no fault of his or her own for medical or other valid reasons, documentation must be provided and an opportunity to write the missed exam may be given. Students are encouraged to review all examination policies and procedures at: http://students.ubc.ca/success/academics-ubc#final-exams

Important information about your written assignments

Submission: Assignments must be submitted electronically via the course webpage by midnight of the due date. If you have questions about this, please feel free to consult with me in advance of the due date.

Referencing: Intellectual property includes ideas, arguments, phrases, sentences, paragraphs, or results of research. When you use excerpts from someone else’s work in your essay, paper, or presentation, you must acknowledge the original author in a footnote or another accepted manner of citation. The UBC Library can help you with proper citation.

Several sociological academic sources should be used to explore the topic/question outside of the textbooks (usually, a minimum of 5 sources). Sources for ALL ideas and quotations used are to be properly referenced using the APA format. Penalties will result if this referencing is not undertaken. No more than 20% of sources can be internet sources (unless the source is from an online academic database). A guideline for how to cite different types of texts using the APA format will be uploaded to the course page on Canvas.

Late Assignment: All assignments must be turned in by the assigned due dates unless extenuating circumstances arise or if you have made prior arrangements with me. A new due date may be negotiated depending on the situation. Otherwise, late work may be penalized by a 5% deduction of your grade for each day that the assignment is late.

Generative AI Use

If you use ChatGPT (or a similar tool) to get ideas and/or partial answers for an assignment and/or to generate any text for a draft or final version of any part of an assignment, you must declare that you have used it, with a couple sentences describing the extent to which it was used, and you must save any generated text from this tool in case it is requested.

● You will not be penalized for using this tool, but a TA or the instructor may ask you to provide the generated text in order to help with grading decisions. In this case, your (or your group’s) original contributions will be evaluated.

● Failure to fully declare the use of this tool will be considered “unauthorized”. (See 3.b below)

Rationale

Recently ChatGPT and other generative AI have become widely available, making it easy to generate text-based answers to pretty much any question. The quality of those answers varies considerably, depending on many factors. Using ChatGPT without the permission of the instructor is considered Academic Misconduct as per UBC’s policy (3. Academic Misconduct by UBC Students):

● Section 3.1. “any conduct by which a student gains or attempts to gain an unfair academic advantage or benefit”

● Section 3.b. “use or facilitation of unauthorized means to complete an examination or coursework”

● Section 3.e. “committing plagiarism, namely submitting or presenting the work of another person as one’s own, without appropriate referencing.”

● One might argue that it isn’t an “unfair academic advantage or benefit” if it is available to everyone, but the same argument could be made about most types of cheating, so I think it is pretty easy to reject. One might also argue that an AI tool is not a “person”, though the AI is definitely the work of people, so at least indirectly what it produces is the work of someone(s) other than you.

Regardless of the above UBC policy and any hairsplitting arguments one might concoct, in order to make things crystal clear, I have provided you with the policy for this class. A breach of this policy will be considered misconduct.

Note: If I update this policy (as the situation evolves), I will inform. the class by Canvas announcement/email.