This course addresses the several ways in which historians approach the process of globalization, its periodizations, and origins. Out of the many possibilities, the course concentrates on the last 250 years. The historical analysis of globalization is based on the interplay between four main variables - economic globalization, hegemonic world order, political regimes, and social inequality - and their articulation into a synthetic overview.

Existing textbooks on international relations treat history in a cursory fashion and perpetuate a Euro-centric perspective. This textbook pioneers a new approach by historicizing the material traditionally taught in International Relations courses, and by explicitly focusing on non-European cases, debates and issues.

The volume is divided into three parts. The first part focuses on the international systems that traditionally existed in Europe, East Asia, pre-Columbian Central and South America, Africa and Polynesia. The second part discusses the ways in which these international systems were brought into contact with each other through the agency of Mongols in Central Asia, Arabs in the Mediterranean and the Indian Ocean, Indic and Sinic societies in South East Asia, and the Europeans through their travels and colonial expansion. The concluding section concerns contemporary issues: the processes of decolonization, neo-colonialism and globalization – and their consequences on contemporary society.

History of International Relations provides a unique textbook for undergraduate and graduate students of international relations, and anybody interested in international relations theory, history, and contemporary politics.

What was the early modern economy like, and how did monetization impact artistic production, consumption, and the afterlife of objects? This seminar-format class explores major topics and themes concerning interconnections between early modern artistic and architectural creation and the economy. We will approach capitalism not as an inevitable system, but rather as a particular historical formation. Core course themes: commodification, production, and consumption, using case studies of the impact of the mercantile economy on chapels; palaces; prints and paintings, and their replication; and other material objects, including coins.

An Introduction to the Humanities

Short Description:
This multimedia reader examines how people use a humanities lens to make sense of what they experience, as well as share their experiences with the rest of the world. The information is presented using a pedagogical approach called reverse teaching, which introduces artifacts in their historical, social, political, personal, and other contexts. Along with the narrative, questions for creative and critical thinking prompt the reader to practice self-exploration.

Word Count: 36397

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Human Geography: An open textbook for Advanced Placement is aligned to the 2015  College Board course articulation for AP Human Geography. The purpose of  AP Human Geography is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth's surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice.

Part of the series on inequality that sheds light on three different aspects, namely, redistribution, lending and globalisation

Part of the series on inequality that sheds light on three different aspects, namely, redistribution, lending and globalisation

Part of the series on inequality that sheds light on three different aspects, namely, redistribution, lending and globalisation.

IUPUI's Global Learning Module for First-Year Students was created as a supplemental module for IUPUI's First-Year Seminar (FYS) course, but has been adapted slightly to serve as a resource and template for other colleges and universities nationwide. You can use this module to integrate global learning into face-to-face, hybrid, or online courses; it's very flexible. All of the materials in this module can be customized to suit the needs of your students and course.

The module includes:
- introductory pages on global learning, culture, and critical reflection that include both student and instructor resources;
- pedagogical resources for globally-focused interactive in-class activities;
- two customizable globally-focused assignments; and
- informational pages for students and instructors who are interested in exploring other global learning opportunities.

The course is designed to provide a better understanding of the built environment, globalization, the current financial crisis and the impact of these factors on the rapidly changing and evolving international architecture, engineering, construction fields.
We will, hopefully, obtain a better understanding of how these forces of globalization and the current financial crisis are having an impact on the built environment and how they will affect firms and your future career opportunities. We will also identify, review and discuss best practices and lessons that can be learned from recent events.
We will explore the “international built environment” in detail, examining how it functions and asking what are the managerial, entrepreneurial and professional opportunities, challenges and risks in it, especially growing crossover and multi-disciplinary opportunities; and we will seek to understand what makes this “built environment” so different from other sectors.

The Foundation for Teaching Economics is pleased to make available to teachers the content outlines, classroom activities, and teacher materials (demonstration videos and lecture presentations) for each of our residential, one-day, and online curricula. Each curriculum topic link on the left connects you to an overview and table of contents. From there, you may: browse the lessons as web pages; access download links for lessons as editable word documents; use live source links to update statistical data; print instructions and student handouts for classroom activities; and, review and prepare for your classroom by reviewing activity videos and powerpoint lectures.

Income inequality in America is a serious issue. People are worried about a widening gap between the rich and the poor in the United States. But is the global story the same? In this video, Professor Tyler Cowen of George Mason University explains how globalization is affecting income inequality worldwide.

This course examines cyber dynamics and processes in international relations from different theoretical perspectives. It considers alternative theoretical and empirical frameworks consistent with characteristic features of cyberspace and emergent transformations at all levels of international interaction. Theories examined include realism and neorealism, institutionalism and liberalism, constructivism, and systems theory and lateral pressure. The course also highlights relevant features and proposes customized international relations theory for the cyber age.
Students taking the graduate version are expected to pursue the subject in greater depth through reading and individual research.

This course will analyze the causes and consequences of international trade and investment. We will investigate why nations trade, what they trade, and who gains (or not) from this trade. We will then analyze the motives for countries or organizations to restrict or regulate international trade and study the effects of such policies on economic welfare. Topics covered will include the effects of trade on economic growth and wage inequality, multinationals and foreign direct investment, international trade agreements and current trade policy disputes.

This course takes a look at the basic theories of international trade and the consequences of trade in today's global economy. You'll have the opportunity to learn more about fundamental ideas such as comparative advantage, increasing returns to scale, factor endowments, and arbitrage across borders. The consequences we discuss include the effects of offshoring, how trade has shaped the economies of China, Mexico, and Korea, when foreign direct investment is desirable, and the history of free trade and tariffs, among other topics. Trade is a topic of increasing importance and this material will give you a better grasp on the theories and empirics as they have been developed by economists.

While the unifying focus of my unit will be the outcomes of globalization and trade in women’s lives, I have found it helpful to divide the content into two distinct sections—women in “developed” and “developing” nations around the world. The distinction between countries that fall under these labels was not based on my singular judgement, but rather a dichotomy that academics have discussed at length as emerging from the international trade system of the past several decades.1 Some common features that define nations considered “developed” in this system (to name just a few) include a service-based economy, an importation of goods produced from manufacturing/more labor-intensive industries, and a powerful voice in setting global trade regulations. In contrast, a few features that can be used to identify “developing” nations include an export-oriented economy, rapid urbanization, and the implementation of “shock therapy” structural adjustments promoted by global economic organizations. These distinct categories will provide a useful framework for students to gain a fundamental understanding of how different countries around the world interact with the same system. It would, of course, be more accurate to consider these categories as ends of a spectrum—with several nations existing somewhere in between “developing” and “developed.” I plan on addressing this nuance while not only introducing the unit, but also at various points throughout. By contrasting case studies from countries like the U.S. with Bangladesh, I plan to highlight the opposite ends of the same global system while working to avoid the promotion of a dichotomous, uncritical perspective of the world.

The session argues for why the three main resources that humanity needs for its survival on this planet are land / soil, water resources and air. In addition, how degradation of such resources places limits health and to the quality of life for the affected human population.
Participants: Senior adviser (IWA) Robert Ros

This course introduces undergraduates to the basic theory, institutional architecture, and practice of international development. We take an applied, interdisciplinary approach to some of the “big questions” in our field. This course will unpack these questions by providing an overview of existing knowledge and best practices in the field. The goal of this class is to go beyond traditional dichotomies and narrow definitions of progress, well-being, and culture. Instead, we will invite students to develop a more nuanced understanding of international development by offering an innovative set of tools and content flexibility.

Introduction to Media Studies is designed for students who have grown up in a rapidly changing global multimedia environment and want to become more literate and critical consumers and producers of culture. Through an interdisciplinary comparative and historical lens, the course defines “media” broadly as including oral, print, theatrical, photographic, broadcast, cinematic, and digital cultural forms and practices. The course looks at the nature of mediated communication, the functions of media, the history of transformations in media and the institutions that help define media’s place in society.
Over the course of the semester we explore different theoretical perspectives on the role and power of media in society in influencing our social values, political beliefs, identities and behaviors. Students also have the opportunity to analyze specific media texts (such as films and television shows) and explore the meaning of the changes that occur when a particular narrative is adapted into different media forms. We look at the ways in which the politics of class, gender and race influence both the production and reception of media. To represent different perspectives on media, several guest speakers also present lectures. Through the readings, lectures, and discussions as well as their own writing and oral presentations, students have multiple opportunities to engage with critical debates in the field as well as explore the role of media in their own lives.

This survey course can be used by students who are looking to take just one general overview course or by those who want to go on to more advanced study in any of the subfields that comprise the political science discipline, such as American politics, comparative politics, international politics, or political theory. The goal of this course is to introduce the student to the discipline's concepts, terminology, and methods and to explore instances of applied political science through real world examples. Upon successful completion of this course, the student will be able to: Describe and evaluate the concepts of power, legitimacy, and authority; Discuss the origins and developments of the nation-state; Distinguish between traditional and behavioral approaches to the study of politics; Discuss general approaches to the study of politics, such as political philosophy, political systems theory, and political economy; Describe and discuss the political socialization process; Examine the nature of political participation from a comparative perspective; Discuss the nature of public opinion from a comparative perspective; Identify the different types of electoral systems and be able to assess the implications of those systems; Identify the role and functions of political parties; Identify the different types of party systems from a comparative perspective; Describe and evaluate the general principles of presidential and parliamentary political systems; Describe and compare the essential features of at least three governments of Western Europe; Identify and evaluate the principles of authoritarian and totalitarian governments; Discuss the concepts of political development and problems facing developing nations; Discuss and explain the origins and principles of democratic capitalism, democratic socialism, Marxist socialism, national socialism, fascism, and third world ideologies; Describe the origins, development, and principles of international law; Identify and assess the influence of major international organizations; Describe and analyze the causes of international conflict; Analyze current critical issues in international relationships. (Political Science 101)