University of North Carolina Wilmington (UNCW)
PLS 427: International Organizations
Days and Times: Tuesday-Thursday: 2:00pm-3:15pm
Location: LH 111
Course Homepage: http://people.uncw.edu/tanp/PLS427.html
Professor: Paige Johnson Tan, Ph.D.
Phone: (910) 962-3221
Professor's Homepage: http://people.uncw.edu/tanp/
Office Hours: Tuesday/Thursday 12:30pm - 1:45pm and by appointment
Office Location: Leutze Hall 257
Signpost put up by peacekeepers, Western Sahara (2003). From United Nations Department of Peacekeeping Operations.
Absent an authority greater than the individual state, the inter-state system is often characterized as anarchical. Over time, however, states have created international organizations (IO’s) which, in addition to contributing to the solution of cross-national problems, also help to provide rules and structures to manage inter-state interaction. Further, IO’s serve as venues in which learning processes can occur and expectations about norms of international interaction can be created and reinforced. A more sanguine view of international organizations sees them as merely another venue in which states pursue their national interests. This course will explore and analyze a number of approaches to understanding IO’s.
The study of international organizations includes the exploration of formal international organizations (the United Nations), treaty organizations (the North Atlantic Treaty Organization, NATO), regional organizations (the European Union, EU, and the Association of Southeast Asian Nations, ASEAN), and international non-governmental organizations (INGOs), like Amnesty International.
From this course, students will develop an understanding of the field of International Organizations. They will understand the evolution of international organizations as well as their roles, processes, and functions in the contemporary world. Students will explore several organizations in greater depth and analyze how international and regional organizations are meeting the challenges posed by globalization and changing global power alignments.
Student Learning Outcomes:
In this course, students will acquire foundational knowledge in the subfield of International Relations.
Students will develop their abilities to find information and apply it effectively.
Students will demonstrate the ability to express their ideas, both in writing and in oral presentation.
Students will develop their understanding of the variety of global organizations which exist, including inter-governmental, international non-governmental, universal, regional, multi-purpose, and single purpose.
Students will be evaluated on the basis of class participation, negotiation participation, a map quiz, a negotiation paper, an oral presentation, a midterm and a final examination. The distribution of the final course grade from the various assignments is:
Class participation. In the old days, students were seen to be an empty vessel into which the professor poured his or her knowledge (more than likely, it was “his”—since it was the old days!). However, this old-model of education has come under severe challenge in recent years. Rote memorization is now seen to offer little to students. How often have you “crammed” for a test and then forgotten everything you learned within a few weeks?
The philosophy behind this course is that students learn better when that learning is active. Students are expected to attend class (with a maximum of two absences for the semester). They are also expected to participate in class discussions, considering, manipulating, testing, and questioning the topics presented in class in order to develop their knowledge of the field of International Organizations and their familiarity with the tools and concepts of Political Science more broadly. Active class participation by all students has the advantage of helping to foster tolerance for divergent viewpoints and developing students’ abilities to formulate arguments in a well-reasoned manner. Class participation counts for 10% of the final course grade.
Negotiation participation. As a special subset of your class participation, you will be given a separate grade on your in-class participation in the negotiation exercise. The best performers will represent their country's positions faithfully, speak well, and negotiation effectively. Negotiation participation is worth 5% of the final grade.
Map quiz. Americans in the 18-to-24 age group came next to last in a nine-nation survey of geographic literacy conducted by the National Geographic Society in 2002. This course aims to tackle this problem by encouraging students’ awareness of and familiarity with major world countries and geographical features. The map quiz is worth 5% of the final grade.
Negotiation. As preparation for the negotiation exercise, students will work in groups to prepare a paper, written as a memo to you (who will serve as your country’s chief negotiator) from your country’s Foreign Ministry (State Department). The paper should discuss your nation’s top four or five priorities for the negotiation and explain why, in relation to the country’s foreign policy or other factors, those priorities are the most important. Background information about the country should only be included insofar as it contributes to elucidating your priorities and the reasons for them. Fifteen to twenty sources are required--MINIMUM. Draw on primary documents from your country's government, news analysis of your country's foreign policy and the issue of the negotiation, and scholarly analysis of your country, its foreign policy, and its position on the issues (from scholarly journal articles and books). The paper may additionally discuss the group’s planned strategy or tactics for the negotiation itself. How do you plan to get what you want? Which countries will be your natural allies?
This paper should be 12-15 double-spaced pages in length. For group papers, each group member should write one paragraph on what he or she contributed to the paper, and this should be attached as an appendix to the paper. See my webpage on group work to learn more about how to collaborate successfully. The paper is worth 15% of the final course grade. This assignment is more demanding than students tend to believe, so I encourage you to get started early. See pictures from Spring 2009 negotiations here.
Oral Presentation: In order to develop their mastery of a specific issue in the area of International Organizations as well as their abilities in public speaking, students will give a fifteen minute oral presentation (most students will be in groups for the presentation, though applications to work individually will be considered). Presentations must develop a significant and sophisticated area of research in the field of International Organizations (a broad introduction to an international organization will not suffice). Presentations will be evaluated on the quality of the thesis and outline of the presentation; the effectiveness of the PowerPoint; the speakers' adherence to the time limit; the speakers' style, mastery of the material, and use of quality sources; and the speakers' critical engagement with the issue. More information on what makes a good/bad presentation can be found on this PowerPoint. Students should submit their PowerPoint to the instructor in hard and soft copy form prior to the presentation. The presentation should conclude with at least fifteen to twenty sources consulted in the presentation's preparation. These should include primary source documents from national governments and international organizations as well as secondary sources like books, journal articles, and news coverage. A website link is not sufficient. See the Writing Well Handout for more information about what information needs to be included in your references.
On your thesis, please note that a thesis is not a topic, nor is it a general question. The best thesis is going to be the answer to a question, preferably a how or why question (this will keep you focused on analyzing rather than describing). For an example of an analytical and evaluative thesis: The United Nations High Commissioner for Refugees is at the hub of a global refugee regime. Its function is limited by: 1) weak budgetary support, 2) lack of line control over implementing agencies, 3) political choices by major state actors, and 4) XXX. You spend three to four minutes talking about 1, then 2, 3, then 4. Illustrate with examples so that your listeners can follow, understand, and be persuaded.
Students can choose from one of the topics below or develop a topic on their own. If students follow the latter course, they should discuss their proposed topic with the instructor in advance to ensure that they are moving off in a productive direction. We cannot have more than one presentation on any given topic, so get in your topic requests early. I will proceed first come first served.
The oral presentation is worth 15% of the final course grade.
Midterm/Final Examination: The examinations are an opportunity to bring together and consider all that we have learned over the semester. Students will be given a series of both short (identification) and long (essay) questions to answer. The short questions will test students’ knowledge of international organizations, their history and development, structures, functions, and roles. The essay questions will ask students to integrate and think across topics of significance within the field of International Organizations. The midterm is worth 20% and the final worth 30% of the final course grade.
Students are encouraged to talk to me if they feel they need assistance with the course material. I can be reached by e-mail at firstname.lastname@example.org or by phone at 910-962-3221. I am in my office most days at least 9-3 (with the exception of the times I am teaching). Dedicated office hours are Tuesday and Thursday 12:30-1:45pm.
The University Learning Center (ULC) also provides assistance to students in writing, math, and general academic skills. The ULC is located on the first floor of Westside Hall (WE 1056); phone 962-7857; web www.uncw.edu/ulc; hours: Mon–Thur 8am–9pm; Fri 8am–5pm; Sun 3pm–9pm.
This instructor believes academic honesty is the foundation of the entire enterprise of a university. Only in an environment of honesty can genuine learning occur and good citizenship be fostered. For further information, students should consult the online UNCW Code of Student Life at http://www.uncw.edu/stuaff/odos/documents/0910CodeofStudentLife_FINAL.pdf (The Honor Code begins on page 6 in the 2010 version). Students should also feel free to ask the instructor any questions they may have about academic honesty. Because academic honesty is treated as a serious matter, the course policy is one of zero tolerance for academic DIShonesty.
The core principle of the Academic Honor Code is that student work represents the original work of the student. For this reason, plagiarism, using the work of another without proper citation, and cheating, the unauthorized use of information during an examination, are prohibited.
The Academic Honor Code works for both students and teachers. Students can expect that the instructor will treat them in a fair, honest, and impartial manner. The instructor also expects students to deal with her and with one another honestly. Plagiarism and cheating are violations of academic honesty because they steal from the original creator of the work. In addition, they violate the relationship of honesty between student and teacher as the student attempts to pass off work as his or her own which was produced by another. Further, plagiarism and cheating violate the bond of honesty among students themselves. Students who produce their assignments through long, hard work are being violated by those taking a shortcut through the misappropriation of another’s work or knowledge. Most sadly, students who violate academic honesty cheat themselves of the chance to learn.
Please note two particular policies the instructor follows:
1) Work for this course must be yours, and it must be original. If you wish to work on a project you have previously worked on for another class, you must add at least as much content as the assignment requires that is new and original for this class.
2) You may receive help on your written assignments (not tests) from your roommate, significant other, parents, the University Learning Center, or a passerby on the street. The process of reading and revising your work based on the comments of others is an important part of how we learn and improve.
Contacting the Instructor
Students are encouraged to call or e-mail with questions, or stop by office hours (listed above). I endeavor to be available to assist you with your course work. It’s my job. As a hint, e-mails are likely to guarantee a quicker response than phone messages. I am most happy to set up an appointment for a meeting in addition to those times listed as office hours. However, because I have a young child at home, students must understand that there are limits on my time. A note on courtesy: When students receive assistance through any one of these extra-class channels, they should be sure to thank the instructor for her time, thought, and effort. This little trick will serve you well in the future. It is an expected part of social etiquette.
PLEASE PAY ATTENTION TO THIS POLICY!
Students are encouraged to plan in advance to make time to complete assignments. Things come up during the semester; relatives require our attention, cars break down, and students get sick. Students should begin their assignments early enough to allow for these foreseeable and unforeseeable eventualities. The instructor does not wish to receive any late assignments during the semester.
Papers are due at the start of class on the date listed on the syllabus. Each twenty-four hours that a paper is late may result in a penalty of one letter grade. Late papers must be submitted by e-mail (pasted into your message and attached in Word format) and must receive confirmation of receipt from the instructor to be considered "turned in." For your protection, submit your paper from an e-mail account which will keep a record of your outgoing e-mail. With this, you could demonstrate a true attempt to submit the paper that somehow disappears into the electronic ether. Do not submit papers to the instructor’s faculty snail mailbox, the department secretary, or under the instructor’s office door. After submitting papers electronically, students should bring a print-out of the late assignment to the next class meeting. Late assignments will not be graded on the same schedule as assignments submitted on time. Under no circumstances should students miss class to complete an assignment.
Students are invited to attend lectures, panels, and movies on campus that deal with international affairs. Just check with the instructor beforehand as to whether you've picked a good event. After the event, submit a one- to two-page single-space write-up that deals with your reactions to the presentation. How does it relate to what we are doing in class? How does it relate to other things you've studied? Did you agree or disagree with the speaker/s argument? What did the presentation make you think about? This extra credit will be used toward class participation or in the calculation of final grades in borderline cases.
Students are strongly encouraged to show respect for fellow students and the instructor by arriving for class on time. Late arrivals disturb fellow students and disrupt the learning process. It is better to come in late than not to come at all, but try to be respectful of classmates by making arrangements to be in class and in your seat at the start of class.
An excused absence is one that is discussed with the professor IN ADVANCE and for which documentation can be provided. Only for excused absences will the professor allow work to be made up. All make-up work will be done at the instructor’s convenience.
The instructor understands that some students may have need of accommodation (for example, extended testing time or a quiet testing locale) due to a disability. If you feel that you are in need of an accommodation, please contact Disability Services in Westside Hall to make the appropriate arrangements. The phone number is 910-962-7555.
Students are permitted to use laptop computers during class to access PowerPoints, online notes, or to type their own course notes. Laptops are not to be used for surfing the internet or checking e-mail. Students with computers are encouraged to sit in the back of the classroom to avoid disturbing fellow students. During periods of class discussion, computers should be closed to ensure adequate attention and participation. Obviously, when tests and quizzes are being administered, laptops are not permitted. Use of cellphones, including texting, is never permitted. PLEASE NOTE: If students are found to be using electronic devices in a manner inconsistent with the professor’s assessment of the best environment for group learning, they may be penalized with a one-letter grade reduction in their final course grade.
UN Security Council Delegation in Ivory Coast (2007). From United Nations Department of Peacekeeping Operations.
Karns, Margaret P. and Karen A. Mingst, International Organizations: The Politics and Processes of Global Governance. Boulder: Lynne Rienner, 2009, 2nd edition. This book is referred to as K & M in the course schedule.
McCormick, John. Understanding the European Union. New York: Palgrave, 2008. This book is referred to as McCormick in the course schedule.
Weiss, Thomas G., David P. Forsythe, and Roger A. Coate. The United Nations and Changing World Politics. Boulder: Westview, 2010. This book is referred to as Weiss et. al. in the course schedule. (This book is available digitally from the UNCW bookstore.)
Additional readings, as assigned in the course schedule. Some are to be found through web links. Others can be found in the Blackboard Learn website for this course, under course content/reserve readings.
In addition to the readings above, students are encouraged to read one quality international news source (such as the New York Times or the Washington Post) on a regular basis. In addition to this news source, students are further asked to examine media from a variety of countries. European dailies such as the Times of London, Deutsche Welle (Germany), Le Monde (France, in French), and El Pais (Spain, in Spanish) will widen students’ perspectives, as will non-Western media sources such as Pakistan’s Dawn, Saudi Arabia’s ArabNews, India’s The Hindu, Kenya’s Daily Nation, China’s People’s Daily, Singapore’s Straits Times, and Israel’s Jerusalem Post . World Press Review carries a selection of articles in English from publications around the world. A good source for monitoring the European Union is the EU Observer.
World Wide Web Resources
Because this is a course on international organizations, there are a lot of international organizations to which we can link. A meta-list of international organizations can be found at http://www.library.northwestern.edu/govpub/resource/internat/igo.html. Following, you will find links to a selection of scholarly resources, organizations, and news from the world of international organizations/international affairs:
Amnesty International (Human rights promotion INGO) http://www.amnesty.org/
Arab League (Official) http://www.arableagueonline.org/arableague/index_en.jsp
Asia-Pacific Economic Cooperation Forum (APEC—Official) http://www.apecsec.org.sg
Association of Southeast Asian Nations (ASEAN—Official) http://www.asean.or.id
Atlantic Online (Contemporary affairs publication) http://www.theatlantic.com/foreign/
Commonwealth (Official) http://www.thecommonwealth.org/
EU Observer (News about the EU) http://www.euobserver.com/
Euroguide (Guide to the European Union, United Kingdom) http://www.euroguide.org/
European Governments Online (from the EU) http://europa.eu.int/abc/governments/index_en.html
European Union Online (Official) http://europa.eu.int/index_en.htm
Francophonie (Organization of French-speaking countries—Official) http://www.francophonie.org/oif.cfm
Free Trade Area of the Americas (FTAA—Official) http://www.ftaa-alca.org/Alca_e.asp
Freedom House (NGO) http://www.freedomhouse.org/
G-8 Information Center from the University of Toronto (Unofficial) http://www.g7.utoronto.ca/
G-77 (Group of 77 developing countries—Official) http://www.g77.org/
Global Policy Forum (NGO working on UN affairs) http://www.globalpolicy.org/
Gulf Cooperation Council (GCC, Persian Gulf states—Official) http://www.gcc-sg.org/index_e.html
International Labor Organization (ILO—Official) http://www.ilo.org/
Missions to the UN (with links to missions’ websites) http://www.un.int/index-en/webs.html
Non-Aligned Movement (Official) http://www.nam.gov.za/
New York Times http://www.nytimes.com (site requires registration, but it’s free)
North Atlantic Treaty Organization (NATO—Official) http://www.nato.int
Organization of American States (OAS—Official) http://www.oas.org/
Organization of the Islamic Conference (OIC—Official) http://www.oic-oci.org
Organization of Petroleum Exporting Countries (OPEC—Official) http://www.opec.org/homepage/frame.htm
South Asian Association for Regional Cooperation (SAARC—Official) http://www.saarc-sec.org/
South Center (IO of developing countries) http://www.southcentre.org/
Transparency International (INGO working against corruption) http://www.transparency.org/
United Nations (Official) http://www.un.org/english/
United Nations Documentation Center http://www.un.org/documents/
United Nations News (Official) http://www.un.org/News/
United Nations News (Yahoo!) http://dailynews.yahoo.com/fc/World/United_Nations/
US Mission to the United Nations http://www.un.int/usa/
US Department of State, International Organization Affairs (Official) http://www.state.gov/p/io/
World Bank (Official) http://www.worldbank.org/
World Trade Organization (WTO—Official) http://www.wto.org
World Wide Web Virtual Library (WWWVL) International Affairs Resources http://www.etown.edu/vl/
Periodicals, Scholarly Journals, and US Government Publications
As wonderful as the web is for finding information, especially on international organizations, periodicals and scholarly journals still form the backbone of our academic work. Some periodicals and journals helpful for the study of International Organizations and International Affairs are listed below:
American Political Science Review
European Journal of International Relations
International Studies Quarterly
International Studies Review
Journal of Conflict Resolution
PS Political Science
Peacekeeper peers from pockmarked building. From United Nations Department of Peacekeeping Operations.
JAN 13 Course Introduction
Introduce course goals, schedule, and requirements. Review online syllabus.
Discuss: IOs in the news. New president and international organizations.
Reading: K & M, Ch. 1.
Looking ahead: Get set for map quiz.
JAN 18 History of International Organization
Lecture: The Development of International Organizations up to World War II.
Focus: The League of Nations and its Failings.
Reading: K & M, Ch. 3.
Recommended: David Armstrong, Lorna Lloyd, and John Redmond, From Versailles to Maastricht: International Organization in the Twentieth Century, New York: St. Martin’s, 1996, 7-61. This reading is on library e-reserve. It is in two parts, referred to as "The Origin of the League of Nations" and "The League of Nations."
JAN 20 Approaches to World Politics and International Organizations
Lecture: Theoretical Approaches to International Organizations and the Challenges of Global Governance.
Reading: K & M, Ch. 2. THIS READING IS VERY IMPORTANT FOR YOUR FURTHER UNDERSTANDING OF THE COURSE MATERIAL.
II. Contemporary International Organizations, Contemporary Challenges
JAN 25 An Introduction to the United Nations (UN)
Lecture: The UN Charter.
Start UN SG video.
Reading: Weiss et. al., Ch. 2 (“UN Security Efforts during the Cold War”). Also, view the United Nations Charter at http://www.un.org/aboutun/charter/.
Looking ahead: Introduce Writing Well Handout. Introduce in-class oral presentation.
JAN 27 The UN Secretary-General
Video: Kofi Annan: Center of the Storm.
Reading: K & M, 118-122. Kofi Annan, “Nobel Lecture,” December 10, 2001 [ONLINE] http://www.nobel.se/peace/laureates/2001/annan-lecture.html [accessed July 19, 2003].
Recommended: Take a look at the United Nations Secretary-General’s homepage found at http://www.un.org/News/ossg/sg/.
Looking ahead: Requests for partners/topics for the in-class oral presentation due today.
FEB 1 UN: Periodization and Structure
Reading: K & M, Ch. 4.
Recommended: Read the “UN in Brief” at the United Nations website, http://www.un.org/Overview/brief.html. A chart of the UN system can be found at http://www.un.org/aboutun/chart.html. For information on the Security Council, see http://www.un.org/Docs/scinfo.htm.
Looking ahead: Assign partners/topics for the in-class oral presentation. Discuss content and evaluation of presentations. What makes a good presentation/a bad presentation.
FEB 3 Performance
Discuss: The UN in the Post-Cold War Period.
Special Focus: The UN, the US and the Iraq War.
Reading: Weiss et. al., Ch. 3 (“UN Security Operations after the Cold War”).
Recommended: Simon Chesterman, "Bush, the United Nations and Nation-building," Survival, 46, 1, Spring 2004, 101-116. Reading is found in Blackboard Learn/Course Content/Reserves as Chesterman.BushtheUnitedNations.pdf.
FEB 8 Introduction to the European Union (EU)
Lecture: Introduction to the European Union, including the Euro.
Reading: McCormick, Chs. 1-2, 7. Economist, “Ireland's Woes Are Largely of its Own Making but German Bungling Has Made Matters Worse,” November 20, 2010 (Blackboard Learn as Economist.EuroBailout.docx).
Recommended: Take a look at the European Union’s website, Europa, at http://europa.eu.int/index_en.htm.
Comment cards: How is class going so far?
FEB 10 Contemporary Challenges: The Constitution and the Lisbon Treaty
Lecture: Constitutional Development in the EU.
Discuss: The Constitution Drafting Process and the Lisbon/Reform Treaty.
Reading: McCormick, 3-4.
Recommended: For news on EU economic affairs, see the EU Observer.
Looking ahead: Discuss in-class presentations. See GoodPresBadPres.ppt.
FEB 15 Contemporary Challenges: Enlargement, the EU, and the World
Discuss: Enlargement and a Common EU Foreign Policy.
Reading: McCormick, 6, 9.
Recommended: For news on enlargement, see the EU Observer. Also, take a look at the European Union’s enlargement website http://ec.europa.eu/enlargement/index_en.htm.
FEB 17 European Union: Essay Questions
Discuss: 1) Describe the European Union's "model" of regional organization. How/Can it be copied by other regional groupings? OR 2) Is the European Union becoming a super-state? Should it? How do we see the tensions between state sovereignty and higher order cooperation in the Union's functioning? BRING YOUR BOOKS AND NOTES TO HELP YOU DEVELOP SOPHISTICATED ANSWERS. Better yet, bring books and notes AND think about answers to the questions before coming to class . . .
Looking ahead: Introduce negotiation project. Any requests for countries/partners. Check http://www.un.org/sc/members.asp for current UN Security Council members.
FEB 22 Introduction to the North Atlantic Treaty Organization (NATO)
Lecture: NATO and the Cold War.
Reading: Peter Duignan, NATO: Its Past, Present, and Future, Stanford: Hoover Institution Press, 2000, 1-29, 43-56. This reading can be found in several pieces in our Blackboard Learn website. The files all begin Duignan.NATO.
Recommended: Take a look at the NATO website at http://www.nato.int/.
ORAL PRESENTATION #1
FEB 24 NATO Contemporary Challenges: Allied Against What or Whom?
Discuss: The Post-Cold War Relevance of NATO and Enlargement Issues.
Reading: Charles A. Kupchan, "NATO's Final Frontier." Foreign Affairs. May/June 2010, Vol. 89, Issue 3. Available via Blackboard Learn as Kupchan.NATO2010.docx.
Recommended: Take a look at the NATO website at http://www.nato.int/. What are some current issues the organization is confronting and how is it managing those issues?
Looking ahead: Assign countries/teams for negotiation project. The assignment is tougher than students believe. Please get started.
ORAL PRESENTATION #2
MAR 1 Introduction to the Association of Southeast Asian Nations (ASEAN)
Lecture: A Model Third World Regional Organization.
Discuss: Asian versus Western Diplomacy.
Reading: C. M. Turnbull, "Regionalism and Nationalism," Nicholas Tarling, ed., The Cambridge History of Southeast Asia (Volume 2), Cambridge: Cambridge University Press, 1992, 585-645. This reading can be found in Blackboard Learn/Course Content as Turnbull.RegionalismandNationalism.pdf.
Recommended: Take a look at the ASEAN website at http://www.asean.or.id.
ORAL PRESENTATION #3
MAR 3 ASEAN Contemporary Challenges: Whither ASEAN?
Discuss: ASEAN Post-Cold War Roles. Comparing Regional Organizations.
Reading: K & M, 188-203. Economist, "Asia's Never-closer Union," February 6, 2010 (Blackboard Learn as Economist.AsiasNeverCloser.docx). Economist, "Where There's Smoke," October 30, 2010 (Blackboard Learn as Economist.Haze.docx).
Recommended: To follow news from Southeast Asia, consider reading Thailand’s Nation, Singapore’s Straits Times, or Indonesia’s Jakarta Post.
ORAL PRESENTATION #4
ORAL PRESENTATION #5
MAR 8 Midterm Exam
PLEASE NOTE THE NEED TO READ THE DAVENPORT READING FOR THE NEXT CLASS.
MAR 10 International Non-governmental Organizations (INGOs)
Discuss: Has New Diplomacy Replaced Old Diplomacy? Have INGOs Trumped the State?
Reading: K & M, Ch. 6. Also, David Davenport, “The New Diplomacy,” Policy Review, December 2002 [ONLINE]http://www.hoover.org/publications/policyreview/3458466.html [accessed January 10, 2008]. Also, take a look at the websites of two prominent INGOs, Oxfam and Medecins sans Frontieres.
Recommended: Joseph S. Nye, "NGO's: Global Players with Soft Power," Straits Times (Singapore), 14 (Blacboard Learn as Nye.NGOSGlobalPlayersStraitsTimes.pdf). Economist, "Reaching for a Longer Spoon," June 5, 2010 (Blackboard Learn as Economist.NGOs.docx).
Looking ahead: Make sure you are moving on negotiation paper.
PLEASE NOTE THE NEED TO READ AND BRING YOUR WEISS BOOK FOR CLASS NEXT TIME.
ORAL PRESENTATION #6
MAR 15, 17 SPRING BREAK. No Class
MAR 22 Global Security: Essay Questions
Discuss: 1) Is the Theory of Collective Security Fundamentally Flawed? or 2) How Has the Bush Foreign Policy Conceived of International Organizations and Collective Security? Does the Obama approach differ?
Reading: Weiss et. al., Ch. 1 (“The Theory of UN Collective Security”). BRING YOUR WEISS BOOK TO CLASS.
ORAL PRESENTATION #7
MAR 24 Global Security: Peacekeeping
Discuss: East Timor Peacekeeping Case Study.
Reading: Weiss et. al., Ch. 4 (“Evolving Security Operations: Kosovo, East Timor, Sierra Leone, Lebanon, and Sudan”). We will also draw heavily upon what we read earlier in Weiss et. al., Ch. 3, so it might behoove students to review those pages as well.
Recommended: Photo essay: "A Conflicted Mission in Congo," New York Times, December 9, 2009, http://www.nytimes.com/slideshow/2009/12/09/world/20091209CONGO_index.html?ref=multimedia. Take a look at the UN’s Department of Peacekeeping Operations at http://www.un.org/Depts/dpko/dpko/home.shtml.
ORAL PRESENTATION #8
MAR 29 Global Environment: The Interaction of the Global, National, and Local in China
Discuss: China's Environment.
Reading: None for today.
ORAL PRESENTATION #9
MAR 31 Global Justice: War Crimes Trials and the International Criminal Court
Discuss: War Crimes Tribunals and the International Criminal Court.
Reading: K & M, 475-484. Henry Kissinger, “The Pitfalls of Universal Jurisdiction,” Richard W. Mansbach and Edward Rhodes, eds. Global Politics in a Changing World, Boston: Houghton Mifflin, 2006 (Blackboard Learn/Kissinger.PitfallsofUniversalJurisdiction.pdf). Economist, “In the dock, but for what?” 11/27/2010 (Blackboard Learn/Economist.InternationalJustice.docx).
Recommended: Find the International Criminal Court here. The International Criminal Court for the Former Yugoslavia can be found here. The Rwanda Tribunal can be found here. A coalition of NGOs supporting the International Criminal Court can be found here.
Get ready for the negotiation next time. Pre-negotiation discussions with other country representatives to get the lay of the land.
APR 5 Negotiation Exercise
NEGOTIATION PAPERS DUE.
Pictures from the Spring 2009 negotiations available here.
APR 7 Negotiation Exercise
APR 12 Global Economy: International Economic Architecture: The IMF and the World Bank
Discuss: Why Do Protesters Decry the IMF and the World Bank as Unfair?
Reading: Joseph E. Stiglitz, Globalization and Its Discontents, New York: Norton, 2002, 23-88. The reading is available in several pieces on Blackboard Learn as files beginning with Stiglitz.Globalization.
Recommended: For more information, visit the websites of the IMF (http://www.imf.org) and the World Bank (http://www.worldbank.org). An anti-globalization website can be found at http://www.whirledbank.org/.
ORAL PRESENTATION #10
APR 14 Global Economy: IMF and the Asian Financial Crisis
Discuss: Did the IMF Make the Asian Crisis Worse? Consider: What is the IMF doing to combat the current financial crisis?
Reading: Joseph E. Stiglitz, Globalization and Its Discontents, New York: Norton, 2002, 89-132. The file is available on Blackboard Learn as Stiglitz.Globalizationp88to132.pdf.
ORAL PRESENTATION #11
APR 19 Global Economy: WTO and Regionalism
Discuss: The Politics of Free Trade.
Reading: Economist, "Doing Doha Down," September 5, 2009 (Blackboard Learn as Economist.DoingDoha.docx).
Recommended: Find the WTO at http://www.wto.org.
ORAL PRESENTATION #12
ORAL PRESENTATION #13
APR 21 Easter holiday. No class.
APR 26 Global Welfare: Development
Lecture: The UN and Development.
Discuss: Sustainable Development and MDG's.
Reading: Weiss et. al., Chs. 10 ("Sustainable Development as Process: UN Organization and Norms") and 11 ("The UN, Development, and Globalization").
Recommended: Visit the website of the United Nations Development Program at http://www.undp.org. There are additional readings on international organizations and development in K & M.
ORAL PRESENTATION #14
ORAL PRESENTATION #15
APR 28 Democracy Promotion and Human Rights, the Roles of Selected IOs and INGOs
Discuss: Can Democracy be Fostered from the Outside? Should it Be?
Reading: K & M, Ch. 10. William F. Schulz, In Our Own Best Interest, Boston: Beacon, 2001, xiii-xviii, 38-65. The reading is on Blackboard Learn as Schulz.InOurOwnBestInterest.pdf.
Recommended: Take a look at the websites of Amnesty International (http://www.amnesty.org), the National Democratic Institute for International Affairs (http://www.accessdemocracy.org), or the International Republican Institute (http://www.iri.org).
ORAL PRESENTATION #16
ORAL PRESENTATION #17
If time permits, Global Welfare: International Intervention in Somalia
Discuss: The Roles of the UN and Oxfam in Somalia.
Reading: Tony Vaux, The Selfish Altruist: Relief Work in Famine and War, London: Earthscan, 2001, 137-158. The reading is on Blackboard Learn as Vaux.Somalia.
Recommended: For more information, see the website of Oxfam at http://www.oxfam.org.uk.
MAY 5 (Thursday) 3:00pm-4:15pm. Final Examination.
United Nations Electoral Assistance in Congo (2006). From United Nations Department of Peacekeeping Operations.
You did it!!!
Have a good summer!!!
Updated: January 12, 2011.
Author: Paige Tan email@example.com
Return to Dr. Tan's homepage: http://people.uncw.edu/tanp/