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PACS 101

Peace is Everybody’s Business

Winter 2017

We acknowledge that we are on the traditional territory of the Neutral,

Anishnawbe and Haudenosaunee peoples.

The University of Waterloo is situated on the Haldimand Tract, the land promised

to the Six Nations that includes six miles on each side of the Grand River.

Co-instructors: Lowell Ewert, Director of Peace and Conflict Studies

Room 2103 A

Conrad Grebel University College (CGUC)

Phone: 519-885-0220 ext. 24380

e-mail: lmewert@uwaterloo.ca

Mary Lou Klassen, Sessional Lecturer

Conrad Grebel University College

226-606-6950 (cell)

e-mail: mlklassen@uwaterloo.ca

Classroom: EV1 350

Class meeting times: Tuesday and Thursday, 10:00 am – 11:20

Office hours: For Lowell Ewert, by appointment is always best, or Thursdays, 11:30

– 12:30.

For Mary Lou Klassen – by appointment or Tuesday – 1:30 – 2:30 pm,

CGUC Room TBA.

Course description

This course explores ways in which individuals and groups from multiple sectors of society have

contributed to peace by engaging conflict constructively and advancing social justice. Attention

will be given to the diversity of peacemaking approaches, and to interpersonal and intergroup

as well as international applications.

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Context for PACS 101 Peace is Everybody’s Business

Peace is fragile. While challenging to build, and often requiring conscious, intentional, and

tenacious work, it can easily be destroyed. The creation, and necessary rebirth with every

generation, of a more fully peaceful, stable, and democratic society is a never-ending task. It

requires the collective efforts, energies, and imaginations of every sector of society, working

together on manifold levels, in thousands of jobs, in innumerable ways both large and

small. Only when each person and each sector contributes appropriately to this effort can a

more genuinely peaceful society result. This introductory course will explore the complex and

multifaceted nature of everyday, practical peace, by analyzing the core values that lead to

peace. It will explore ways in which diverse actors embrace the challenge of building a society in

which the needs of most are addressed justly. Emphasis will be given to the roles and

responsibilities of business, government, and civil society in fostering comprehensive and

sustainable peace.

Concept Map

Conflict is part of life. Tensions can

be creative, but if not managed, they

can become destructive. There is the

potential for conflict in almost every

human interaction. However, most

conflicts are prevented because of

the peaceful choices of both the

participants and those who observe

what is going on. As conflict escalates

and becomes more overt, the need

for active involvement by outsiders

to help resolve it emerges. When

strategies for prevention and

resolution fail, we need forceful

actors to contain the conflict so as

few people as possible get hurt.

Conflict is contained or resolved so

that, in the end, strategies preventing the cycle may be re-engaged. As we proceed through the

course we will consider how all of us can be involved in preventing, resolving, or containing

conflict, hence building peace.

From William Ury, The Third Side, 113

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Learning outcomes

By the end of the term, you should be able to:

Clearly articulate why peace is everybody’s business

Critique, evaluate, and augment the core concepts, terms, and values that undergird

PACS

Summarize how your chosen vocation or discipline, as well as those of your classmates,

collectively contributes to building sustainable peace

Examine your own role and responsibility in contributing to a more peaceful and just

community, nation, and world

Visualize peace

Develop an awareness of peace research and writing

Course teaching methodology

This is a lecture course that will include significant class discussion to emphasize critical analysis

and reflection. It will not assume that there is one “right” answer to questions posed or issues

discussed, but rather that there are ways of thinking that will enable you to develop your own

personal philosophy. It is assumed that we learn best and internalize lessons learned most

effectively in a process of dialogue with each other, the instructor, and other resource materials

utilized in class. You must therefore personally wrestle with concepts discussed to benefit from

the course. Teaching methodologies that will be used will include:

Student questions posed in class

Small group discussions during class

Videos clips

Exercises that challenge students to apply theory to practice

Discussion of current events relevant to course topics

Required Readings The assigned readings are meant to provide background to the issues to be discussed in

class. You are expected to grapple with the themes of the required readings and recall their

salient points. This ability will be tested through online quizzes on the readings prior to class.

Required Texts (available from the uWaterloo Bookstore)

Lederach, John Paul. The Little Book of Conflict Transformation. Intercourse, PA: Good Books,

2003.

Ury, William. The Third Side: Why We Fight and How We Can Stop. Toronto: Penguin Books,

2000.

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There are additional required readings that will be posted on LEARN or found on linked

websites. They are indicated in the course schedule below.

Course Assessment

Quizzes on Readings – 15%

In-class assignments – 10%

Mid-term – 35%

Integration and Research Paper – 40% which includes

o Topic Proposal – 7%

o Research Paper – 33%

PACS Research Support

The library has created a subject guide to help you carry out peace-related research. You can

access this guide at http://subjectguides.uwaterloo.ca/pacs. If you need more specialized

assistance, the Peace and Conflict Studies liaison librarian, Laureen Harder-Gissing

(lhardergissing@uwaterloo.ca), is available for consultation. Laureen works with PACS faculty to

order library resources and to create the subject guide. See the guide for research tips and ways

to contact Laureen.

The Writing Centre

The Writing Centre works across all faculties to help students clarify their ideas, develop their

voices, and communicate in the style appropriate to their disciplines. Writing Centre staff offer

one-on-one support in planning assignments, using and documenting research, organizing

papers and reports, designing presentations and e-portfolios, and revising for clarity and

coherence.

You can make multiple appointments throughout the term, or drop in at the Library for quick

questions or feedback. To book a 50-minute appointment and to see drop-in hours, visit

www.uwaterloo.ca/writing-centre. Group appointments for team-based projects, presentations,

and papers are also available.

Please note that communication specialists guide you to see your work as readers would. They

can teach you revising skills and strategies, but will not change or correct your work for you.

Please bring hard copies of your assignment instructions and any notes or drafts to your

appointment.

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Assessment details and instructions

Turnitin.com: Text matching software (Turnitin®) will be used to screen assignments in this

course. This is being done to verify that use of all material and sources in assignments is

documented. You will be given an option if you do not want to have your assignment screened

by Turnitin®. In the first week of the term, we will provide you with arrangements and

alternatives for the use of Turnitin® in this course.

The citation style for writing in this course is Chicago Style, Notes and Bibliography. A helpful

source with useful examples is available from Purdue University’s Online Writing Lab.

https://owl.english.purdue.edu/owl/resource/717/01/. Make sure you open the underlying tabs for

information and examples on many kinds of works including web sources.

Quizzes on Readings (15% of overall grade):

There will be nine (9) T/F or fill-in-the-blank quizzes of which eight (8) will count.

Quizzes will be worth a total of 15% of the final grade. These will be posted on LEARN

for 48 hours and must be completed by Tuesday morning at 9:30 am before class. Each

quiz will test the readings for the upcoming week. Each week that has a quiz is indicated

below. You will have 30 minutes to complete 15 questions. No late quizzes will be

accepted. Please note:

o There are THREE (3) quiz sessions when two (2) weeks of readings are quizzed.

They are noted in the calendar below.

o Each quiz will contain three (3) quiz questions from the topics previously quizzed

the week before.

In-class assignments (10% of overall grade):

In 10 classes, you will be asked to reflect on some aspect of the class, make notes of the

discussion, or do a brief reflection on an activity after it is completed. The marks of the

highest eight (8) will be recorded. This assignment will be graded as 10/5/0. The notes

handed in will receive 10/10 if they indicate a reasonable amount of discussion of the

topic (a paragraph or two). 5 means that you submitted something, but that there was

insufficient or confused engagement with the question posed. 0 is given if there is no

assignment submitted. More detail about expectations for this assignment will be given

in class prior to the activity. No make-up assignments will be given.

Midterm. (35%) This will be an essay exam taking place during the class of February 7.

Note: the midterm exam will be held in AL 211.

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Integration and Research Report (40%)

You are required to research a profession, or career, or volunteer activity and grapple

with how it relates to peace. Choose one that is meaningful to you personally. This

assignment has two components. The first will outline your topic and include an

annotated bibliography (worth 7%), and the second will be the full and final report on

your research, analysis, and aspirations (worth 33%).

For instructions on how to write an Annotated Bibliography mentioned below,

see http://www.lib.sfu.ca/help/cite-write/citation-style-guides/annotated-bibliography.

Use Chicago style bibliography formatting along with your annotation.

o Components

1. Topic Description and Bibliography (7%). Due Thursday, March 2 at 9:30

am. Submit a one page (250 word) description of the career, profession, or

volunteer role you intend to research and describe briefly how it relates to

peace. Add a Potential Bibliography of 10 sources you might use in your final

report. This list can include websites or trade publications. The ten (10)

sources must include at least four (4) academic sources (journal article, book,

research reports that are found through the uWaterloo library site, or

writings by an academic). If you cannot find four (4) sources that are

academic, you must include an explanation of why that may be. The four (4)

academic sources must be annotated. The document should be double-

spaced, using 12-point font, with one-inch margins. The document must be

uploaded to the appropriate dropbox on LEARN as either a MS Word or PDF

file. Make sure the document includes your name and Student ID number.

2. Final Research and Integration Report (33%). Due Friday, March 31 at 4:00

pm. The final report contains two sections submitted at the same time.

Section 1 (worth 28%) is a Research Report of 10-13 pages (2500 – 3250

words). Section 2 is a Visual Image and Description (worth 5%). All writing

should be double-spaced, using 12-point font, with one-inch margins. Each

Section will have its own dropbox and must be uploaded to LEARN as either a

MS Word or PDF file. A rubric for grading Section 1 of the final report will be

discussed in class and available on LEARN, later in the term.

Section 1: Research and Application Report (28%). Section 1 must include a

Title Page, Outline (or Table of Contents), Executive Summary (or Abstract),

Introduction, Body of work, Conclusion, and a Bibliography.

Turnitin® will be used for Section 1. You will be able to view your Turnitin®

results until Tuesday, March 28 prior to the due date. This will give you an

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opportunity to check to make sure you have followed academic integrity

policies. If you do not wish your work to be submitted through Turnitin, you

must let us know in writing by Thursday, March 2.

(Note: The alternative Turnitin® assignment will be to submit your paper with

another annotated bibliography of at least ten (10) sources of which four (4)

must be academic. The four (4) academic sources must be different from the

proposal list and all sources must be annotated.)

The body of the project will explain how the profession or career or

volunteer role you chose relates to peace. It will include how it describes

itself in terms that use principles studied in class. Specifically, the report

must include an analysis of how the profession, career, or volunteer role

does or does not live out each of the roles of the Third Side (see Ury, p. 190).

It must also include an analysis of how it does or does not relate to each

Level of Change: personal, relational, structural, cultural (see Lederach, p.

27). In addition, it should address at least four (4) other course themes that

are relevant to your topic and properly referenced.

The Bibliography for your final paper includes all sources referenced in your

paper. There may be some change between your original proposal and this final

submission. The final Bibliography must still include at least four (4) academic

sources but there is no minimum or maximum limit on other sources used. If

you cannot find four sources that are academic, you must include an

explanation of why that may be. This bibliography will not be annotated unless

you are not using Turnitin®. (See note above.)

Section 2: Visual Image and Description (5%). You will create a diagram or

find/create an image that expresses your own vision of a more peaceful world.

In no more than one page (250 words) provide an explanation of this visual and

how it draws on what you learned in the course and inspires you to make peace.

Make sure you include your name and ID# on the documents. Please note that

you must state if the image is your own. If it is a photograph, state its

approximate date and location. If it is a drawing or other artwork, state its date

of production. If the image is not your own, you must cite its source with full

reference details.

Late assignments A late written assignment will be assessed an automatic penalty of 10% and will only be

accepted within one week of the due date. A valid medical document is required for medical

accommodation.

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Additional course policies Excused absences: In accordance with University of Waterloo guidelines, students who desire

an excused absence for an assignment or exam must provide a note from a health care worker

documenting justification for the absence.

Official University of Waterloo Policies

Academic Integrity: In order to maintain a culture of academic integrity, members of the

University of Waterloo are expected to promote honesty, trust, fairness, respect and

responsibility. See the UWaterloo Academic Integrity webpage and the Arts Academic Integrity

webpage for more information.

Discipline: A student is expected to know what constitutes academic integrity, to avoid

committing academic offences, and to take responsibility for his/her actions. A student who is

unsure whether an action constitutes an offence, or who needs help in learning how to avoid

offences (e.g., plagiarism, cheating) or about “rules” for group work/collaboration should seek

guidance from the course professor, academic advisor, or the Undergraduate Associate Dean.

When misconduct has been found to have occurred, disciplinary penalties will be imposed

under Policy 71 – Student Discipline. For information on categories of offenses and types of

penalties, students should refer to Policy 71 - Student Discipline. For typical penalties check

Guidelines for the Assessment of Penalties.

Grievance: A student who believes that a decision affecting some aspect of his/her university

life has been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70

- Student Petitions and Grievances, Section 4. When in doubt, please be certain to contact the

department’s administrative assistant who will provide further assistance.

Appeals: A decision made or penalty imposed under Policy 70 - Student Petitions and

Grievances (other than a petition) or Policy 71 - Student Discipline may be appealed if there is a

ground. A student who believes he/she has a ground for an appeal should refer to Policy 72 -

Student Appeals.

Accommodation for Students with Disabilities

The AccessAbility Services office, located on the first floor of the Needles Hall extension (1401),

collaborates with all academic departments to arrange appropriate accommodations for

students with disabilities without compromising the academic integrity of the curriculum. If you

require academic accommodations to lessen the impact of your disability, please register with

the AS office at the beginning of each academic term.

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Course Schedule

The following course schedule may change from time-to-time to reflect the actual pace of class

discussion and movement through course topics. As this course is still relatively new, there

may also be periodic adjustments to the assigned readings to better tailor the readings to the

course content. Any changes to this course schedule will be announced in class at least a week

in advance, and an announcement circulated on LEARN about changes. Readings can be found

in the course texts or on LEARN for each week. LEARN will either include a link to an internet

source, or an uploaded, scanned document.

Date Topic/Lecturer Readings Assignments

Week 1

Tuesday,

January 3

Introduction

Lowell Ewert and

Mary Lou Klassen

No Reading Assignment

Thursday,

January 5

Peace and

Violence

Lowell Ewert

“The Universal Declaration of Human Rights.”

United Nations. Accessed 7 August 2016.

http://www.un.org/en/universal-declaration-

human-rights/index.html

Haugen, Gary. “The Locust Effect.” In The

Locust Effect: Why the End of Poverty

Requires the End of Violence. Toronto:

Oxford University Press, 2014. Pages 96-110.

Week 2

Tuesday,

January 10

Third Party

Lowell Ewert

Text by William Ury – The Third Side.

Introduction and Chapter 1, pgs. xv - 26

entitled “Are We Doomed to Fight,” and “The

Third Side.”

Quiz on Readings

for January 5, 10,

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Thursday,

January 12

Transforming

Conflict

Mary Lou Klassen

Text by John Paul Lederach – Conflict

Transformation. Chapters 1-4, pgs. 3-27.

Text by William Ury – The Third Side. Chapter

2, pgs. 28 - 56 entitled “The First 99% of

Human History.”

Week 3

Tuesday,

January 17

Justice

Lowell Ewert

Sandel, Michael. “Doing the Right Thing.” In

Justice: What’s the Right Thing to do? New

York: Farrar, Straus and Giroux, 2009. Pages

3 – 30.

Text by William Ury – The Third Side. Chapter

3, pgs. 57 - 80 entitled “The Last 1%.”

Quiz on Readings

for January 17, 19

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Date Topic/Lecturer Readings Assignments

Thursday,

January 19

Right

Relationships

Mary Lou Klassen

Lederach, John Paul. “Reconciliation: The

Building of Relationship.” In Building Peace –

Sustainable Reconciliation in Divided Societies.

Washington, DC: United States Institute of

Peace, 1997, 23-35.

du Toit, Fanie et al. “Truth Justice Memory:

South Africa’s Truth and Reconciliation

Process [Introduction].” Institute for Justice

and Reconciliation Youtube Channel. Last

modified 4 April, 2014.

https://www.youtube.com/watch?v=W3taLI3

moaM.

Newlove, Nigel. “Truth and Reconciliation

Commission releases final report on

residential school years.” APRN National

News. Last Modified 15 December 2015.

http://aptn.ca/news/2015/12/15/truth-and-

reconciliation-commission-releases-final-

report-on-residential-school-years/.

Week 4

Tuesday,

January 24

Rights

Lowell Ewert

Text by William Ury – The Third Side. Chapter

4, pgs. 80 – 109, entitled “The Recurrence.”

Cmiel, Kenneth. “The Recent History of

Human Rights.” In The Human Rights

Revolution: An International History. Akira

Iriye et al., eds. Toronto: Oxford University

Press, 2012. Pages 27-51.

Quiz on Readings

January 24, 26

Thursday,

January 26

Empathy

Mary Lou Klassen

Rifkin, Jeremy. “The Empathic Civilisation.”

RSA Animate. Youtube. Last Modified 6 May

2010.

https://www.youtube.com/watch?v=l7AWnfF

Rc7g.

Text by William Ury – The Third Side. Chapter

5, pgs. 111 – 139, entitled “Prevent.”

Week 5

Tuesday,

January 31

Civil Society

Lowell Ewert

Text by William Ury – The Third Side. Chapter

6, pgs. 140 – 168, entitled “Resolve.”

Atkisson, Alan. “Why Civil Society Will Save

the World.” Beyond Prince and Merchant:

Citizen Participation and the Rise of Civil

Quiz on Readings

January 31,

February 2

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Date Topic/Lecturer Readings Assignments

Society. John Burbidge, ed. New York: Pact

Publications, 1998, Pages 285-292.

Thursday,

February 2

Power

Mary Lou Klassen

Text by William Ury – The Third Side.

Chapter 7 and Conclusion, pgs. 169 - 206,

entitled “Contain,” and “It’s Our Choice.'”

Schrock-Shenk, Carolyn. “Power and

Conflict.” Lederach, John Paul. “Perspectives

for Assessing and Working with Power.”

Roy, Beth. “Three Domains of Power.” In

Schrock-Shenk, Carolyn, ed. Mediation and

Facilitation Training Manual. Akron, PA:

Mennonite Conciliation Service, 2000. Pages

78-83.

Week 6

Tuesday,

February 7

Midterm

HELD IN AL 211

No Reading Assignment, No Quiz

Thursday,

February 9

Yoga and Peace

Guest: Kelly

Brown

Readings TBA – posted on LEARN

Week 7

Tuesday,

February 14

Writing Centre

Presentation

Guest: Mandy

Penney

“Integrating Sources.” Harvard Guide to Using

Sources. Harvard University. Accessed 1

September 2016.

http://usingsources.fas.harvard.edu/integrati

ng-sources.

Quiz on Readings

February 9, 14, 16

Thursday,

February 16

Relationship with

Canada’s

Indigenous

Peoples

Mary Lou Klassen

Visit to exhibit:

Tesatawiyat

(Come in) at

Kindred Credit

Union Centre for

Peace

Advancement,

Conrad Grebel

The following readings are taken from: Woelk,

Cheryl, and Steve Heinrichs, eds. Yours, Mine,

Ours. Unravelling the Doctrine of Discovery.

Special edition of Intotemak. (Fall/Winter,

2016). Winnipeg, MB: Mennonite Church

Canada.

o Miller, Robert J. “The International Law of

Colonialism.” Pages 21-25.

o Heinrichs, Steve. “Dates of Discovery and

Dispossession.” Pages 26-27.

o Li Xiu Woo, Grace. “Is Exorcism

Necessary? Casting Out Colonial Ghosts.”

Pages 38-41

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Date Topic/Lecturer Readings Assignments

University

College

o Gehl, Lynn. “Reconciling the Nation-to-

Nation Relationship.” Pages 56-59.

“Reconciliation.” In What We Have Learned:

Principles of Truth and Reconciliation. The

Truth and Reconciliation Commission of

Canada, 2015.

http://nctr.ca/assets/reports/Final%20Report

s/Principles_English_Web.pdf. Pages 113-126.

Reading Week – February 20-24

Week 8

Tuesday,

February 28

Peace and

Disability

Lowell Ewert

Reynolds, Thomas E. “Recovering Disability.”

In Vulnerable Communion: A Theology of

Disability and Hospitality. Grand Rapids:

Brazos Press, 2008. Pages 102-132.

Quiz on Readings

February 28,

March 2

Thursday,

March 2

Identity and

Belonging

Mary Lou Klassen

Guibernau, Montserrat. “Belonging by

Choice.” Belonging. Solidarity and Division in

Modern Societies. Cambridge, UK: Polity

Press, 2013. Pages 27-49.

Kriesberg, Louis. "Identity Issues." Beyond

Intractability. Eds. Guy Burgess and Heidi

Burgess. Conflict Information Consortium,

University of Colorado, Boulder. July 2003

http://www.beyondintractability.org/essay/id

entity-issues.

Week 9

Tuesday,

March 7

Peace and

Business

Lowell Ewert

Guest: Mike

Quartermain.

“Corporate Social Responsibility: An

Implementation Guide for Canadian

Business.” Industry Canada. Last modified

2014. https://www.ic.gc.ca/eic/site/csr-

rse.nsf/vwapj/CSRImplementationGuide.pdf/

$file/CSRImplementationGuide.pdf. Pages 4-

14.

Grim, Brian J. “Four ways businesses can help

to build peace.” World Economic Forum Blog

Last modified 9 October 2012.

https://forumblog.org/2014/10/businesses-

help-build-peace/

“Guide to Corporate Sustainability.” United

Nations Global Compact. Last modified

December 2014.

Quiz on Readings

March 7, 9

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Date Topic/Lecturer Readings Assignments

https://www.unglobalcompact.org/docs/publ

ications/UN_Global_Compact_Guide_to_Cor

porate_Sustainability.pdf. Read through page

9 of the guide.

“The BSCI Code of Conduct.” Business Social

Compliance Initiative. Foreign Trade

Association. http://www.bsci-

intl.org/content/bsci-code-conduct. Accessed

1 January, 2017.

“The Ten Principles of the UN Global

Compact.” United Nations Global Compact.

https://www.unglobalcompact.org/what-is-

gc/mission/principles. Accessed 7 August

2016.

Thursday,

March 9

Terrorism

Mary Lou Klassen

Powell, Jonathan. “Why We Must Talk to

Terrorists.” In Talking to Terrorists: How to

End Armed Conflicts. London: The Brody

Head, 2014. Pages 15-41.

Alomes, Anna. “Searching for an Exit in the

Corridor of Fear: Revisiting Gandhi and King in

Times of Terror[ism].” In Sehthil Ram and

Ralph Summy, eds. Nonviolence: An

Alternative for Defeating Global Terror(ism).

New York: Nova Science Publishers, Inc.,

2008. Pages 31-46.

Topic Description

and Potential

Bibliography for

Integration and

Research Report

DUE

Week 10

Tuesday,

March 14

Peace and Fair

Trade

Lowell Ewert

“Definition of Fair Trade;” “10 Principles of

Fair Trade;” “WFTO Code of Practice;”

“Charter of Fair Trade Principles;” “The

Metamorphosis of Fair Trade;” and “Fair

Trade Myths.” World Fair Trade Organization.

Accessed 7 August 2016.

http://www.wfto.com/our-path-fair-trade

Nicholls, Alex, and Opal, Charlotte. “Fair

Trade: The Story So Far.” In Fair Trade:

Market Driven Ethical Consumption. London:

Sage Publications, 2006. Pages 16-31.

Quiz on Readings

March 14, 16

Thursday,

March 16

Peacebuilding

and Change

Mary Lou Klassen

Text by John Paul Lederach – Conflict

Transformation. Chapters 5-10, pgs. 28-71

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Date Topic/Lecturer Readings Assignments

Week 11

Tuesday,

March 21

Peacemaking

Circles

Guest: Jennifer

Ball

Ball, Jennifer, Wayne Caldwell, and Kay

Pranis. “Chapter One. Can We Fulfill the

Promise of Democracy?” “Chapter Three. An

Overview of Circle Processes.” “Chapter Eight.

It All Ends Up in the Lake: A Conflict Over

Water Quality.” In Doing Democracy with

Circles. St. Paul, MN: Living Justice Press,

2010. Pages 3-12, 32-48, 82-87. Used with

permission.

Quiz on Readings

March 21, 23, 28

Thursday,

March 23

How does

Change occur?

Mary Lou Klassen

Remen, Rachel Naomi. “Introduction.” In My

Grandfather’s Blessings: Stories of Strength,

Refuge and Belonging. New York: Riverhead

Books, 2000. Pages 1 – 13.

Westley, Frances, Brenda Zimmerman, and

Michael Quinn Patton. “Getting to Maybe.” In

Getting to Maybe: How the World is Changed.

Toronto: Vintage Canada, 2007. Pages 29-46.

Week 12

Tuesday,

March 28

Is PACS a real

job?

Guest: Rachel

Reist

Smith, David J. Peace Jobs: A student’s guide

to starting a career working for

peace. Charlotte, NC: Information Age

Publishing, Inc., 2016. Pages 1-24.

Chapnick, Adam. “Arts Advantage. Why

Enrolling in the Liberal Arts is Smarter than

You Think.” Literary Review of Canada. May

2015.

http://reviewcanada.ca/magazine/2015/05/a

rts-advantage-2/. Accessed December 8,

2016.

Thursday,

March 30

Conclusion/

Legacy

Lowell Ewert and

Mary Lou Klassen

No Reading Assignment. Note: Final

Assignment Due at

4pm on Friday,

March 31