PS 2A03

PS 2A03:

Conflict Transformation
Course Outline — Fall 2010

Monday 8:30-9:20am PC 155

Wednesday 8:30-9:20am PC 155
Friday 10:30-11:20am PC 155

Instructor Dr. Colin Salter

Office: TSH 302

Phone: (905) 525 9140 | Extension 23722
Email: saltec@mcmaster.ca
Website:

Consultation Times: Mondays 12:30-2:00

Tuesday 12:30-2:00

Other times by appointment

My tutorial time and room:

My Tutor:

Office:

Phone:

Email:

Consultation Times:

PS 2A03: Conflict Transformation. Course outline 2010 — page 1 of 12

Subject Description
Conflict is a potentially positive force that can prevent stagnancy,
promote social justice, address unmet needs and facilitate learning.
Indeed, the nonviolent “waging” of conflict is considered a critical
aspect of peacebuilding. However, this positive potential may go
unfulfilled if we engage with conflict in a manner that creates cycles
of negative relationships, rigid oppressive structures and
immobilized actors.

This course will facilitate the development of the necessary learner capacities for breaking these cycles
and promoting the constructive transformation of conflict within multiple settings and levels of
interaction – including daily life. Broader than courses focusing upon mediation or dispute resolution,
this course will help learners enrich their general understanding of conflict while exploring different
means for addressing this phenomenon in a manner that does not harm the parties involved – be they
individuals, communities, or the Earth.

Assessment Summary
Assessment Format Length Due Date Weighting

Attendance and
30%
1 Attendance participation in group n/a weekly
(see notes)
activities

2 Assignment 1 writing task 350 words Week 3 5%

3 Assignment 2 writing task 500 words Week 6 10%

Group research 2000 words each

4 writing task 13 December 40%
report (see notes)

5 Final exam formal exam see notes Exam period 15%

Text Books
Simon Fisher, Dekha Ibrahim Abdi, Jawed Ludin, Richard Smith, Steve Williams and Sue Williams
(2000) Working With Conflict: Skills and Strategies for Action, New York: Zed Books

John Paul Lederach (2003) The Little Book of Conflict Transformation, Good Books Publishers.

Lisa Schirch (2004) The Little Book of Strategic Peacebuilding, Good Books Publishers.

PS 2A03: Conflict Transformation. Course outline 2010 — page 2 of 12

Other Resources
Alongside the set texts, the set readings listed in
this outline are included in a courseware pack
available from Titles. You will also need to
dow nload Galtung , J. (2000) Conflic t
Transformation by Peaceful Means (The Transcend
Method) via http://www.reliefweb.int/rw/
rwt.nsf/db900SID/LHON-66SN46/$File/
Conflict_transfo_Trnascend.pdf. We will make
extensive use of this manual, and it is essential
that you have a copy.
The readings listed in this outline are the
minimum required from you. You will benefit
from and learn much more by undertaking
further reading.
Learning Outcomes
PS 2A03 will expose you to conflict and conflict
processes in many different settings. These will
range from interpersonal and social conflict
through to ideological and international conflict.
This includes conflict in small groups (e.g.
home, school and workplace environs). Through
all of the activities we will participate in, you
will need to personally reflect on key concepts
and frameworks.
This course can be personally challenging. This
is especially so for those of you who have not
taken any Peace Studies courses. This course is
quite different to others we have and will
participate in. We will need to reflect on our
own interpersonal relationships and conflict
tendencies. These challenges do bring rewards!
PS 2A03 includes a lot of group work. This
provides a means to explore and role play
different conflict scenarios in a mutually
supportive environment. The collective
experience of questioning our own approaches
to conflict, of being challenged by key concepts
and frameworks, can foster valuable peers
support.
By the end of this term, the experiences gained
should enable you to demonstrate a number of
learning outcomes. You will have developed a
sound knowledge of peace studies pedagogy as it
relates to the potential of using and
transforming conflicts as a critical aspect of
peacebuilding.
These learning outcomes include:
- Demonstrate academic competence
(research, writing, etc.) using a peace
studies perspective
- Demonstrate “conflict competency” by
effectively analyzing and developing
strategies for conflicts at all levels of
social interaction
- Define, understand and apply relevant
course concepts, terminology and
frameworks
- Demonstrate holistic, multi-level and
critical thinking (e.g. that identifies the
root causes of violence)
- Discuss the role of identity, values,
culture and ideologies in conflict work
- Demonstrate awareness of your own
needs, values, cultural perspective and
conflict tendencies
- Discuss the relationship between
conflict work and peacebuilding
- Engage with both self directed and
collaborative learning activities
- Demonstrate the acquisition of a
variety of conflict work skills (group
facilitation, dialogue, consensus-
seeking, negotiation, mediation,
problem solving, non-violent
communication, etc.)
The emphasis on group work and group
processes will also foster the development of
PS 2A03: Conflict Transformation. Course outline 2010 — page 3 of 12
valuable collaborative skills that will assist you
in becoming more effective communicators and
addressing conflicts in your ever yday
relationships.
PS 2A03 Pedagogy
This course is run a bit differently to many other
subjects. Please read the subject outline
carefully rather than assuming things are like
other classes.
- The penalty for less than 80%
attendance is unusual. Please check it.
- You will have a lot of choice in picking
your assessment topics.
- Be prepared for extensive group work
sessions and a few unusual teaching
methods.
In PS 2A03, the aim is to encourage you to learn
through self-reflection and group processes in a
facilitated seminar and tutorial environment. By
finding and analyzing examples of conflict, by
working in groups and by helping others to learn
you will participate in a rich — and at times
challenging — learning environment.
There is a strong emphasis on coming to class
prepared. This will both assist you and your
fellow students.
Timeline
Each week we will be looking at a number of
readings, alongside material and exercises from
Conflict Transformation by Peaceful Means (The
TRANSCEND method), which was was
prepared for the United Nations Disaster
Management Training Program
Monday’s seminar time will follow a general
lecture format, providing an overview of key
concepts and an introduction to the weeks
readings and group activities.
Wednesday’s seminar time will vary from week
to week, incorporating additional presentation
of material, time for questions and discussion of
set reading materials, and to discuss the material
and exercises from Conflict Transformation by
Peaceful Means;
During Friday’s seminar, time will be set aside
for reflections on exercises and discussions
arising from tutorials and small group work.
The one-hour tutorial time each week will
enable you to participate in group activities,
discuss and reflect on set readings.
You will quickly find that if you are not prepared
before class, you will not have enough time in to
complete the set activities. You will then need to
make time outside of class for your group work
to be finished. Completing group work is an
essential, and assessable, part of the course.
By coming prepared for class each week, having
read the set readings and identified key issues
and questions for discussion, you will find class
time to be for more beneficial. For example, if
there are some aspects of the readings you have
trouble with, it is likely that someone else will!
You will not be the only one to benefit from
asking questions and discussing topics
PS 2A03: Conflict Transformation. Course outline 2010 — page 4 of 12
It will also assist you and the rest of the class to
introduce examples of conflict you wish to
discuss.
Week 1 (Friday September 10)  — Welcome
to PS 2A03: Conflict Transformation
Introduction to PS 2A03. The course outline
will be circulated for you to read over and ask
questions.
** Start to think about Assignment 1, which is
due in less than two weeks.
Part 1: Broader goals and processes — peace and
peacebuilding
Week 2 (September 13) — Peace, Justpeace
& Cultures of Peace
This week we read some short texts which
introduce a number of key concepts,
perspectives on approaches, and visions for the
future. We also have our first look at the Conflict
Transformation by Peaceful Means manual.
During tutorial time, we start the process of
getting to know each other — which is essential
for this course.
Readings
John Paul Lederach (1999) “Justpeace’, in People
Building Peace: 35 Inspiring Stories from Around the
Wo r l d . Eu r o p e a n Ce n t r e f o r Co n fl i c t
Prevention/International Books. Full text
available online at http://www.gppac.net/
documents/pbp/
Sue McGregor (2005) ‘Transdisciplinarity and a
Culture of Peace’, Culture of Peace Online Journal, 1
(1), 1-12.
‘Conflict Outcomes and Conflict Processes’,
Conflict Transformation by Peaceful Means.
‘Conflict theory and practice: a perspective’,
Conflict Transformation by Peaceful Means.
Week 3 (September 20) — Peace Studies &
Peacebuilding
This week we look at the framework of strategic
peacebuilding, a coordinated approach to
building justpeace.
** Assignment 1 is due at the start of your
tutorial.
Readings
Lisa Schirch (2004) The Little Book of Strategic
Peacebuilding, Good Books Publishers. [entire
text]
Francis P. Hutchinson (1996) Educating beyond
violent futures, Routledge, pp. 23-34 (Chapter 2
‘Enhancing Our Foresight: towards a knowledge
base for creative futures teaching’).
Part 2: Conflict, conflict resolution & conflict
transformation
Week 4 (September 27) — Understanding
Conflict
In order to work towards the transformation of
conflict, it is essential to understand the basis of
the conflict in question. This week we will look
at generalised understandings and analysis of
conflict. Following this broad overview, we
focus on structural bases for conflict (i.e. class
and gender).
Readings
Connie Peck (1998) Sustainable Peace: The Role of
the UN and Regional Organizations in Preventing
Conflict, New York: Carnegie Commission on
Preventing Deadly Conflicts: pp.  25-44
(Chapter 3: Diagnosing Contemporar y
Conflict).
Cristina Jayme Montiel & Maria Elizabeth J.
Macapagal (2006) ‘Effects of Social Position on
Societal Attributions of an Asymmetric
Conflict’, Journal of Peace Research, vol. 43, no. 2:
pp. 219–227.
PS 2A03: Conflict Transformation. Course outline 2010 — page 5 of 12
Co n fl i c t Th eo r y. Mo d u l e I I I , C o n fl i c t
Transformation by Peaceful Means.
Week 5 (October 4) — Understanding
power, violence and nonviolence
This week we consider Gene Sharp’s conception
of power, and explore nonviolent strategies in
conflict.
Gene Sharp (2010) Dictatorship to Democracy: a
conceptual framework for liberation, 4th U.S. edn,
The Albert Einstein Institute: pp. 17-23
(Chapter 3: Whence Comes the Power?). Full
text available online at
http://www.aeinstein.org/organizations/org/
FDTD.pdf
Brian Martin (1989) ‘Gene Sharp's Theory of
Power’, Journal of Peace Research, vol. 26, no. 2,
1989, pp. 213-22.
Simon Fisher et al. (2000) Working With Conflict:
Skills and Strategies for Action, New York: Zed
Books, pp. 37-53 (Chapter 3: Critical issues).
‘ Violence Theor y ’. Module IV, Conflict
Transformation by Peaceful Means.
** Assignment 2 is due at the start of your
tutorial.
Week 6 (October 11) — Conflict resolution
& conflict transformation I
This week we explore the differences between
b e t w e e n c o n fl i c t r e s o l u t i o n , c o n fl i c t
management and conflict transformation. We
reflect on John Paul Lederach’s framework for
conflict transformation.
** Monday is a public holiday.
Readings & exercises
E. Franklin Dukes (1999) ‘Why Conflict
Transformation Matters: Three Cases’, Peace and
Conflict Studies, Vol. 6, No. 2: pp. 47-66.
John Paul Lederach (2003) The Little Book of
Conflict Transfor mation, Good Book s
Publishers. [entire text]
Conflict theory and practice: a perspective,
Conflict Transformation by Peaceful Means.
Conflict theory, conflict practices: some more
steps, Conflict Transformation by Peaceful Means.
Further reading
John Paul Ledearch (1995) Preparing for Peace:
Conflict Transformation across Cultures, Syracuse
University Press, pp. 3-10 (Introduction).
Week 7 (October 18) — Conflict, conflict
resolution & conflict transformation I I
We continue with our exploration of differences
b e t w e e n c o n fl i c t r e s o l u t i o n , c o n fl i c t
management and conflict transformation. You
may find these readings a little challenging/
heavy on theory and concepts.
Readings
Johan Galtung (1996) Peace by peaceful means:
peace and conflict, development and civilization, Sage
Publications, London: pp. 89-102, 114-126.
Thomas Weber (2001) ‘Gandhian Philosophy,
Conflict Resolution Theory and Practical
Approaches to Negotiation’, Journal of Peace
Research, vol. 38, no. 4, 2001, pp. 493–513.
PS 2A03: Conflict Transformation. Course outline 2010 — page 6 of 12
‘ C r e a t i v i t y, t r a n s c e n d e n c e , c o n fl i c t
transformation’, Conflict Transformation by Peaceful
Means.
‘Transfor mat ion’. Module VI I, Conflict
Transformation by Peaceful Means.
Part 3: Skills and strategies for conflict work
Week 8 (October 25) — Strategies for
Addressing Conflict I
We more specifically explore frameworks and
tools for analyzing conflict. There is more
emphasis on group work this week, which is
reflected in the structure of seminars.
Readings
Fisher et al. (2000) Working With Conflict: Skills
and Strategies for Action, New York: Zed Books,
pp.  17-35 (Chapter 2: Tools for conflict
analysis).
John Paul Ledearch (1995) Preparing for Peace:
Conflict Transformation across Cultures, Syracuse
University Press, pp. 101-108 (Chapter 10: Role
plays: tools for discovery and creation).
Codes for Conflict/Peace Workers: Twelve Do’s,
Conflict Transformation by Peaceful Means.
Codes for Conflict/Peace Workers: Twelve
Don’ts, Conflict Transformation by Peaceful Means.
Further reading
Ledearch, J.P. (1995) Preparing for Peace: Conflict
Transformation across Cultures, Sy racuse
University Press, pp. 25-33 (Chapter 3: An
integrated framework for training).
Week 9 (November 1) — Strategies for
Addressing Conflict II
This week we explore the role of dialogue,
sustained dialogue, as a process for changing
relationships and transforming conflict. As with
last week, there is an emphasis on group work
which is reflected in the structure of seminars.
Harold H. Saunders (1999) A Public Peace
Process: Sustained Dialogue to Transform Racial and
Ethnic Conflicts, New York: St. Martin’s Press, pp.
81-96 (Chapter 5: The Dialogue Process).
‘ C r e a t i v i t y, t r a n s c e n d e n c e , c o n fl i c t
transformation’, Conflict Transformation by Peaceful
Means.
Dialogue, Module II, Conflict Transformation by
Peaceful Means.
Peace Dialogues, Module VIII, Conflict
Transformation by Peaceful Means.
Week 10 (November 8) —  Strategies for
Addressing Conflict III
This week we consider a number strategies for
addressing conflicts. As with last two weeks,
there is an emphasis on group work which is
reflected in the structure of seminars.
Simon Fisher et al. (2000) Working With Conflict:
Skills and Strategies for Action, New York: Zed
Books, pp.  57-77 (Chapter 4: Building
Strategies to Address Conflict).
John Paul Ledearch (1995) Preparing for Peace:
Conflict Transformation across Cultures, Syracuse
University Press, pp. 55-62 (Chapter 6: The
Elicitive Model).
John Paul Ledearch (1995) Preparing for Peace:
Conflict Transformation across Cultures, Syracuse
University Press, pp. 66-70 (Chapter 7:
Prescriptive and Elicitive: The Critical Tension),
Conflict Practice, Module IV, Conflict
Transformation by Peaceful Means,
Further reading
John Paul Ledearch (1995) Preparing for Peace:
Conflict Transformation across Cultures, Syracuse
University Press, pp. 47-53 (Chapter 5: The
Prescriptive Model).
PS 2A03: Conflict Transformation. Course outline 2010 — page 7 of 12
Part 5: Critical Issues
Week 11 (November 15) —  Identity &
Conflict
This week we look more deeply at the role of
identity in producing and shaping conflict —
from the interpersonal to the international.
Nancy Cockburn (1999) The Space Between Us:
Negotiating Gender and National Identities in
Conflict, Zed Books. pp.  211-230 (Chapter 8:
Identity and Democracy).
Nira Yuval-Davis (1999) ‘What is “transversal
politics”?’, Soundings , no. 12, 94-98.
Jeffrey R Seul (1999) ‘“Ours is the Way of God”:
Religion, Identity, And Intergroup Conflict’,
Journal of Peace Research, vol. 36 no. 5,
pp. 553-569.
Exercises
Unit 13 of ‘Conflict Theory’. Module III, Conflict
Transformation by Peaceful Means. [re-read]
Unit 43 of ‘Conflict Theory’. Module V, Violence
Transformation by Peaceful Means.
Unit 34 of ‘Transformation’. Module VII, Conflict
Transformation by Peaceful Means. [re-read]
Week 12 (November 22) — Western
hegemony and ontology
This week we reflect further on critical issues
producing and shaping conflict. We consider the
processes through which western hegemony and
constructions of cultural relativism produce and
shape conflict and conflict transformation.
Readings
Lila Abu-Lughod (2002) Do Muslim Women
R ea l ly Need Sav i ng ? A nt h ro pol og i c a l
Reflections on Cultural Relativism and Its
Others, American Anthropologist, Vol. 104, No. 3:
pp. 783-790.
Simon Fisher et al. (2000) Working With Conflict:
Skills and Strategies for Action, New York: Zed
Books, pp. 125-139 (Chapter 7: Addressing the
Consequences).
Polly O. Walker (2004) ‘Decolonizing Conflict
Resolution: addressing the ontological violence
of westernization’, American Indian Quarterly, Vol.
28, NoS. 3 & 4, pp. 527-549.
Week 13 (November 29) — Respect &
Recognition: treaties and conflict in Canada
This week we will look at conflicts over treaties
in Canada, and consider whether respect and
recognition is an effective basis to address these.
Tutorial time and Friday’s seminar time will be
set aside for you to work on your group projects.
Readings
James Tully (1995) Strange multiplicity:
Constitutionalism in an age of diversity, Cambridge
University Press, pp. 1-29 (Chapter 1: Demands
for constitutional recognition).
We e k 1 4 ( M o n d a y D e c e m b e r 6 )
— Conclusions & Continuations
We rap up the course, and reflect on some
pertinent issues we have covered.
Readings
Simon Fisher et al. (2000) Working With Conflict:
Skills and Strategies for Action, New York: Zed
Books, pp. 157-167 (Chapter 9: Evaluation).
PS 2A03: Conflict Transformation. Course outline 2010 — page 8 of 12
Requirements and assessment tasks
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.
- The subject coordinator reserves the
right to hold an additional oral
examination for any piece of
assessment.
Attendance
Attendance at class is a key requirement of this
course. Non-attendance will significantly 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 final 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 final mark will be 75% - 12% =
63%.
If you are present for only part of a class, that
counts as fractional attendance. For example, 2.5
absences leads to a 3% penalty.
If you will not be able to attend a class, please
contact me in advance.
Participation
Due date: Weeks 2-13
Weighting: 30%
Each week, you are expected to substantially
contribute to in-class discussions. This includes
illustration of a sound engagement with the
week’s reading materials, reflection on group
work and dynamics, and introduction of
examples.
You should come prepared with points for
discussion, questions about the reading material
or other matters arising from the material
presented in the lecture(s).
Assignment 1
Due date: At start of tutorial week 3 (week
starting September 20)
Weighting: 5%
Length: 350 words
Given the material for this course, what skills
and knowledge would you like to take away?
How can you see these impacting your life at a
personal level? How do you see these impacting
you life through employment? Are there any
materials, including specific case studies, you
would like to see covered in this course (or some
you would not prefer)?
Assignment 2
Due date: At start of tutorial week 5 (week
starting October 4)
Weighting: 10%
Length: 500 words
Reflecting on your upbringing, ethnicity/
culture/religious beliefs and socialisations, what
factors can you see as affecting your ability to
half facilitate conflict transformation?
PS 2A03: Conflict Transformation. Course outline 2010 — page 9 of 12
Group Research Report & Workshop Plan
Due date: 13 December
Weighting: 40%
Length: 2000 words+
Small groups will select a broad topic relevant to
the course (e.g. “treaties and conflict in
Canada”). Each individual group member will
then write a separate research paper on a sub-
topic directly related to their group’s broad
research topic (e.g. “The Caledonia dispute”).
The group will then compile all of their papers
i n t o o n e “a n t h o l o g y ” a n d , w o r k i n g
collaboratively, develop an introduction and
workshop design component that connects all of
their research. This project will be evaluated
based upon the following:
Individual Research Paper
Your individual report should be 2000 words,
have a clear purpose/thesis and demonstrate the
application of knowledge developed throughout
the course. The focus of your report should be
on analysis, not summary.
You should be providing an original research-
based analysis that demonstrates a peace studies
perspective (utilizing course ideas and
concepts). Excessive summary (of other
authors, of historical fact, etc.) is not sufficient.
This is a research paper and must include
material from outside the course.
Peer-reviewed academic articles are a preferred
source of information. Reference to at least
three of the course readings and two period
reviewed sources are required.
Wikipedia and other online encyclopedias can
provide a useful starting point for research. Use
should be limited to reflect this. Do not include
them as a source.
Limiting research to Google or other search
engines is poor practice. It limits your exposure
and ability to find academic material. It also is
PS 2A03: Conflict Transformation. Course outline 2010 — page 10 of 12
very easy to note who has limited their research
in this way.
Group Introduction & outline of challenges
Working as a group, develop a 750-word
introduction for the “anthology” that discusses
the broad topic area selected. This introduction
should also provide a short overview of each
paper written by the individual group members
and note any relevant connections between
then.
Asa group, provide an overview of some of the
key challenges to be faced in developing a
workshop. These include challenges for the
facilitator and the parties to the conflict.
Give consideration to:
- workshop goals and strategies
- the distinction between prescriptive
and elicitive approaches
- relevant cultural considerations
(including western hegemony)
- methods for evaluating workshop
effectiveness.
All of the group’s research papers, the group
introduction and the outline of challenges must
be bound together with a title page/cover.
Final Examination
The final examination will occur during the
exam period and will address material covered
throughout the course.
General grading criteria

The following criteria will be utilized in the
assessment of all written work and will guide the
assessment of all other assignments.
Excellent (A+, A, A-) (100% - 80%)
Thoughtfully 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
written 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
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 often 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. (This grade is also given for
plagiarism/other academic integrity issues)

Image sources
Dave Boldingers Cartoons & Stuff — http://www.dbaldinger.com/opinion_cartoons/second_page/
dear_world.html

James Garvin Ellis. Rodney Powell (standing) talks with other sit-in participants at Walgreens drugstore in
Nashville, Tennessee, Friday March 25, 1960 — http://en.wikipedia.org/wiki/Nashville_sit-ins

Marc Riboud. Jan Rose Kasmir, protest against the Vietnam War outside the Pentagon, Arlington County, Virginia,
Saturday, 21 October 21, 1967 — http://en.wikipedia.org/wiki/Jan_Rose_Kasmir

Shaney Komulainen. Canadian soldier Patrick Cloutier and Saskatchewan Native Brad Laroque alias 'Freddy Kruger'
come face to face in a tense standoff at the Kahnesatake reserve in Oka, Quebec, Saturday September 1, 1990
— http://en.wikipedia.org/wiki/Oka_Crisis

PS 2A03: Conflict Transformation. Course outline 2010 — page 11 of 12

Course Policies
Submitted work
Assignments must be submitted 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.
The instructor cannot accept/grade work after 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 submitting an application to
the Undergraduate Reviewing Committee before the end
of term (see http://www.humanities.mcmaster.ca/
forms/DeferredTermWork.pdf).
The instructor and TA are not responsible for any
misplaced assignments—always keep an extra copy of
your work. Assignments not submitted in class may be
dropped off in the box outside of TSH 313 (the
Interdisciplinar y 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. “Free-loading” is providing less than an equal
contribution to the work and decision-making of the
group, i.e. benefiting 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. Thus, attendance will be peer
monitored and absences may result in a reduction in the
grade awarded an individual for the group research
report (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 and teaching assistant regarding their group’s
dynamics. Please inform the instructor of any conflicts or
cases of uneven workload distribution as soon as
possible.
PS 2A03: Conflict Transformation. Course outline 2010 — page 12 of 12
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. This 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 http://
www.mcmaster.ca/academicintegrity
The 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 matter in this course and all cases of academic
dishonesty will be reported to the Office of Academic
Integrity.
Email Communication Policy
The 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. This policy
protects confidentiality and confirms your identity.
Assisted Learning
The Centre for Student Development is always available
to help students with different learning needs (MUSC
B-107; Ext 24711; http://csd.mcmaster.ca). If you
require special arrangements, you should talk to the
course instructor as soon as possible.