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Syllabus PAX 231 of 12

DePaul University | Peace, Justice and Conflict Studies Dr. Marco Tavanti

ANALYZING POVERTY: ITS CAUSES AND CONSEQUENCES

Dr. Marco Tavanti

COURSE DETAILS

Course: PAX 231-‐301

ANALYSIS OF POVERTY: ITS CAUSES AND CONSEQUENCES

Quarter: SPRING 2012

Academic Year 2011-‐2012

4 Credit Hours

Sessions: FRIDAYS 10:00AM TO 1:15PM

Classroom: LPC, Arts and Letters Building Room 406

Instructor: Dr. Marco Tavanti

School of Public Service

14 East Jackson, Office 1614

Chicago, Illinois 60604

Email: [email protected]

FAX (312) 362.5506

Phone: (312) 362.8463

Skype name: Marco Tavanti (mtavanti)

Office hours: Thursdays and by email appointment

2:00 – 4:00 PM



COURSE DESCRIPTION

This course on poverty analysis seeks to expose students to a variety of viewpoints on the causes and effects of poverty. Poverty is a complex and multidimensional condition often quite difficult to measure, comprehend and change. It includes lack of or limited access to material needs (food, water, shelter, clothing, health care, etc), social relations (participation, inclusion, rights, etc.), income and wealth (unemployment, wealth distribution, resources, etc) or even a moral, psychological, or spiritual well-‐being. This course introduces students to the current poverty debates from the economic, policy, social, political, cultural and moral perspectives that directly influence the design and implementation of poverty reduction programs.

LEARNING OUTCOMES

1. Understanding Poverty: By the end of this course, students should be able to demonstrate familiarity with poverty measurements, including national poverty thresholds, income inequality measures, international distinctions for absolute, extreme and relative poverty.

2. Comparative Poverty Indicators: Students will demonstrate sufficient level of comparative analysis for basic poverty indicators such as life expectancy, child mortality, health care, education, gender inequality, brain drain, migration, etc.

3. Problem and Solutions: Students will be able to demonstrate sufficient analytical skills in defining causes and effects of poverty, including a sufficient level of familiarity with basic poverty reduction strategies (MDGs, MFIs, PRSPs, FDIs, ODA, etc).

4. Ethical Dimensions of Poverty Analysis and Reduction: Students will demonstrate an ability (a) to identify the values (implicit or explicit) in poverty analysis and reduction strategies (current and historical); (b) to analyze the influence of values on poverty analysis and reduction strategies; (c) to evaluate the operative values in poverty analysis and reduction strategies; (d) to use values to justify a particular approach to poverty analysis and reduction strategies; and (e) to be more critically self-‐aware of their own value commitments and the impact those values are likely to have on poverty analysis and reduction strategies.

COURSE READINGS

Each course session has a list of required and suggested readings including chapters, articles and online resources.

TEXTBOOKS:

Lister, Ruth. Poverty. Cambridge, UK: Polity, 2004 (cited in the course calendar as “Lister 2004”).

Banerjee, Abhijit Vinayak, Roland Benabou, and Dilip Mookherjee. Understanding Poverty. New York: Oxford University Press, 2006 (cited in the course calendar as “Abhijit 2004”).

ARTICLES:

Additional selected articles for each session and subjects are also required. They are available electronically on D2L Content and enlisted under course calendar.



RESOURCES:

Beside the general background resources, each session has a required list of online resources linked on D2L content. Students should browse them and be familiar with the material for the in-‐class discussion.

RECOMMENDED:

Balkin, Karen. Poverty: Opposing Viewpoints. San Diego, CA: Greenhaven Press, 2004.

RESOURCES

Global Call to Action Against Poverty – GCAP is a coalition of trade unions, community groups, faith groups, youth organizations and non-‐governmental organizations that aim to hold politicians to their promises regarding poverty.

Chronic Poverty Research Centre – The Chronic Poverty Research Centre is a coalition of universities, research institutes and non-‐governmental organizations that are trying to educate people on the subject of chronic poverty while also trying to halve the estimated one billion impoverished people in the world by 2015.

Poor People’s Economic Human Rights Campaign – The Poor People’s Economic Human Rights Campaign is built around the Universal Declaration of Human Rights, which establishes the rights of every human being to necessities like food, housing, communication and a job.

STEPS Centre (Social, Technological and Environmental Pathways to Sustainability) – STEPS is a research group studying the interactions between social, technological and environmental factors that lead to poverty, and how we need to get them all working together to solve the problem.

The ONE Campaign – ONE was formed by eleven non-‐profit organizations to raise awareness of poverty in the world. They are currently carrying out the “ONE Vote ’08″ campaign to engage presidential candidates with the issues of the world’s poor. This campaign is co-‐chaired by former Senate Majority Leaders Tom Daschle (D-‐SD) and Bill Frist (R-‐TN).

Brooks World Poverty Institute – A section of the University of Manchester, the Brooks World Poverty Institute is a research institute dedicated to studying poverty, inequality and growth. The site has a lot of information about the actual program, but they also publish their findings here as well as maintain a blog for discussions.

World Bank Poverty Net: Resources and Support to Alleviate Poverty -‐ PovertyNet is a World Bank Web site developed to providing resources for people and organizations working to understand and alleviate poverty.

COURSE REQUIREMENTS

1. Classroom Attendance and Participation (weight: 20%): Your active participation in the class discussion is essential for achieving the learning goals of this course. Class attendance is mandatory and it will be monitored at the beginning of each session. Late arrival beyond 15 minutes will be marked as absence. Missing more than 2 sessions will surely jeopardize your course grade to a possible “F” and students should drop the course. Active participation in the in-‐class discussion will be monitored and evaluated at the end of the course. Your active



participation will be demonstrated by your critical, insightful, respectful and dialogical in-‐class discussions after the video activity, presentations and exercises. Your participation includes the reflections on the services and poverty alleviation activities you will be conducting during the quarter. By Session 10, you will be submitting a self-‐evaluation of your overall participation. The self-‐evaluation should be on a Word document, submitted on D2L Drop Box and include: (a) Number of the session attended (out of 10); (b) number of the sessions for late arrival / early leaving; (c) Summery highlights of you in-‐class contributions in the discussions; and (d) Your expected grade for this (out of 100). Please note that your self-‐evaluation will be compared with the instructor’s records. Be open, truthful and humble.

2. Reading Questions (weight: 20%): For each session you will bring in class a printed ONE page with three questions based on the readings for that session. You will elaborate the three questions from each of the three selected readings in each session. All the three questions must be structured as multiple-‐choice questions and written on ONE side single-‐spaced sheep of paper. On the other side of the paper you will write the explanatory answers with the specific citation and source to the textbooks chapters or articles. At the beginning of each session (from Session 2 to Session 9) you will be randomly paired with one of your classmates for testing the questions and answers. At the end of the course (Session 10) you will collect all the 24 questions and answers, number them and separate them into two section of the paper (Section 1: Questions with numbers and Section 2: Answers with numbers and citations). You will submit the assignment on the D2L specific drop box by midnight of Session 10.

3. Case study Presentation (weight: 20%): You will be working on pre-‐assigned small groups of two people and prepare a case study analysis of a situation of poverty in relation to the topic of the assigned session. Each group will present their case in a PowerPoint of 10 slides minimum (no more than 15). The instructor will assign the case study and provide a template for the PPT that should include the title slide, case explanation, video illustrating the case, analysis of the causes and effects, moral and ethical analysis, possible solutions and references. Your group will be presenting the case during the assigned session during the second part of the class (beginning on Session 3). The PPT must be submitted on D2L drop box by the day after the presentation.

4. Country Poverty Analysis -‐ Midterm Exam (weight 20%): You will be selecting a country on the World Bank poverty analysis database and write a summary analysis in a 5 pages single spaced paper. The list of countries analyses are available at http://go.worldbank.org/2SDF7W6AR0 . Your paper must include YOUR overall assessment of the analysis, specific reference to the economic and other poverty factors illustrated in the analysis. The text should include in-‐text parenthetical reference following Turabian style. The paper should include a minimum of 10 specific references (with page numbers) to the analysis. Specific references to your textbooks are required (at least 5 out of 10). External academic references or to reputable online reports, or documents are highly recommended. The instructor will provide a template for the paper. Please cite properly. The paper must be submitted on D2L drop box by Session 5.

5. Written Online Quiz -‐ Final Exam (weight: 20%): You will be taking your final exam on D2L. You may be able to access the questionnaire from any Internet access (home, computer lab, etc). This is an open book exam, however, it has a time limit of 90 minutes. The questions will be based on the contents covered during the entire course. They may include multiple-‐choice questions, true or false, fill the bank and short answers. The exam can be accessed anytime during the exam week (Monday June 4 to Friday June 8, 2012 till midnight).



COURSE SCHEDULE

SESSION 1

Date: Friday, March 30

Module: UNDERSTANDING POVERTY: POVERTY IN HISTORY FROM COLONIZATION TO GLOBALIZATION.

Readings: Select three of the followings chapters:

Abhijit 2006 Introduction , Abhijit Vinayak Banerjee, Roland Bénabou and Dilip Mookherjee

Abhijit 2006 Ch 2. Understanding Prosperity and Poverty: Geography, Institutions, and the Reversal of Fortune , Daron Acemoglu, Simon Johnson, & James Robinson

Abhijit 2006 Ch 3. Colonialism, Inequality, And Long-‐Run Paths Of Development , Stanley L. Engerman & Kenneth L. Sokoloff

Abhijit 2006 Ch 4. The Kuznets Curve: Yesterday and Tomorrow , Thomas Piketty

Abhijit 2006 Ch 6. Globalization and All That , Abhijit Vinayak Banerjee

Abhijit 2006 Ch 7. The Global Economy and the Poor , Pranab Bardhan

Resources: Read the overview of http://www.worldbank.org/poverty

Assignment: Be ready to introduce yourself and share about your “experience” and “perception” of poverty. Read the syllabus and be ready to ask questions about the course.

SESSION 2

Date: Friday, April 6

Module: POVERTY DEFINITIONS: MEASURES, CLASSIFICATIONS AND EXPERIENCES

Readings: Lister, 2004 Ch. 1: Defining poverty p. 12

Lister, 2004 Ch. 2: Measuring poverty p. 37

Abhijit 2006 Ch 1. Measuring Poverty , Angus Deaton

Assignment: Reading questions

SESSION 3


Module: FOOD POVERTY: CAUSES OF HUNGER IN AMERICA AND WORLDWIDE

Readings: Hunger and Poverty: Definitions and Distinctions

FAO: Fighting Poverty and Hunger

WFP: Fighting Hunger Worldwide



Resource: The Millennium Development Goals (MDGs): http://www.un.org/millenniumgoals/

Assignment: Reading questions | Case study group 1

SESSION 4


Module: ECONOMIC POVERTY: UNDERCLASS, CHILD LABOR, UNEMPLOYMENT, INEQUALITY AND INSECURITY, CORRUPTION

Readings: Lister, 2004 Ch. 3: Inequality, social divisions and the differential experience of poverty p. 51.

Lister, 2004 Ch. 4: Poverty and social exclusion p. 74

Abhijit 2006 Ch 11. Corruption and Development , Jean-‐Jacques Laffont


SESSION 5


Module: ETHNIC POVERTY: RACE, NATIONALITY, DISCRIMINATION, ACCESS

Textbook: Select three chapters from the following:

Lister, 2004 Ch. 5: Discourses of poverty: from othering to respect p. 99

Lister, 2004 Ch. 6: Poverty and agency: from getting by to getting organized p. 124

Lister, 2004 Ch. 7: Poverty, human rights and citizenship p. 158

Abhijit 2006 Ch 12. Ethnic Diversity and Poverty Reduction , Edward Miguel

Abhijit 2006 Ch 16. Child Labor , Christopher Udry

Abhijit 2006 Ch 17. Policy Dilemmas for Controlling Child Labor , Kaushik Basu

Abhijit 2006 Ch 27. Racial Stigma: Toward a New Paradigm for Discrimination Theory , Glenn C. Loury

Assignment: Midterm exam, country poverty analysis | Reading questions

SESSION 6

Date: Friday, May 4

Module: GENDER POVERTY: FEMINIZATION OF POVERTY, LGBT, HUMAN TRAFFICKING

Readings: Bianchi, Suzanne M. "Feminization and Juvenilization of Poverty: Trends, Relative Risks,Causes and Consequences." Annual Reviews of Sociology 25 (1999): 307-‐33.

Buvinić, Marya. "Women in Poverty: A New Global Underclass." Foreign Policy 108 (1997): 38-‐53. Print.



Fukuda-‐Parr, Sakiko. 1999. "What Does Feminization Of Poverty Mean? It Isn't Just Lack Of Income". Feminist Economics. 5, no. 2: 99-‐103.


SESSION 7

Date: Friday, May 11

Module: URBAN POVERTY: HOMELESSNESS, SLUMS, GHETTOS, MIGRANT LABORER

Readings: Mitlin, Diana. 2001. "Civil Society and Urban Poverty: Examining Complexity". Environment and Urbanization. 13, no. 2.

Cohen, Marc, and James Garrett. 2010. "The Food Price Crisis and Urban Food (in)Security". Environment and Urbanization. 22, no. 2: 467-‐482.

Mudege N.N., and Zulu E.M. 2011. "In Their Own Words: Assessment of Satisfaction with Residential Location Among Migrants in Nairobi Slums". Journal of Urban Health. 88, no. SUPPL. 2: S219-‐S234.


SESSION 8


Module: ENVIRONMENTAL POVERTY: RURAL POVERTY, RESOURCES, FERTILITY, AGRICULTURE, WATER AND GMOs

Readings: Abhijit 2006 Ch 8. The Role of Agriculture in Development , Mukesh Eswaran & Ashok Kotwal

Abhijit 2006 Ch 9. Fertility and Income, T. Paul Schultz

Abhijit 2006 Ch 10. Fertility in Developing Countries , Mukesh Eswaran


SESSION 9


Module: HEALTH, EDUCATION AND TECHNOLOGY POVERTY: DISABILITY, CHILDREN AND ELDERLY, DIGITAL GAPS, INTELLECTUAL PROPERTY.

Readings: Abhijit 2006 Ch 18. The Primacy of Education , Anne Case

Abhijit 2006 Ch 20. Intellectual Property and Health in Developing Countries , Jean Tirole

Abhijit 2006 Ch 21. Public Policies to Stimulate Development of Vaccines for Neglected Diseases , Michael Kremer




SESSION 10

Date: Friday, June 1

Module: POVERTY REDUCTION AND MORAL POVERTY: APPROACHES TO POVERTY ALLEVIATION, CAMPAIGNS TO END POVERTY, ANTI-‐POVERTY ORGANIZATIONS, RESPONSIBILITY TO POVERTY REDUCTION-‐ERADICATION

Readings: Abhijit 2006 Ch 25. Better Choices to Reduce Poverty , Sendhil Mullainathan

Abhijit 2006 Ch 22. Microinsurance: The Next Revolution? , Jonathan Morduch

Abhijit 2006 Ch 23. Credit, Intermediation, and Poverty Reduction , Robert M. Townsend

Resource: The international campaigns to end poverty http://www.makepovertyhistory.org/

Assignment: Reading questions assignment for this session and submission of the comprehensive paper with 30 questions and answers.

In class discussion on the learning of the class.

The final exam will be ONLINE (on D2L) between June 4 and June 8, 2012. You may access the exam from any Internet available location.

EVALUATION CRITERIA

The student’s responsibility is to prepare for each class session by completing the assigned readings, course assignments and in-‐class individual and group exercises. The instructor’s evaluation criteria are in relation to your quality performance and critical analysis in relation to the required successful completion of the assignments. Respectful, coherent but critical reflections (even when conflicting with the majority or the instructor’s views) are very welcome in this course and are indicative of the student’s capacity to think critically, independently and toward moral decision making. In addition, you should be ready to display coherent and factual arguments and be open to receive constructive criticism from others as well. I grade written assignments both on content and good writing. Citation and writing style should follow the Turabian, Kate L. and Wayne C. Booth. 2008. A manual for writers of research papers, theses and dissertations: Chicago style for students and researchers. Chicago [u.a.]: Univ. of Chicago Press. We also recommend an old standard, Strunk and White, Elements of Style available online: http://www.bartelby.net/141/ . Also, you may consider getting help from the DePaul University Writing Centers (available in person at Loop and Lincoln Park Campuses and on line at http://condor.depaul.edu/writing/). Please ask for clarification about your assignment if you have any doubts. You should preferably ask questions in class as this may benefit other students as well. Remember that the syllabus is your contract and the timely completion of assignments and respect for deadlines is your responsibility. The instructor will review your submitted assignments within one week and then upload the grade and comments on D2L/GRADES. The grading scale for the course is the following:

Above expectations (A/A+) 97-‐100* A 94-‐96 A-‐ 90-‐93

Meets expectations B+ 87-‐89 B 84-‐86 B-‐ 80-‐83



Below expectations C+ 77-‐79 C 74-‐76 C-‐ 70-‐73

Unacceptable D+ 69-‐67 D 64-‐66 D-‐ 60-‐63

Fail F below 60

Please note that DePaul considers “A+” grade level as “A” in the official grade system. The fulfillment of all the course requirements is not simply indicative of “A” level assignment or course grade. An “A” level is reserved for those performances that exceed expectations. Please read the following evaluation of your academic performance for this course. The evaluation of your performance will be based both on the fulfillment and quality of the assignments according to these general assessment criteria:

“A” GRADE LEVEL: The work/performance EXCEEDS EXPECTATIONS: In addition to fulfilling all requirements, the work/performance excels in its uniqueness, originality, authority and clarity. It will have virtually no grammatical, usage, punctuation, or spelling errors. It reflects a professional and competent work in format, content and exposition. It is rich in detail, showing a clear understanding of differences in levels of specificity; it provides justification or support for all general assertions. It addresses the assignment with all the specific requirements and excels in writing structure, clarity, focus, style, analytical systematization, critical analysis and creativity. The work is precise and it has a professional look and design.

“B” GRADE LEVEL: The work/performance MEETS EXPECTATIONS. The assignment falls short either for style, analytical development or critical analysis. It has very few grammatical errors, writing or citation style. It may have some awkward or unsubstantiated phrases-‐-‐but never enough to impede proper comprehension. Its development is consistently strong, with detail and support present in most, but perhaps not every, instance. Its sense of audience is clear. The “B” level work/performance addresses the assignment directly and satisfies almost all of its requirements.

“C” GRADE LEVEL: The work/performance IS BELOW EXPECTATIONS. The written work or performance addresses the assignment relatively clearly but without significant depth or clarity. Stylistic errors may be noticeably present, but not in such quantity as to impede the reading and comprehension. A “C” level work/performance generally provides some support for assertions, but not enough to give the impression of complete thoroughness. The tone and voice usually lack a sense of individuality of author or sense of authority. A “C” paper often has an "anonymous" quality to it, restating standard opinion or assertions without going into significant depth.

“D” GRADE LEVEL: Given when students attempts but completely miss the specific requirements. This grade is unacceptable for SPS graduate students. If this is your final course grade, you will have to repeat the course.

“F” GRADE LEVEL: Given to students with an unsatisfactory completion of the requirement and/or a combination of basic incomprehension of the assigned topics and an insufficient effort to overcome these problems.

DEPAUL UNIVERSITY POLICIES

1. Policy on Grade of IN (Incomplete)



According to DePaul University’s incomplete policy, the “IN” grade is a temporary grade indicating the student has a satisfactory record of work completed, but for unusual or unforeseeable circumstances not encountered by other students, and acceptable to the instructor, the student cannot complete course requirements on time. The student must formally request the incomplete grade and the instructor must approve it. At the end of the term following the term in which the instructor assigned the incomplete grade, the IN grade automatically convert to “F” grades. Students requesting the IN grade should present a plan and schedule to complete the course along with the formal request for the IN grade. Students should work out the plan with the instructor, usually scheduling completion within a few weeks of the end of the term in which the IN grade occurs.

2. Academic Integrity

Academic integrity is an essential component in the development of ethical leaders and professionals. Plagiarism is defined as a major form of academic dishonesty involving the presentation of the work, ideas, etc. of another as one’s own. Integrity is expected of every student in all academic work. The guiding principle of academic integrity is that a student’s submitted work must be the student’s own. Students engaging in academic dishonesty diminish their education and bring discredit to the academic community. Students who study together should be especially careful to avoid plagiarizing each other. Students in this course, and in all courses where independent research and writing play a vital role in the requirements, must be aware of the strong sanctions carried out as a result of plagiarism, as stated in the DePaul University’s Code of Student Responsibility (http://studentaffairs.depaul.edu/handbook).

Violations of Academic Integrity: Violations of academic integrity include but are not limited to the following categories: cheating; plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the university's academic resources-‐-‐alteration or falsification of academic records; academic misconduct; and complicity. This policy applies to all courses, programs, and learning contexts in which academic credit is offered, including experiential and service-‐learning courses, study abroad programs internships, student teaching and the like. If an instructor finds that a student has violated the Academic Integrity Policy, the appropriate initial sanction is at the instructor's discretion (cf. Section Q). Actions taken by the instructor do not preclude the college or the university from taking further action, including dismissal from the university Conduct that is punishable under the Academic Integrity Policy could result in criminal or civil prosecution.

Cheating: Cheating is any action that violates University norms or instructor's guidelines for the preparation and submission of assignments. This includes but is not limited to unauthorized access to examination materials prior to the examination itself, use or possession of unauthorized materials during the examination or quiz; having someone take an examination in one's place-‐copying from another student; unauthorized assistance to another student; or acceptance of such assistance.

Plagiarism: Plagiarism is a major form of academic dishonesty involving the presentation of the work of another as one's own. Plagiarism includes but is not limited to the following: 1) The direct copying of any source, such as written and oral material, computer files, audio disks, video programs or musical scores, whether published or unpublished, in whole or part, without proper acknowledgement that it is someone else's. 2) Copying of any source in whole or part with only minor changes in wording or syntax, even with acknowledgement. 3) Submitting as one's own work a report, examination paper, computer file, lab report or other assignment that has been prepared by someone else. This includes research papers purchased from any other person or agency. 4) The paraphrasing of another's work or ideas without proper acknowledgement. 5) Your own work previously submitted without substantial adaptation for the new course / assignment.



4. Universal Design for Learning

SPS is committed to helping students achieve to their full potential by removing barriers to learning and making reasonable accommodation when appropriate. Please help us by identifying barriers and suggesting ways we can diminish or remove them. Students with special learning needs or who are in circumstances which necessitate special consideration, must contact the instructor at the beginning of the course or earlier. Students with a documented disability who wish to discuss academic accommodations should contact the instructor as soon as possible and immediately contact the DePaul University’s Office of Students with Disability at http://studentaffairs.depaul.edu/studentswithdisabilities/

STUDENTS RESPONSIBILITIES

1. Class Discussions: Class discussions are an opportunity to work on oral communication skills. During class discussions students will talk and listen. With respect to speaking, students are responsible for contributing to overall quality of class discussions by making useful and informed comments, asking clarifying questions of fellow students or the instructor, and, helping to move the discussion along in productive ways. With respect to listening, students are responsible for listening attentively to the ideas of others, being respectful of people who hold opinions different from their own, and synthesizing for themselves the disparate ideas that class discussions may generate. Students should be prepared to use the materials from readings, assignments, and lectures to inform class discussions.

2. Teamwork: Professionalism requires you to develop teamwork skills, such as effective communication, cooperation, productive interaction, respectful dispute resolution, and tactful supervision skills. Each student must actively look for ways to contribute to classroom learning and to help cultivate a cooperative class culture. Group assignments require disclosing planned and resulted individual contributions by filling the Group Work Report Form (available on Blackboard) and submitting it along with the assignment to the instructor. When group assignments are not required, students are allowed the opportunity to suggest it to the instructor.

3. Electronic Communication: For e-‐mail communications, identify yourself and the subject of your e-‐mail message. Be sure to include the course number and section, the assignment, and your name in the heading. Make sure you begin each e-‐mail with a greeting stating the person's name (Hi Marco, or Hello Dr. Murphy), and closing with your name on its own line (Regards, John Smith, or Thank you, Dr. Tavanti). This follows the format of more formal business communication (i.e., letters and memos), and it raises the tone of the correspondence so that there is a level of respect no matter the content. It also clearly delineates the beginning and end of messages in a thread containing many. Example: MPS 593: Jane Smith Question about Assignment 2. Address the whole class through the Discussion Board, use e-‐mail to send a private message. Please consider following this Decalogue for Online etiquette: 1) Write notes that are concise and to the point. 2) Be clear and logical. 3) Choose words and typestyles thoughtfully. 4) Avoid satire or sarcasm. 5) If your message is designed to vent strong feelings, write it, but do not send it until you have slept on it overnight. 6) Practice patience and courtesy. 7) Apologize when a misunderstanding occurs. 8) Use "please" and "thank you". 9) Practice random acts of kindness. 10) Above all, remain polite and professional at all times. These essential guidelines and recommendations for online communication have been adapted from The Core Rules of Netiquette.



4. Turn-‐It-‐In Disclosure: Please be aware that D2L drop box system has an integrated Turn-‐It-‐In feature

assessing the originality of your writing text. Please make sure to properly cite in between quotation marks when borrowing other author’s text (including websites, articles, reports, etc.). Write your own text and avoid using text from previously submitted paper as this is also tracked and measured in Turn-‐It-‐In. With the advent of technology it is very easy to access electronic texts for your writing assignments, but it is also very easy to track them down.

5. Attendance Policy: Class attendance is mandatory. Students who must miss class for personal or professional reasons should inform the instructor via written communication. Students who miss more than 30 percent (more than 2 sessions) of the course are likely to fail and should drop the course.

6. Classroom Expectations: Vincent de Paul asked the members of the congregation he founded to “live as very dear friends.” We begin with the imperative that we treat everyone with respect, and as much as possible, we spend our time together as very dear friends. Our behavior, in the classroom, via e-‐mail and in person begins with respect and civility for all. We offer universal respect for all because of the innate dignity each of us carries. We deserve respect and we offer respect as part of the human condition. DePaul University, as a Judeo-‐Christian institution, extends respect to all based on the Christian imperative to―love one another as I have loved you, and the Jewish belief that we are created in the image and likeness of God. Furthermore, it is from the DePaul mission components of being Vincentian, Catholic and urban that we build a community of scholars on the basis of respect and Vincentian personalism. We offer each other our attention and respect and therefore we do not use personal computers during class; we turn off cell phones; we consider what people say in class confidential. Faculty who observe students failing to meet behavior expectations may dismiss students from class, report the violation to the Director and Dean of Students, and formally request behavioral changes.

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