PS

3Y03PS 3Y03: Special topics in Peace Studies

Media, War and PeaceCourse Outline — Fall 2010

Tuesdays 2:30-5:30pm UH112

Instructor: Dr. Colin Salter

Office: TSH 302

Phone: (905) 525 9140 | Extension 23722

Email: saltec@mcmaster.ca

Consultation Times: Mondays 12:30-2:00Tuesday 12:30-2:00

Other times by appointment

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PS 3Y03: Media, War and Peace. Course outline 2010 ! page 1 of 13

Subject DescriptionPS 3Y03 explores key concepts that relate to media coverage of peace and con"ict in the world. We consider the reporting of peace and con"ict, including wars, peace initiatives, community actions/protests, interpersonal violence and peaceful living. #e aim is to engage with how peace and con"ict are represented in society. Our focus includes mass media and alternative media. We re"ect on the social forces that shape the form, content and focus of the media.

Starting with the concept of peace journalism, we engage with media content from various theories or perspectives. We will cover a number of theories over the $rst part of term, laying the foundation for the group-facilitated class activities that will follow.

Our goals in covering both content and theory is to re"ect on theory by applying it to case studies and to see media/war/peace through different perspectives.

Assessment Summary

Assessment Format Length Due Date Weighting

1 A&endance weekly see notes

2 Participation weekly oral reports plus participation see notes weekly 15%

3 Short Presentation max 12 minutes (see notes) 15%

4 Class activity Group organized class activity see notes 20%

5 Project plan Summary 100 words 15 November 10%

6 Project report writing task 2 500 words 10 December 40%

Courseware#ere is no set textbook for this course. Instead a list of scheduled readings is provided in this outline. You will be expected to undertake signi$cant independent research to supplement the weekly readings.

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Learning Outcomes

PS 3Y03 will expose you to a wide range of information about peace and war in the local and global media environment (informed). #rough all of the assessment tasks, you will have to $nd materials for yourself and to connect theory and case studies in original ways (independent learners).

#rough designing presentations, activities for the class and project reports, you will have to address key issues in communicating about peace and peacebuilding (problem solvers). #rough the one-minute reports and shorts you’ll develop skills in verbal communication; through the project you’ll develop skills in w r i & e n c o m m u n i c a t i o n ( e ff e c t i v e communicators).

By addressing issues of war, peace, violence and nonviolence that are vital to understanding individual/collective action and con"ict, you will develop a greater appreciation of your role in society and how you can act responsibly (responsible).

InformedHave a sound knowledge of an area of peace studies pedagogy through exploring case studies and theories related to media coverage of wars, peace initiatives and interpersonal con"ict—their contexts and shi(ing nature over time.

Independent LearnersEngage with new ideas and ways of thinking, enquiry and critical analysis of issues and research through a number of case studies that culminate in the ability to re"ect broadly on media coverage of wars, peace initiatives and interpersonal con"ict. Acknowledge the work and ideas of others.

Problem SolversTake on challenges and apply the relevant skills required to respond effectively to the central issues raised. Be "exible, thorough and innovative and aim for high standards.

Effective CommunicatorsArticulate ideas and convey them effectively u s i n g a v a r i e t y o f m o d e s . E n g a g e collaboratively with people in different se&ings. Recognize how culture and standpoints can shape communication practices.

ResponsibleUnderstand how personal through to governmental decisions can affect others, and make ethically informed choices. Appreciate and respect diversity. Act with integrity as part of local, national, regional, global and professional communities.

PS 3Y03 Pedagogy

#is course is run a bit differently to others you have taken. Please read the subject outline carefully rather than assuming things are like other classes.

- #e penalty for less than 80% a&endance is unusual. Please check it.

- You have a lot of choice in picking your assessment topics.

- Be prepared for a few unusual teaching methods. And be prepared to have some fun!

!ere are no lectures in this course. In PS 3Y03, the aim is to encourage you to learn for yourself, both by $nding and analyzing sources, by working in groups and by helping others to learn.

A lot of class time is interactive, including activities designed by groups of students —

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including you! As is commonly said, the best way to learn something is to teach it.

However, if you feel that because you are not taking notes on lectures, you are not learning much, please read “Learning and taking notes” by Brian Martin — h&p://www.bmartin.cc/classes/notetaking.html

What happens in class?

- Introductions and/or sharing (weeks 2-13)

- Weekly 1-minute reports (weeks 2-13)

- Exercises on theories (weeks 2-6, if time is available)

- Shorts (weeks 4-7)

- Class activities (weeks 6-11)

- Preparation for the project (weeks 9-13)

#e readings listed for each week are a starting point for discussion. You are required to undertake further research and to come to class prepared to discuss what you have found. #is includes peer-reviewed sources and coverage of peace and con"ict in the mainstream and alternate press.

Weekly focus

Week 1 (Friday Sept 10): no classes

Week 2 (Sept 14): OverviewIntroductions, ge&ing to know each other. Discussing PS 3Y03 Pedagogy and course outline.

ReadingLynch & Galtung (2010) Reporting Con!ict: new directions in peace journalism, University of

Queensland Press, pp. 71-2 (A peace journalism manual).

Week 3 (Sept 21): Con"ict coverage I#is week we consider the concept of Peace Journalism as both distinct to and counter what is o(en described as War Journalism. Try to $nd and bring to class one example each of what you consider to be Peace Journalism and War Journalism.

ReadingLynch & Galtung (2010) Reporting Con!ict: new directions in peace journalism, University of Queensland Press, pp. 1-24 (Chapter 1: Reporting con"ict: the low and the high road)

Week 4 (Sept 28): Con"ict coverage IIWe look a li&le deeper at the coverage of con"ict, including wars & protest actions. Building on last week’s discussions, bring to class different examples of each Peace Journalism and War Journalism — and come prepared to analyze these in-light of the controversy covered in the readings.

ReadingJake Lynch (2007) ‘Peace journalism and its discontents’ Con!ict and Communication online, Vo l . 6 , No. 2 . Av a i l a b l e o n l i n e a t www.cco.regener-online.de

David Loyn (2007) ‘Good journalism or peace journalism’ Con!ict and Communication online, Vo l . 6 , No. 2 . Av a i l a b l e o n l i n e a t www.cco.regener-online.de

Week 5 (Oct 5): NonviolenceNumerous people have wri&en about nonviolence. #is week we look at two different r e a d i n g s : K u r t S h o c k ’s a n a l y s i s o f misconceptions & Brian Martin’s review of activist Peter Gelderloos’ (2007) How nonviolence protects the state, AK Press.

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ReadingsKurt Schock (2003) ‘Nonviolent action and its misconceptions: Insights for Social Scientists’ PS: Political Science and Politics, vol. 36, no. 4, pp. 705-712

Brian Martin (2008) ‘How nonviolence is misrepresented‘ (review article), Ghandi Marg, vol. 30, no. 2, pp. 235-257. Available online at h&p://www.bmartin.cc/pubs/08gm2.html

Week 6 (Oct 12): Deciphering violenceKaren Cerulo has analysed standard ways that violence is described in stories. #is week, we discuss an extract from her book Deciphering Violence: "e Cognitive Structure of Right and Wrong. Bring to class a newspaper or magazine with news stories about wars, murders or other violent events.

ReadingCerulo (1998) Deciphering Violence: the cognitive order of right and wrong: pp. 39-75 (Chapter 3: #e cognitive order of right and wrong).

Week 7 (Oct 19): Just war theory#is week we re"ect on the role of just war theory in shaping perceptions on the suitability of war from negative and positive peace standpoints. Come to class with examples of reporting that draw from just war theory.

Richard Falk (2010) ‘De$ning a Just War’ in David P Barash (ed.) Approaches to Peace: a reader in peace studies, second edition, Oxford University Press, pp: 132-136.

Week 8 (Oct 26): Lying#is week we look at con"ict coverage from the standpoint of lying. We need not look far to note recent examples (Police actions surrounding G20 protests during late June in Toronto). Bring an example of lying that you have noted in the press in the last 6-12 months.

ReadingGail M Presbey (2008) ‘Arendt on Lanuguage and Lying in Politics: Her Insights Applied to the “War on Terror” and the U.S. Occupation of Iraq’, Peace Studies Journal, vol. 1, no. 1, pp: 32-62

Further ReadingBrian Martin (2004) Telling lies for a be#er world?Social Anarchism, No. 35, pp: 27-39. Available online at h&p://www.bmartin.cc/pubs/03sa.html

Week 9 (Nov 2): Patriarchy and whiteness#is week, we look at patriarchy and whiteness to engage with how war is represented and positioned in the western world.

ReadingsGoldi Osuri (2008) ‘War in the language of peace, and an Australian geo/politics of white possession, AC$WSA e-journal, Vol. 4, No. 1. A v a i l a b l e o n l i n e a t h & p : / /w w w . a c r a w s a . o r g . a u /ejournalVol4no12008.htm

#om Workman (1996) Pandora's Sons: "e Nominal Paradox of Patriarchy and War, YCISS Occasional Paper Number 31. Available online at h&p://www.yorku.ca/yciss/publications/OP31-Workman.pdf

Weeks 10 (November 9) onwards#e remaining $ve weeks of the session are set aside for class and group activities. You are required to undertake independent research and come prepared to participate.

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Assessment and submission- You are not required to pass every

component of assessment to pass the subject.

- Penalty for late submission of work: 10 marks per day out of 100.

- #e subject coordinator reserves the right to hold an additional oral examination for any piece of assessment.

A#endanceA&endance at class is a key requirement of this course. Non-a&endance will signi$cantly impact on what you can learn from this course. By not participating, you also detract from the ability of others to learn with you.

If you miss more than 2 classes, marks will be subtracted from your $nal mark, as follows:

- 0, 1 or 2 absences: no penalty

- 3 absences: 6% subtracted

- 4 absences: 12% subtracted

- 5+ absences: 18%+ subtracted

For example, if your mark is 75% but you missed 4 classes, your $nal mark will be 75% - 12% = 63%.

If you are present for only part of a class, that counts as fractional a&endance. For example, 2.5 absences leads to a 3% penalty.

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Requirements and assessment tasks

Concepts and !eories

Peace/war/violence/nonviolenceYou can pick any of the following concepts or theories as the basis for your short, the class activity and the project report. For other possibilities, raise them with me.

- aggression

- assassination

- back$re

- colonialism

- con"ict transformation

- conspiracy theories

- culture jamming

- deciphering violence

- disarmament

- enlightenment (in Buddhism)

- forgiveness

- genocide

- grammar of war discourse

- just war theory

- lying

- militarism

- military-industrial complex

- negative peace

- nonviolent action

- paci$sm

- patriarchy

- peacebuilding

- peace conversion

- peacekeeping

- positive peace

- protest music

- reconciliation

- riots

- satyagraha

- social defense

- social justice

- terrorism

- torture

- whiteness

If you will not be able to a&end a class, please contact me in advance.

ParticipationDue date: Weeks 2-13Weighting: 15% Length: 1-2 minute verbal report each week participation in class discussions and activities.

Each week, you are expected to read a substantial article (more than 1000 words) on the week’s topic — or the equivalent in another medium — and give a verbal report on it to the class lasting 1-2 minutes. Describe the article, tell what it says and explain its signi$cance.

#e topic for week 2 is conspiracy theories. Topics for later weeks will be decided by the whole class. Suggested topics have included protest music, culture jamming, riots, counterculture, serial killers and honour killing.

#e most important skill for you to learn and practice is to speak to the others in the class without reading. Jot down a few notes to remind you about key points, or go entirely from memory. If you get nervous, practice by yourself one or more times. One minute goes by very quickly!

You will be marked only on whether you give a report, not on how well you do it. So go ahead and experiment with different forms of delivery: for example, be dramatic, or draw everyone in by starting with intriguing details. #is is a great opportunity to practice becoming a be&er speaker. #is is a very useful skill.

Your participation mark starts at 15 out of 15. You lose 1.5 marks for every week you do not give a one- minute report or participate in the class.

ShortDue date: Shorts are given in class in weeks 4 to 9. #e week for your short will be decided in class. Weighting: 15% Length: 5 to 10 minutes/8-15 minutes

A short is a brief presentation relating a media item to a theory or concept. Choose a media item and tell how it relates to a theory or concept related to peace/war/violence/nonviolence (see examples under “Concepts and theories”).

Your media item is a newspaper or magazine article, video clip, email message, webpage, photo, etc. Tell a li&le bit about the item, for example who created it, where it’s available, how you found it and what its signi$cance is. You’re welcome to supplement the media item with others.

You should also discuss at least two sources, such as book s or scholar ly ar t ic les , about the theory/concept. Outline what these sources say in your own words as well as giving the full references.

Short reports must be spoken from memory or dot-point notes. Do not read from text. If you read %om text or notes, you will be asked to do another short.

If you use a multimedia display, speak to your points and let the audience read any text you put on the screen — in silence. Don’t read this out loud.

If you get really nervous speaking without reading, then write down what you plan to say on your slides (not more than 100 words per slide, please), and let the audience read them.

#e maximum time for an individual short is 12 minutes. You may be cut off at that time. Practice beforehand. It will make your short

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much more effective. You will "nd 10 minutes is quite short!

If you wish, you can do your short jointly with one other person. Maximum time for two-person shorts: 17 minutes. You will each receive the same mark. You are responsible to ensure collaboration is undertaken to a fair and appropriate standard.

#ere will be a multimedia set-up in the room. If you’re using an electronic presentation, bring it to class on a "ash drive and arrive early so it can be put on the computer (sending it to yourself on email is not convenient). If you’re using YouTube or some other Internet source, bring the address on your "ash drive or know exactly how to get to it quickly. Embedded web links in slide shows may or may not work, so don’t rely on them — have a back-up method. A more reliable method is to save the video to you computer/thumb drive. #ere are a number of free services available such as that provided by h&p://www.keepvid.com. Test your slide show before class.

Your help in this will make the classes go much more smoothly.

Checklist#is checklist will aid you in preparing your short

- I’ve displayed, distributed and/or described a speci$c media item.

- I’ve discussed two sources about the theory/concept.

- I am prepared to talk to the class. I won’t read text from my notes or my slides.

- I’ve organized my material to $nish in less than 10 minutes (or 15 if presenting with another person).

- I’ve arranged to arrive early or on time with a "ash drive and web links that I need.

- I have tested that my slideshow, and any embedded media, works from my "ash drive.

Assessment criteria

Shorts will by assessed based on the following criteria (roughly equally)

- Selection and understanding of the media item

- Understanding of theory/concept

- Application of theory/concept to the media item

- Quality of expression

Class ActivityDue date: Weeks 10-13Weighting: 20% Length: varies based on group members: individual, 20 minutes; team of two, 37 minutes; team of three, 51 minutes; team of four, 62 minutes.

You can work individually or in a team of two or three students (four at the most) to run the class on a (pre-approved) topic of your choice. Normally the topic will cover both a case study and a peace/war concept or theory. #e case study will normally include a connection with the media but, unlike the shorts, there is no need to focus on a particular media item. For example, you might cover the Kennedy assassination from the point of view of conspiracy theories (or assassination) or a peace rally from the point of view of negative or positive peace (or nonviolent action).

Remember, that this is an activity, not a presentation.

Assessment criteria

Class activities will be assessed using these criteria (roughly equally)

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- understanding of the case study

- understanding of theory

- audience involvement

- aids (handouts, slide show, posters, videos, costumes, props, music)

- method of evaluating how well the class has understood your message.

Here are some examples of activities that are effectively organized to involve the audience, use many aids and evaluate what the class has learned (the third, fourth and $(h assessment criteria). You show understanding of the case study and theory (the $rst two assessment criteria) by the content and organization of materials used.

Sample 1

Students are put into groups of three according to the team’s prearranged plan. #e groups deal with a series of tasks: studying a handout and $lling in a questionnaire; drawing a diagram; watching a two-minute video clip and writing a critic’s summary comment; playing a game; and preparing questions for the other groups. At the end, each student answers a single probing question; the team picks up the answers.

Sample 2

Each student, on entering the classroom, is given an animal token and a questionnaire. A(er $lling out the questionnaire and depositing it in a box, students go to one of four groups according to their token. Each group spends 12 minutes at each of four stations around the room. At each station, one of the team members runs an activity: a video followed by discussion, a game, a set of handouts followed by a quiz, and construction of a diagram. At the end, students $ll out the same questionnaire in order to see how much they learned.

Sample 3

Each student is given a workbook, with text, pictures, cut-outs and quizzes. Slides are automatically projected on the screen; posters are on the walls; music is playing; a pile of cards is on a table. Some of the workbook exercises require use of information or clues from the slides, posters, songs and cards. Team members are available to answer individual queries. At the end, the team collects the pages of the workbooks $lled out by students, leaving the main content of the workbooks for students to take away.

Guidelines

1. Don’t talk to the class about the case study or theory.

Why not? Because it’s low on audience involvement, and it’s inefficient.

Instead, use a handout with the same information. People can read text in a fraction of the time it takes to say it out loud.

2. Don’t give verbal instructions.

Why not? Because half the class won’t be listening and some people won’t hear them correctly.

Instead, provide wri&en instructions in a handout, on a poster or a slide. Only give instructions verbally, if necessary, to explain or reinforce wri&en instructions.

3. Don’t show a video for more than a minute or two at a time.

Why not? Because it’s low on audience involvement. Viewers quickly switch into passive entertainment mode.

Instead have a quiz or other exercise to $ll out during the video, or show a minute’s worth of the video, have a break for discussion, then show another minute, etc.

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4. Don’t tell the class to “get into groups.”

Why not? Because self-selected groups may not be the size or composition that you want.

Instead, decide in advance the size of groups and — possibly — who you want in each one. You can allocate people to groups by some arbitrary criterion, such as birthdays, height or random numbers. Or you can allocate people according to their views about speci$c issues, such as about war. Or you can select the groups in advance, to get a desired mix of personality types. For example, to foster balanced participation, you might put the most talkative students in a group together, and the more reserved ones.

A few speci&c points:

- Identify sources for any quotes, for example in handouts.

- Plan every detail. For example, if you want responses to a question, you might display the instruction “Everyone write down a response on a slip of paper” rather than “What do you think?” Planning details will make your workshop more engaging.

- Practice in advance to iron out difficulties and check that you can stay within the allo&ed time. Keeping to time can be a big challenge!

I’ll assume you want each member of your group to have the same mark. Most groups do. But if not, here’s an option. Suppose the mark for a group of three is 67. #at’s a total of 201 marks (3 x 67). You can allocate them in some non-equal way (e.g., 64, 64 and 73). Use the skills you have learnt in previous courses to facilitate an effective and mutually acceptable outcome.

Bonus marks!

Your class activity mark will be increased if you get a higher mark on your project report.

To be speci&c: if your project report mark is higher, we’ll increase your individual class activity mark by half the difference. For example, if your class activity mark is 75 and you get 85 on your project report, we’ll raise your individual class activity mark to 80, half way between 75 and 85. On the other hand, if your project report mark is lower, nothing changes.

#e rationale for this is that some students feel held back by group work. So if you do really well in the major assignment, it can pull up your group-work mark.

#is applies only to the class activity and only for those who actually do work in a group.

Project planDue date: November 15Weighting: 10% Length: 100 words

#e project plan is a summary of what you plan to do in your project. Describe your case study, your theory and how you’ll carry out the project.

You can submit this by email.

If it is satisfactory, your mark for the plan will be the same as for the project report. If not, you’ll be asked to prepare a revised version. If it’s late, you lose 10% per day. If you don’t hand it in, you get zero for this component.

#e main purpose of the project plan is to get you thinking about the project early. By all means submit your plan before the due date!

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Project reportDue date: December 10Weighting: 40% Length: 2500 words

Undertake a project involving a case study using a theory or concept covered in the subject, or another theory with my approval.

Format: Prepare an information pack for an organisation or community members to help them understand the representation or non-consideration of issues concerning war, peace, violence or nonviolence in the society. You can create a $ctional organization, or prepare the information pack for an actual organization or community members.

#e pack can be a wri&en text, slide show, lea"et, poster, website or any other suitable format. For a wri&en text, the maximum length is 1000 words.

Other formats should cover the equivalent of 1000 words. Use footnotes to give references and to explain points that are complex or not fully treated in the text. (Footnotes do not count in the word total.) When using graphics, include acknowledgement of sources (e.g. web addresses).

Your case study can be historical or contemporary.

For example, you might examine coverage of the invasion of Iraq using Cerulo’s framework. Or you might re"ect on Lynch and Galtung’s critique of war journalism to discuss the low level of reporting on the reasons why so people marched through the streets of Toronto in opposition to G20 policies.

Supplement the pack with a 1500-word dialogue between you, your group members and anyone else relevant about how you chose your case study, how you gathered materials,

what you discovered about the strengths and weaknesses of your theory, any unexpected $ndings, difficulties, future topics for investigation, etc. #e dialogue should be interactive, like a conversation. It is $ctional: you write the dialogue rather than recording an actual one. Examples of good dialogues will be provided.

You are encouraged to work in a team on the project, sharing information collected about your case study and theories. You may choose to write your own indiv idual report. Alternatively, two or three team members may submit a jointly wri&en pack and separate dialogues or submit separate packs and a jointly wri&en dialogue. Jointly wri&en packs and dialogues should be the same length as individually wri&en ones.

Assessment criteria

Project reports will be assessed using these criteria (roughly equally)

- Understanding of the case study

- Understanding of theory

- Use of sources (about case study and theory)

- Expression and appearance

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#e following criteria will be utilized in the assessment of all wri&en work and will guide the assessment of all other assignments.

Excellent (A+, A, A-) (100% - 80%)#oughtfully develops interesting and original ideas; secondary material and course readings are used intelligently and not as a substitute for the learner’s own thinking; clear indication of conceptual understanding ; originality, creativity and enthusiasm; solid organization; convincing/well supported statements; virtually free of errors in grammar, spelling and punctuation; uses the conventions of scholarly documentation correctly.

Very Good to Good (B+, B, B-) (79% – 70%) Competent/accurate treatment of its topic; well wri&en with a clear purpose; may demonstrate weaker conceptual understanding; may lean uncritically on secondary sources; organization is clear and sentences are comprehensible; few errors in grammar and spelling; follows conventions of scholarly documentation.

Good to Fair (C+, C, C-) (69% - 60%)Lack of clarity; trivial/underdeveloped p u r p o s e / t h e s i s a n d / o r a r g u m e n t s ; considerable summary and paraphrase, with only occasional analytical commentary; may be characterized by conceptual and research inaccuracies; may rely exclusively on secondary sources; organization is disjointed; some s e n t e n c e s m a y b e c o n v o l u t e d a n d incomprehensible; mistakes in grammar, spelling and punctuation; carelessness with scholarly documentation.

Problematic (D+, D, D-) (59% - 50%)Serious inaccuracies or inconsistencies; minimal grasp of topic; sources are o(en misused or misinterpreted; expresses opinion, but does not support effectively; lacks coherence/clarity; has errors in grammar, spelling and punctuation.

Failures (F) (49% - 0%)Total misunderstanding; disorganization; considerable grammatical errors; unscholarly presentation. (#is grade is also given for plagiarism/other academic integrity issues)

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General grading criteria

Image sources‘Politically correct war journalism’, Ink and Snow — h&p://inksnow.blogspot.com/2009/11/politically-correct-war-journalism.html

#e Michael Leunig website —  h&p://www.leunig.com.au via h&p://www.theage.com.au/ffximage/2006/10/31/js01cartoon_leunig_gallery__470x332,0.jpg

‘Secrets and Lies: #e DoD's disgraceful plot to plant rosy stories in the Iraqi press’, Slate media — h&p://www.slate.com/id/2131566

Submi#ed work Assignments must be submi&ed by due dates. Late submissions will be penalized by 5% of their .value per day (including weekends) unless an extension has been granted by the instructor (only the course instructor may grant extensions). Extension requests will only be granted if appropriate documentation is provided (e.g. a doctor’s note). Late assignments will receive a grade, but no additional comments.

#e instructor cannot accept/grade work a(er the end of term. Under rare circumstances learners who were not able to complete their work during the regular term may apply for an extension by submi&ing an application to the Undergraduate Reviewing Commi&ee before the end of term (see h&p://www.humanities.mcmaster.ca/forms/DeferredTermWork.pdf).

#e instructor is not responsible for any misplaced assignments—always keep an extra copy of your work. Assignments not submi&ed in class may be dropped off in the box outside of TSH 313 (the Interdisciplinary Studies Office). Do not slip assignments under the instructor’s door—these will not be accepted. Electronic/email copies of assignments will not be accepted.

Group Work Participation: It is an issue of academic integrity, closely allied to plagiarism and cheating, to be a “free-loader” in one’s group. “Free-loading” is providing less than an equal contribution to the work and decision-making of the group, i.e. bene$ting in marks from work done by other members of the group in an unjust way.

To contribute, each learner needs to be present and contribute during all group activities—during and outside of class time. #us, a&endance will be peer monitored and absences may result in a reduction in the grade awarded an individual for the class activity (amount to be determined on a case-by-case basis). Multiple absences may be taken as negating membership in group. Failure to effectively contribute to the group work may also result in a reduction of the participation grade awarded.

In order to ensure the groups work effectively, group members must maintain open communication with the instructor regarding their group’s dynamics. Please inform the instructor of any con"icts or cases of uneven workload distribution as soon as possible.

Statement on Academic Integrity: You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity.

Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. #is behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion from the university.

It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at h&p://www.mcmaster.ca/academicintegrity

#e following illustrates only three forms of academic dishonesty:

- Plagiarism, e.g. the submission of work that is not one's own or for which other credit has been obtained.

- Improper collaboration in group work.

- Copying or using unauthorized aids in tests and examination.

All assignments will be evaluated to ensure academic integrity. Academic dishonesty will be treated as a very serious ma&er in this course and all cases of academic dishonesty will be reported to the Office of Academic Integrity.

Email Communication Policy#e course instructor will only open emails sent from McMaster email addresses. Emails sent from any other email provider (e.g. Hotmail, Gmail, Yahoo) will not be opened and will be deleted immediately. #is policy protects con$dentiality and con$rms your identity.

Assisted Learning#e Centre for Student Development is always available to help students with different learning needs (MUSC B-107; Ext 24711; h&p://csd.mcmaster.ca). If you require special arrangements, you should talk to the course instructor as soon as possible.

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Course Policies