peace st 2bb3: introduction to the study of war (2010/11) course outline

PS

2BB

3PS 2BB3:

Introduction to the Study of WarCourse Outline — Term 2, Winter 2010/11

Monday 8:30-9:20am DSB/AB102

Wednesday 8:30-9:20am DSB/AB102

Instructor Dr. Colin Salter

Office: TSH 302

Phone: (905) 525 9140 | Extension 23722

Email: [email protected]

Website: h"p://colin.salter.id.au

Consultation Time: Mondays 2:30-3:30

Other times by appointment

Tutorial time:

My TA:

Office:

Phone:

Email:

Consultation Time:

PS 2BB3: Introduction to the Study of War, Term 2 (winter) 2010/11 — page 1 of 12

http://colin.salter.id.au

http://colin.salter.id.au

Subject DescriptionWar is all around us. It is in our history, in our present and likely in our future for some time to come. Given our awareness of the suffering and violence of war, why do we continue to wage war as a response to con$ict?

To re$ect on these questions and many others, PS 2BB3 explores the study of war from various perspectives— grounded in a peace studies approach. Cultural, ideological and structural bases for intra and international con$ict and war are engaged with to seek to understand the causes of war and how we o&en a"empt to justify it.

Assessment Summary

Assessment Format Length Due Date Weighting

1 Participation Participation in class discussion & activities n/a weekly 25%

(see notes)

2 Short Presentation max. 15 minutes — 20%

3 Commentary writing task 1250 words Week 7 20%

4 Essay Proposal writing task 200 words Week 9 (see notes)

5 Essay writing task 2250 words April 11 35%

Courseware and textbookA courseware pack is available from Titles (the bookstore). 'e textbook for this course is

David P. Barash & Charles P. Webel (2009) Peace and Con"ict Studies, 2nd Edition, 'ousand Oaks, California: Sage Publications.


Learning Outcomes

PS 2BB3 will expose you to different perspectives and debates about war, what war means, why we as a society engage in wars, and some the the implications.

A diverse array of themes are explored, including bellum iustum, jus ad bellum and jus in bellum; the gendered nature and implications of war; Canada and war; resistance to war and whether the way war is waged today is ‘new’ as some theorists suggest.

'e set readings will challenge you, some may confuse you, and you will likely disagree with many. You will o&en notice inconsistencies and disagreements between set readings from week to week and over the course of this term. Engaging these with a critical eye will assist you in ex ploring these contradictions and challenges.

By the end of this term, the experiences gained should enable you to demonstrate a number of learning outcomes. You will have developed a broad understanding of some of the key argument mobilised for and against war, the implications of war, and a peace studies approach to the study of war.

'ese learning outcomes include:

- Demonstrate academic competence (research, writing, etc.) using a peace studies perspective

- De(ne, understand and apply relevant course concepts, terminology and frameworks

- Demonstrate holistic, multi-level and critical thinking (e.g. key issues and challenges posed by the waging of war, and how to respond)

- Discuss the role of indiv idual, collective and state ideologies in shaping war rhetoric.

- Engage with both self directed and collaborative learning activities

Discussing key themes and issues in tutorials and preparation of wri"en work are central to the development of valuable skills that will assist you in becoming more effective communicators.

PS 2BB3 Pedagogy

'is course is run a bit differently to other subjects you may be taking. 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.

- Be prepared for group activities.

In PS 2BB3, the aim is to encourage you to learn through direct participation in discussions and group activities. By coming to class prepared to discuss set readings, lecture material and current events, you will contribute to and participate in a rich—and at times challenging—learning environment. 'is will both assist you and your fellow students.

Timeline

'is course is divided into 4 parts: an overview of some of the reasons mobilized in support of war; re$ecting on the basis and implications of war; a brief look at Canadian involvement in was at home and abroad; and some of the contemporary challenges.

As there are tutorials before and a&er the lecture times each week, the material covered in tutorials will be for the preceding week’s lecture:


i.e. the readings listed in week 1 are discussed in the week 2 tutorials, and so on.

Part 1: Why War?

Week 1. Introduction ( January 3)'is week we start with an overview of the course structure and material. 'e readings explore a number of themes and lay foundations for material to come.

ReadingsDavid P. Barash & Charles P. Webel (2009) Peace and Con"ict Studies, 2nd Edition, Sage Publications. pp. 13-42 (Chapter 2: ‘'e Meanings of Wars’).

Johan Galtung (2005) Pax Paci#ca: Terrorism, the Paci#c Hemisphere, Globalisation and Peace Studies, London: Pluto Press. pp. 31-43 (Chapter 3. Pearl Harbor Day: 'eories of War and Peace) and pp. 45-62 (Chapter 4. 'e USA, World Hegemony and Cold War II).

Howard Zinn (2002) Failure to Quit: Re"ections on an Optimistic Historian, Cambridge: South End Press. pp. 99-115 ( Just and Unjust Wars).

Arundhati Roy (2003) War Talk, Cambridge: South End Press. pp. 1-7.

Week 2. Reasons for war I ( January 10)'ere are many reasons provided in support of arguments for war. We look at a number of these this week.

David P. Barash & Charles P. Webel (2009) Peace and Con"ict Studies, 2nd Edition, 'ousand Oaks, California: Sage Publications. pp. 43-66 (Chapter 3: Terrorism versus Counterterrorism: a war without end?), pp. 97-118 (Chapter 5: ‘'e individual level’) and pp. 149-168 (Chapter 7: ‘'e state level’).

David S. Nye & David A. Welch (2009) Understanding Global Con"ict and Cooperation: an Introduction to $eory and History, Eight Edition, Longman. pp. 33-70 (Chapter 2. Explaining Con$ ict and Cooperat ion: Tool s and Techniques of the Trade).

Further readingBruce Russet & 'omas W. Graham (1989) ‘Public Opinion and National Security Policy: Relationships and Impacts’, in Manus I. Midlarsky (ed.) Handbook of War Studies, Boston: Unwin Hyman. pp. 239-257.

Week 3. Reasons for war II ( January 17)We continue on from last weeks focus, further exploring some of the arguments in support of war. We take a more critical turn.

David P. Barash & Charles P. Webel (2009) Peace and Con$ict Studies, 2nd Edition, 'ousand Oaks, California: Sage Publications. pp. 191-217 (Chapter 9: ‘'e ideological, social and economic levels’).

James Goodman (2009) ‘Global capitalism and the Production of Insecurity’, in Damian Grenfell and Paul James (eds.), Rethinking Insecurity, War and Violence: Beyond Savage globalization? pp. 44-56.

Noam Chomsky (2003) Hegemony or Survival: America’s quest for global dominance, New York: Holt Paperbacks. pp. 11-49 (Chapter 2: Imperial Grand Strategy).

Naomi Klein (2008) $e Shock Doctrine: the Rise of Disaster Capitalism, Toronto: Random House. pp. 391-409 (Chapter 16. Erasing Iraq: in search of a “model” for the Middle East).


Part 2: Questioning War

Week 4. Is, or can, war be just? ( January 24)'ere is a long history to theories of just war. In exploring the concept of a just war, we re$ect on a number of key themes and challenges.

Paul Christopher (1999) “Saint Augustine and the Tradition of Just War,” in $e Ethics of War and Peace: An Introduction to Legal and Moral Issues, Second Edition, Upper Saddle River, NJ: Prentice-Hall. pp. 29-46.

Richard Falk (2001) ‘De(ning a Just War’, $e Nation, October 11. Reproduced in David P. Barash (2010) Approaches to Peace: a reader in Peace Studies, Second Edition, Oxford: Oxford University Press. pp. 132-136.

Brian Orend (2006) $e Morality of War, Peterborough, ON: Broadview Press. pp. 9-30 (Chapter 1. ‘A Sweeping History of Just War 'eory’).

Further readingBrian Orend (2006) $e Morality of War, Peterborough, ON: Broadview Press. pp. 223-243 (Chapter 8. ‘Evaluating the Realist Alternative’) and pp. 244-266 (Chapter 8. ‘Evaluating the Paci(st Alternative’).

Week 5. War as gendered ( January 31)War has, o&en ignored or non-considered, gendered implications. 'is week we explore some of the gendered (direct) violence perpetrated against women, and less direct violence impacts on all people, including those on the ‘front line’ of war.

Anna Agathangelou & L. H. M. Ling (2004) ‘Power, Borders, Security, Wealth: Lessons of Violence and Desire from September 11’, International Studies Quarterly, 48.3: 517‐38.

Siniša Malešević (2010) $e Sociology of War and Violence, Cambridge: Cambridge University Press. pp. 275-307 (Chapter 9. Gendering of War).

Ruth Seifert (1996) ‘'e second front: 'e logic of sexual violence in wars’, Women’s Studies International Forum, Vol. 19. No. 1/2. pp. 35-43.

unknown (2004) Sudan, Darfur: Rape as a weapon o f w a r , A m n e s t y In t e r n at i o n a l , A F R 54/076/2004. Available for download at h"p://w w w . a m n e s t y. o r g / e n / l i b r a r y / i n f o /AFR54/076/2004

Further readingSebastian Junger (2010) War, Toronto: Harper Collins.

Bernd Horn (2008) Show No Fear: Daring Actions in Canadian andMilitary History, Toronto: Dundurn Press.

Week 6. !e war problem? (February 7)Does war really give us meaning? If so, what does this say about our societies? How can we address this war problem?

Gene Sharp (1980) ‘Seeking a Solution to the Problem of War’, in Social Power and Political


http://www.amnesty.org/en/library/info/AFR54/076/2004






Freedom, Boston, MA: Porter Sargent Publishers. pp. 263-284.

Douglas P. Fry (2006) ‘'e Cross-Cultural Peacefulness-Aggressiveness Continuum’, in $e Human Potential for Peace: An Anthropological Challenge to Assumptions about War and Violence, New York: Oxford University Press. pp. 57-70.

Margaret Mead (1940) ‘War is Only an Invention—not a Biological Necessity’, Asia, Vol. 9. pp 402-5. Reproduced in David P. Barash (2010) Approaches to Peace: a reader in Peace Studies, Second Edition, Oxford: Oxford University Press. pp. 20-23

Further ReadingChris Hedges (2002) War Is a Force $at Gives Us Meaning, New York: Public Affairs.

Week 7. CO’s, deserters, dodgers, paci"sts and veterans (February 14)Resistance to war has a long and varied history. 'is week, we explore some of the reasons why individuals and communities have come together in opposition to war.

Howard Zinn (2002) You Can’t Be Neutral on a Moving Train: a Personal History of Our Times, Massachuse"s: Beacon Press. pp. 87-102 (Chapter 7. A veteran against War).

James Dickerson (1999) North to Canada: Men and Women Against the Vietnam War, Westport: Praeger. pp. 1-22 (Chapter 1. 1968/Dian Francis: Women Against the War).

Erica Kuhlman (2008) Reconstructing Patriarchy a%er the Great War: Women, Gender, and Postwar Reconciliation between Nations, NewYork: Palgrave Macmillan. pp. 105-138 (Chapter 4. Women Activists in the Postwar World: Gender, Reconciliation and Humanitarian Aid).

** Commentary due in tutorials this week (week starting February 14).

** Mid-term recess commences February 21.

Part 3: Canada and war

Week 8. !e civil war of 1812 (February 28)We shi& to look at the war of 1812, when Canada faced an invading army from the south. We re$ect on different interpretations of what happened, speci(cally that portrayed in Canadian and USA histories.

Mary Beacock Fryer (1986) Ba&le#elds of Canada, Toronto: Dundurn Press. pp. 142-177 (Part E. 'e War of 1812).

P. Whitney Lackenbauer & Craig Leslie Mantle (2007) Aboriginal Peoples and the Canadian Military: historical perspectives, Winnipeg: Canadian Defence Academy Press. pp. 29-56 (Chapter 2. His Majesty’s Aboriginal Allies: 'e Contribution of the Indigenous Peoples of North America to the Defence of Canada during the War of 1812).

Sco" Raymond Taylor, Ed. (1999) Canada at war and peace: a millennium of military heritage, Vol. 1 ('e Formative Years: 1006 to 1923), O"awa, On: Esprit de Corps Books. pp. 48-63 (War of 1812).

Further readingAlan Taylor (2010) $e Civil War of 1812: American Citizens, British Subjects, Irish Rebels, & Indian Allies, Knopf Doubleday Publishing.

Week 9. War at home and abroad (March 7)'is week we consider Canada’s involvement in the invasion of Afghanistan and the use of military forces on Canadian soil against Canada’s First Nations.


AfghanistanTariq Ali (2009) ‘Afghanistan: Mirage of the Good War’, in Lucia Kowaluk & Steven Staples (eds.) Afghanistan and Canada, Montreal: Black Rose Books. pp. 52-70.

Andy Tamas (2009) Warriors and Nation Builders: Development and the Military in Afghanistan, Winnipeg: Canadian Defense Academy Press. pp. 173-196 (Chapter 8: What is the Mission? A Change of Mindset)

KanehsatakeDonna Goodleaf (1995) Entering the War Zone: A Mohawk Perspective on Resisting Invasions, Penticton, BC: 'eytus Books. pp. 53-78 (Chapter 3. 'e Kanehsatake (Oka) Crisis).

Timothy C. Winegard (2008) Oka: A convergence of Cultures and the Canadian Forces, Winnipeg: Canadian Defence Academy Press. pp. 121-122 (Part III. 'e Clash of Cultures) and pp. 123-148 (Chapter 15. Operation SALON).

Further reading Donna Goodleaf (1995) Entering the War Zone: A Mohawk Perspective on Resisting Invasions, Penticton, BC: 'eytus Books. pp. 81-114 (Chapter 4. Government’s Responses to Oka Crisis).

S. B. Linden (2007). 'e Report of the Ipperwash Inquiry, Toronto: Ontario Provincial Government. (Vol. 2, Chapter 2: Primer on Aboriginal Occupations).

Baxendale MacLaine (1990) 'is Land Is Our Land — 'e Mohawk Revolt At Oka, Montreal: Optimum Publishing.

Andy Tamas (2009) Warriors and Nation Builders: Development and the Military in Afghanistan, Winnipeg: Canadian Defence Academy Press. pp. 173-196 (Chapter 8. What is the Mission? A Change of Mindset).

** Essay proposal due in tutorials this week (week starting March 7).

Part 3: War today

Week 10. New War !eory and the War on terror (March 14)Is war today distinct from past wars? Do we need a ‘new’ theory to understand and explain why we continue to go to war? What are the implications and challenges of war discourse today?

Siniša Malešević (2010) $e Sociology of War and Violence, Cambridge: Cambridge University Press. pp. 311-331 (Chapter 11. New wars?).

Marc Imbeault (2008) ‘Noble Ends: Torture and the Ethics of Counter-Terrorism’, in Daniel Lagacé-Roy & Bernd Horn (eds.) $e War on Terror — Ethical Considerations, proceedings form the 7th annual conference of ethical leadership, Volume 1. Kingston, Ontario: Canadian Defence Academy Press. pp. 97-106.

John G. Stoessinger (2011) Why Nations Go to War, Eleventh Edition, Boston, MA: Wadsworth Cengage Learning. pp. 323-395 (Chapter 9. New Wars for a New Century: America and the World of Islam)

Slavoj Žižek (2002) ‘Are we in a war? Do we have an enemy?’, London Review of Books, Vol. 24, No. 10.


Week 11. Commercializing war (March 21)With the invasion of Iraq we have seen a dramatic increase in the use of mercenaries, or ‘private military contractors’. Paralleling this, we have seen a dramatic rise in the corporate pro(t potential of war. What are the implications of this?

Zygmunt Bauman (2001) ‘ Wars of the Globalization Era’, European Journal of Social $eory, Vol. 4, No. 11. pp. 11-28

D o u g B ro o k s & Ji m S h ev l i n ( 2 0 0 5 ) ‘Reconsidering Ba" le(eld Contractors’, Georgetown Journal of International Affairs, Vol. 6, No. 2. pp. 103-112.

Rolf Uesseler (2008) Servants of War, Berkeley, Ca: So& Skull Press. pp. 1-18 (Chapter 1. 'e Business of War).

u n k n ow n ( 2 0 0 3 ) ‘ Mi l i t a r y-In d u s t r i a l Complexities’ $e Economist, Vol. 366, No. 8317. pp. 55-56.

Further ReadingJeremey Scahill (2008) Blackwater: the rise of the world’s most powerful mercenary army, New York: Nation Books.

Mateo Taussig-Rubbo (2009), ‘Outsourcing Sacri(ce: 'e Labor of Private Military Contractors’, Yale Journal of Law & the Humanities, Vol. 21, No. 1. pp. 101-164

Craig S. Jordan (2009) ‘Who Will Guard the Guards? 'e Accountability of Private Military Contractors in Areas of Armed Con$ict’, New England Journal on Civil and Criminal Con#nement, Vol. 35. pp. 309-336.

Week 12: Contemporar y challenges (March 28)What are some of the challenges for seeking to build peace today?

Peggy Mason (2009) ‘Back to the “Peace” in Peacebuilding: an old/new role for Canada’, in Lucia Kowaluk & Steven Staples (eds.) Afghanistan and Canada, Montreal: Black Rose Books. pp. 304-319.

Robyn Eckersley (2009) ‘Environmental security, climate change, and globalizing terrorism’, in Damian Grenfell and Paul James (eds.), Rethinking Insecurity, War and Violence: Beyond Savage globalization? pp. 85-97.

Phillip Darby (2009) ‘Recasting Western knowledges about (postcolonial) security’, in Damian Grenfell and Paul James (eds.), Rethinking Insecurity, War and Violence: Beyond Savage globalization? pp. 98-109.

Week 13: Where to from here? (April 4)We look back at key themes and issues explored over the term.

David S. Nye & David A. Welch (2009) Understanding Global Con"ict and Cooperation: an Introduction to $eory and History, Eight Edition, Longman. pp. 33-70 (Chapter 9. What Can We Expect in the Future?).

Further readingJulia Pauli & Michael Schnegg (2007) ‘Mapping a con$ict in cyberspace: Chiapas on the WWW’, in Aparno Rao, Michael Bollig & Monika Böck (eds.) $e Practice of War: production, reproduction and communication of armed violence, New York: Berghan. pp. 305-321.

Tim Blackmore (2005) War X: Human Extensions in Ba&lespace, Toronto: University of Toronto Press. pp. 1-10 (Introduction: Why X?).

** Essay due 4pm Monday April 11.


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 e x a m i n at i o n f o r a ny p i e c e o f 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 tutorials, marks will be subtracted from your (nal mark, as follows:

- 0, through 2 absences: no penalty

- 3 absences: 8% subtracted



- 6+ absences: 15%+ subtracted

For example, if your mark is 75% but you missed 4 classes, your (nal mark will be 75% - 10% = 65%. If you are present for only part of a class, that counts as fractional a"endance. For example, 3.5 absences leads to a 9% penalty.

If you will not be able to a"end a class, please contact myself or your TA in advance.

Short (Tutorial Presentation)Due date: variousWeighting: 20% Length: 12-15 minutes

As part of a group of 2-3, you will be responsible for leading a 12-15 minute presentation and subsequent discussion of a week’s reading material. Groups will be assigned in Week 4, with a maximum of eight groups. 'e task of the presentation is not to summarize the reading materials, rather to engage and critically re$ect on them with regard to one, or more, speci(c case studies.

You will be graded on your understandings of the material, relevance of the case study to the weeks reading material, and your ability to facilitate discussion.

You will be required to submit a one-page bibliography . If you do not submit a bibliography, you will lose 5 of a possible 20 marks for this assignment.


Requirements and assessment tasks

CommentaryDue date: At the start of your tutorial in Week 7 (week starting February 14).Weighting: 20% Length: 1250 words

Identify and comment on one or two key issues directly related to the readings set for one of the weeks (week 2 through 12). Independent research is central to this assignment, and you must refer to (ve peer-reviewed sources and at least one of the set readings for the week in question.

Focus on a case study to explore the issue(s) you identify . 'is must be different to your short.

Essay proposalDue date: At the start of your tutorial in Week 9 (week starting March 7).Weighting: see belowLength: 200 words +

'is task has two parts.

1. Write a 200 word outline for your essay.

2. Write an annotated bibliography detailing four sources.

Your essay will identify and comment on key issues directly related to the focus of one week’s lecture and/or set readings (week 1 through 12). Your essay must address a different topic to that addressed in your short or commentary.

Submission of this assessment task is mandatory. Failure to do so will lead to a grade of zero for the essay. 'e grade for the essay proposal is included in the grade for the essay.

You will resubmit this plan with your essay/dialogue. If you wish to change your case study and focus before writing your essay, you must

consult with your TA. Changes are not permi$ed a%er March 28.

EssayDue date: April 11.Weighting: 35%Length: 2250 words

Your essay will identify and comment on key issues directly related to the focus of one week’s lecture and/or set readings (week 1 through 12). Your essay must address a different topic to that addressed in your short or commentary.

Your essay must expand on the proposal you submi"ed in Week 7. If you wish to change your case study and focus of your essay, you must consult with your TA. Changes to your case study or focus are not permi$ed a%er March 28.

Independent research is central to this assignment, and you must refer to at least eight peer-reviewed sources and at least one of the set readings for the week in question.


Image sourcesPablo Picasso (1937) Guernica. Oil on canvas.

Unknown soldier in Iraq. Date unknown. sourced f rom h"p://thesituat ionist .wordpress.com/2007/06/09/some-interior-situational-sources-war-–-part-v/

Carlos Latuff (2007) US hires mercenaries for Iraq. Sourced from h"p://Latuff2.deviantart.com/art/US-hires-mercenaries-for-Iraq-67099137

Crimethinc (undated) War on Terror/Drugs. h"p://www.crimethinc.com/tools/downloads/

http://thesituationist.wordpress.com/2007/06/09/some-interior-situational-sources-war-%E2%80%93-part-v/






http://Latuff2.deviantart.com/art/US-hires-mercenaries-for-Iraq-67099137




http://www.crimethinc.com/tools/downloads/




'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; u s e s t h e c o n v e n t i o n s o f s c h o l a r l y 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; triv ial/underdeveloped purpose/thesis and/or arguments; 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 sentences may be convoluted and 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)


Your notes:

General grading criteria

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 and TA are 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 or TA’s doors—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 work and activities. “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 group work (amount to be determined on a case-by-case basis). Multiple absences may be taken as negating membership in one’s 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 and teaching assistant 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.


Course Policies

http://www.humanities.mcmaster.ca/forms/DeferredTermWork.pdf




http://www.mcmaster.ca/academicintegrity




http://csd.mcmaster.ca

http://csd.mcmaster.ca

peace st 2bb3: introduction to the study of war (2010/11) course outline

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