UNIVERSIDAD LATINOAMERICANA DE CISNCIA Y

1

UNIVERSIDAD LATINOAMERICANA DE CISNCIA Y TECNOLOGIA

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

COST ACCOUNTING 3 credits Code 06-1008

1. Purposeofthecourse

This course introduces the nature and purpose of cost accounting as an information system for planning and control. Topics include direct materials, direct labor, factory overhead, job order, activity-based, cost-volume- profit, budgets and variances. Upon completion, students should be able to demonstrate an understanding of the principles involved and display an analytical problem-solving ability for the topics covered.

2. OBJECTIVES

General Objectives Specific Objectives

1. Understand the cost • Describe how cost accounting supports management accounting and financial accounting fundamentals. accounting.

Understand how to manage the SAP´s General Accounting and Cost Accounting modules. Introduction to IFRS.

• Describe the set of business functions in a value chain • Explain the five-step decision-making process • Understand how management accounting fits into an organization’s structure • Define and illustrate cost object • Distinguish between direct costs and indirect costs • Explain variable and fixed costs • Interpret unit costs • Distinguish among manufacturing, merchandising and service-sector companies • Describe the three categories of inventory • Distinguish inventoriable costs from period costs • Explain the features of cost-volume-profit analysis • Determine the breakeven point and output level needed to achieve a target operating income • Use cost-volume-profit analysis to plan variable and fixed costs • Apply cost-volume-profit to a company producing multiple products

2

• Adapt cost-volume-profit analysis to situations in which a product has more

than one cost driver • Distinguish between job costing and process costing • Distinguish between actual and normal costing

• Describe the activity-based costing.

2. Use of tools for planning and • Explain master budget control. • Explain kaizen and activity-based budgeting

• Describe responsibility accounting • Explain how controllability relates to responsibility accounting

3. TEACHINGANDEVALUATIONMETHODOLOGY

The syllabus provides a set of readings from the textbook, assigned problems and short essays. The assigned problems and short essays illustrate the cost accounting principles being covered each week. I expect each student to be prepared to answer each assigned problem. Furthermore, I expect each student to be prepared to present a solution to the class.

The class will be given in one learning environment: virtual (Blackboard).

The instructor will explain the concepts at the beginning of the class and if necessary at the end.

Evaluations will be problem-oriented but may contain some objective material (multiple choices). Test will normally be closed books. Make-up evaluations will be given only for institutionally approved excuses.

Quizzes will be made after covering a topic, at the end of the class.

Students are expected to attend every class session unless unavoidably absent due to illness.

Appearance, grammar, spelling and proper sentence structure will be graded.

4. WEEKLYSCHEDULE

Week1 TheAccountant'sRoleintheOrganization

ü ManagementAccounting,FinancialAccounting,andCostAccountingü StrategicDecisionsandtheManagementAccountantü DecisionMaking,Planning,andControl:TheFive-StepDecision-MakingProcessü KeyManagementAccountingGuidelinesü OrganizationStructureandtheManagementAccountant

Week2 AnIntroductiontoCostTermsandPurposes

ü CostsandCostTerminologyü DirectCostsandIndirectCostsü Cost-BehaviorPatterns:VariableCostsandFixedCostsü TypesofInventory,InventoriableCosts,andPeriodCostsü IllustratingtheFlowofInventoriableCostsandPeriodCostsü AFrameworkforCostAccountingandCostManagement

3

Week3 Cost-Volume-ProfitAnalysis

ü EssentialsofCVPAnalysisü Cost-Volume-ProfitAssumptionsü BreakevenPointandTargetIncomeü UsingCVPAnalysisforDecisionMakingü SensitivityAnalysisandUncertaintyü CostPlanningandCVP

Week4 JobCosting

ü Job-CostingandProcess-CostingSystemsü ActualCostingü ANormalJob-CostingSysteminManufacturingü BudgetedIndirectCostsandEnd-of-Accounting-YearAdjustmentsü VariationsfromNormalCosting:AService-Sector

Week5 FlexibleBudgets,Direct-CostVariances,andManagementControl

ü TheUseofVariancesü FlexibleBudgetsü PriceVariancesandEfficiencyVariancesforDirect-CostInputsü ImplementingStandardCostingü ManagementUsesofVariancesü VarianceAnalysisandActivity-BasedCosting

Week6 FlexibleBudgets,OverheadCostVariances,andManagementControl

ü PlanningofVariableandFixedOverheadCostsü VariableOverheadCostVariancesü DevelopingBudgetedFixedOverheadRatesü Production-VolumeVarianceü IntegratedAnalysisofOverheadCostVariancesü FinancialandNonfinancialPerformanceMeasures

Week7 InventoryCostingandCapacityAnalysis

ü InventoryCostingforManufacturingCompaniesü ExplainingDifferencesinOperatingIncomeü PerformanceMeasuresandAbsorptionCostingü ComparisonofAlternativeInventory-CostingMethodsü ChoosingaCapacityLevel

Week8 DecisionMakingandRelevantInformation

ü InformationandtheDecisionProcessü TheConceptofRelevanceü Insourcing-versus-OutsourcingandMake-versus-BuyDecisionsü OpportunityCostsandOutsourcingü Product-MixDecisionswithCapacityConstraintsü DecisionsandPerformanceEvaluation

Week9 CostAllocation,Customer-ProfitabilityAnalysis,andSales-VarianceAnalysis

ü CostAllocationandCostingSystemsü CustomerRevenuesandCustomerCostsü UsingtheFive-StepDecision-MakingProcesstoManageCustomerProfitability

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ü SalesVariancesü Sales-MixandSales-QuantityVariances

Week10 ProcessCosting

ü IllustratingProcessCostingü Weighted-AverageMethodü First-In,First-OutMethodü Standard-CostingMethodofProcessCostingü Transferred-InCostsinProcessCosting

Week11 InventoryManagement,Just-in-Time,andSimplifiedCostingMethods

ü InventoryManagementinRetailOrganizationsü Just-in-TimePurchasingü InventoryManagementandMRP

Week12 CapitalBudgetingandCostAnalysis

ü TwoDimensionsofCostAnalysisü StagesofCapitalBudgetingü DiscountedCashFlowü SensitivityAnalysisü RelevantCashFlowsinDiscountedCashFlowAnalysis

Week15 PresentationoftheProject

GroupPresentationoftheProject

5

6. EVALUATION/GRADING

Your grade will be determined by performance on tests, problems, short essays and quizzes.

Activity Percentage Value

Class Participation 20% Quizzes (including the understanding how to manage the SAP´s General Accounting and Cost Accounting modules and the basics of IFRS)

30%

BLACKBOARD activities 15% CEPA 5%

Final Research Project 30%

7. COURSEMATERIAL

Text: Horngren et al., Cost Accounting a Managerial Emphasis (16th edition) 2017, Pearson Prentice Hall, Upper Saddle River, NJ, USA.

8. ACADEMICDISHONESTYPOLICY

Students are expected to conduct themselves in accordance with the normally accepted standards of academic life. That implies that they will conduct themselves with due regard for the rights of others and, in particular, that their behavior will not interfere with the ability of the academic community to carry out its usual academic functions. It also implies that they will observe the usual standards of integrity with regard to the preparation of essays and the taking of examinations. Students are also expected to comply with those reasonable rules of procedure promulgated by a faculty member for the conduct of his or her class or by the college or school for the conduct of its business.

LatinAmericanUniversityofScienceandTechnologySchoolofInternationalRelations

Coursename CostaRicanPoliticalSystemCoursecode 12-2001Credits 4Entryrequirements

N/A

Modality VirtualNature Theoretical-practicalDuration andfrequency

Quarter,equaltofifteenclassweeks

Schedule Monday,6:30-9:30pmClassroom/Lab N/AInstructor ÓscarGutiérrez

[email protected]

This course requires an intensive use of the Internet and theelectronic databases for research (EBSCO), which makes itnecessaryforstudentstohaveaccesstothistoolfromtheirhome.

PURPOSEOFTHECOURSEHowaredecisionsmadeinsociety?Howcandemocraticvaluesshapepublicpolicy?Whatistheroleofcitizensingovernment?Whyarepoliticsrelevanttoeconomicactivitiesandentrepreneurship?This course examines the formal and informal institutions of the Costa Rican state andgovernmentinordertounderstandhowtheyinteracttoformpublicpolicy.Thisfacilitatesapermanentcriticalassessmentofthepoliticalsystemandtheroleeachagentplaysintheshapingofdemocracyandlifeinsociety.Thegovernmentisacomplexbodythattransformsinput from different sources into policies, norms, programs and declarations. We willexaminetheconstitutionalbasisofgovernance,thedifferentbranchesofgovernment,theinfluenceofthemediaandotherprivateactors,politicalpartiesandinterestgroupsinCostaRicanpolitics.COMPETENCESTraditionaleducationisbasedoncontent,butULACITusesacurriculummodelbasedoncompetences,which means that students will develop the ability to think and react asexperts in their discipline, and not only to understand its conceptual or theoreticalframework. The table specifies the disciplinary and general competences aswell as theperformancecriteriathatwillbedeveloped.

Competences Subcompetences Performancecriteria

DISCIPLINARYCOMPETENCE

DisciplinaryCompetence:

Thestudentwillbeableto: Thestudentmasterslearningactivitiescompetencessuchas:

Analyze the impactofeconomicsystems,governmentdecisions, andthe economicinteraction ofindividualsaspartofthe comprehensivedevelopment ofsocieties.

Determine the performanceachieved by the economicdevelopment model adopted by acountryorregion.

Participatinginclassdebatesanddiscussionscritically,withpeersand the professor, showing thestudy of the models andeconomic systems used bydifferent nations to promotetheir socioeconomicdevelopment.Reading various articles fromspecialized economicsmagazines, demonstrating theassessment of development oreconomicstagnation trends in acountry,duetogovernmentdecisions.

Creating a comparative analysisbetween systems or economicmodels, having identified theoccurrence of the economicdevelopment philosophies ofdifferent countries withopposingideologies.Within case studies, analyzingthe behavior of economicphenomenaand their impactonthe economy of a country orregion,anditsconsequenceson thepopulationandfinancialmarkets.

Assess the implications of ahistorical crisis or economicrecession, as part of thedevelopmentofacountryorregion.

Gathering data and historicaldocuments about a crisis oreconomicrecessionthataffectedaspecificcountryorregion.Identifying the main events,policies, or actions taken by agovernment or corporations tocause a crisis or economicrecession.Doing a historical study on theimpact of a crisis or economicrecession, showing analysis ofthecausesandconsequences.Presenting the results of thehistorical studyof the economicphenomenon,before theirpeersandprofessor.

GENERALCOMPETENCES

Innovation Innovationcompetenceinvolvesthe

capacitytothinkinanopen,criticaland purposeful manner; toexperience and reflect; inquire;synthesize and reorganizeinformation; generate new ideas;manage change; take risks andanticipate consequences; usetechnology; act independently andcollaborate with others, amongothers.

It uses technology to conductresearch, organize, evaluate andcommunicate informationthrough case analysis andresolution.Use creative thinking inproposing solutions to theproblems they face in everydaylifebysimulatingscenarios.

Entrepreneurship Entrepreneurship competenceinvolves the ability to plansystematically, show initiative,geared towards quality, implementproblem solving skills, influence,reach agreements, communicate,manage information and otherresources,showself-confidenceandassertiveness,amongothers.

Choosethebestoptionaccordingto the context using theinformationfromthereadingsinthediscussionsandsimulations.

Integrity Integrity competence involves thecapacity to sponsor andapply highmoralandethicalprinciples,respectothers,andbeconsistentwiththeirown values in difficult situations,amongothers.

Collaborate and interact withothers effectively andrespectfully in class discussionsaround the conflicts andchallenges of interculturalcommunication.Considerandrespectotherformsof lifeandculturalpatterns thatare explored through readingsandindividualresearch.

PLANOFTHELEARNINGEXPERIENCEIn ULACIT, the learning experience is designed around generative topics, capable ofprovokingpolemicandwhichdemandthatthepupilsraisetheirownarguments.Thetopicsarebrokendowninspiralsofinvestigation,orquestions,whicharerelatedtoeachotherinordertohaveadeeperunderstandingofthetopic.Inthefuture,ifthestudentsarecuriousabout something, theywill have to look for the answers themselves. The real art of theeducationistobeabletopresentthecorrectquestions,interactingwiththestudentsandhelping them in their discovery process. Every teacher’s objective is to motivate thecuriosityofthestudents,whichistheemotionalincentivethatwillallowthemtowanttolearnmorealongtheirlives.Topic1.PoliticalSystems

• Whatisapoliticalsystem?• ElementsofthePoliticalSystem• Principlesoflegitimacyandeffectiveness• Itsusefulnessasacategoryofanalysisofpoliticalrealityanddynamics.

Topic2.Democracy

• Democracy.Characteristicsofademocraticregime.• Representationandrepresentativeness• Politicallegitimacy.• Democracy,conflictandpoliticalpower.• Politicalpartiesasawayofpoliticalpowerlegitimation.

Topic3.Governmentsystemsandelectoralsystems

• Typesofgovernmentsystems• Politicalpartiesandpoliticalleadership• Theelectoralsystem

Topic4.OriginoftheCostaRicanpoliticalsystem

• PeriodsofdemocratictransitioninCostaRica.• Theauthoritarianrepublicanregime(1821-endoftheXIXCentury).• Evolutionandconstitutionalinstability• Thebeginningofthetransitiontodemocracy(endoftheXIXCentury–1975)

Topic5.ThelongevolutionofCostaRicandemocracy

• Firstperiod:liberalizationoftheauthoritarianrepublicanregime(finalesdelS.XIX–1919)

• Secondperiod:politicalinclusionofnewplayers(1919-1948)• Thirdperiod:polyarchicestablishment(1949-1975)

Topic6.Theimmediaterootsofthecurrentpoliticalsystem

• The formula of democratic stability of Costa Rica (1975-to the end of the XXCentury).

• Apoliticalsystemindeeptransformation:rapidsocialandeconomicchanges.• Slow,conflictingandinconclusiveeconomicreforms.• TheconvulsedCentralAmericancontext.• TherearrangementofpoliticalforcesinsidetheGovernment.

Topic7.Politicalparties’system

• Theelectoralsystemthatemergedinthe40s• Typesofelectionsandcircumscriptions.• Therighttoparticipateascandidate.• Electoralformula.• Thescrutiny.

Topic8.ThecurrentstateoftheCostaRicanpoliticalsystem

• Weakening of bipartidism and emergence of new political parties. Attenuatedmultipartidism?

• ThedifficultiestomakedecisionsintheExecutiveandLegislativeandtheroleofJudicialPower(ConstitutionalCourt)andthecontrollingbodies.

• Citizendiscontent

Topic9.TheCostaRicanpoliticalsystemfacingthebicentennial

• What are the perspectives of the Costa Rican political system facing thebicentennial?

• Issuesofungovernabilityorofpoliticalleadershipquality?• What is required to strengthen and further CostaRican democracy in the short,

mediumandlongterm?• Thehopeofcitizenparticipation.

LEARNINGENVIRONMENTTeachingmethodologyToensurethatthecourseiscompatiblewiththeneeds,interestsandstylesoflearningofalltheparticipants,weusethemethodologyof“reversedclassroom”,or"flippedclassroom":theassignments thatneedminor cognitiveeffort (rememberingandunderstanding)aredonebythestudentsoutoftheclassroom,andthosewhoneedmajorcognitiveeffort,suchasanalysis,synthesisandevaluation,aredoneindifferentscenariosintheclassrooms.Thecourseprovidesmaterialssuchasreadings,videos,narratedpresentationsandothers,viatheonlinelearningplatformofULACIT(i.e.Blackboard).Studentsbeforecomingtoclassare expected to prepare their participation in class, and study the theory at home. Thesessionsarereservedtopractice,reflectionanddiscussion.Theyrevolvearoundquestions,controversiesandissuesofrealbusinesslife.Withthisactive,reflectiveandparticipativemethodology, students are expected to develop inquiry, research and analytical skills.Moreover,theyareexpectedtodevelopadeepunderstandingofthesubject,participatingintheconstructionofknowledgesharedwithotherstudents,teachersandothermembersofsociety.LearningresourcesThecoursehas the followingeducational resources to continually support the teaching-learningprocess:

• Classrooms-enabledcomputers,projectionequipmentandInternetaccess.• Onlineeducationplatform:Blackboard(Bb).• DocumentCamera.• Recordingequipmentandsoundamplification.• VirtualLibrary:EBSCO,fromwhichyoucanaccessfull-textarticles.• Clickers,wirelesspersonalresponsesystems.• ComputerlabswithInternetaccessandapplicationsforresearch.• ArticulatePresenter,atoolthatconvertsPowerPointpresentationstoFlashandcan

integrateinteractions,animationsandnarrationssynchronized.BibliographyRequiredtexts:Alfaro,S.(2011).Políticaypartidospolíticos.SanJosé,C.R.:EUNED.American Psychological Association. (2010). Publication manual of the American

PsychologicalAssociation(6ta.Ed.).Washington,D.C.:APA.ConstituciónPolíticadelaRepúblicadeCostaRica.

LeyGeneraldelaAdministraciónPública,RepúblicadeCostaRica.CódigoMunicipal,RepúblicadeCostaRica.EVALUATIONThecourseisgradedaccordingtothefollowingassessmentchart:Activity %ClassParticipation 15%ReadingChecks 15%MoxieProjectOpinionArticleAllusiveImage.Audiovisualproduct.

20%

WeeklyEventsandNewsAnalysis 35%CaseStudy 10%Courseevaluation(CEPA) 5%Total 100%Classparticipation:15%Studentsareexpectedtocometoclassontimeandpreparethecorrespondingtaskseveryweek.Forinstance,studentsmustreadtheassignedrequiredreadingsbeforecomingtoanysession.Readingverificationswillbecarriedeveryweekbymeansofindividualquestions.Studentsareexpected tounderstandthe issuescoveredbyeachreading,do thereadingschemes, write down doubts, and carry further research before coming to any session.Duringthesessions,studentsshouldbeparticipatingandcollaboratingwithotherstudentsin a respectful manner, whether by voicing their questions and concerns, answeringquestions,and/orworkingontheassignedtasks.Ifthestudentisconsistentlydistractedandnotpayingattentioninclass,markswillbededucted.Ifthestudentisabsent,he/shelosesthe1%fortheweek.

Rubricforclassparticipation

Criteria Met(1) Notmet(0)

Punctuality Arrives on time to class andstays in the classroom for theentiresessionperiod.

Arrives late to class and doesnotstayintheclassroomfortheentiresessionperiod.

Preparation Comes prepared to class,having schematized thereadingsandraiseddoubts.

Does not come prepared toclass, does not schematize thereadingsorraisedoubts.

Values Behavesinarespectfulmanner. Doesnotbehaveinarespectfulmanner.

Participation Contributestotheclassraisingcomments that encouragediscussion.

Participates only whenrequested by the teacher ordoesnotgetinvolvedatall.

Collaboration Cooperates with others,

showing leadership, ethics,negotiationandinitiativeskills.

Does not demonstrateleadership, ethics, negotiationandinitiativeskills.

TOTAL Thetotaliscalculatedbasedon5pointsReadingChecks:15%Studentsarerequiredtoanswercomprehensionquestionsbasedonthereadingsandclasslectures.Readingcheckswillconsistofmultiplechoicequestionsthathavetobeansweredinalimitedtime.WeeklyEventsandNewsAnalysis:35%(Atleast7interventions,5%each)In the online learning environment, the professor will facilitate a weekly discussion toanalyzerelevantpoliticaleventsoccurredinthepreviousweekandtheirimplicationsforthePoliticalSystem.Studentswillberequiredtopresentsolidevidence-basedanalysisandconclusions. Throughout the quarter, each student must have at least 5 gradedparticipations.Theseweeklyinterventionswillbegradedaccordingtothefollowingrubric:Criteria 4 3 2 1

1.Evidencestheresearchconductingtosoliddataandreliableinformation.

2.Thereportshowsathoroughanalysisofassignedreadingandpreviousclassdiscussions.

3.Makesinnovativecontributions,questioningprevioushypotheses.

4.Studentshowsaprogressionofideas,conceptsandcriticalremarks.

TOTAL(CALCULATEDBASEDON20POINTS)

CaseStudy:10%Dividedintogroups,studentswillassessdifferentcasesfromCostaRicanpoliticsinorderto apply conceptual and empirical evidence to support their analysis. Results from casestudieswillbesharedwithclassmatesanddiscussionwillfollow.Itisgradedaccordingtothefollowingrubric:

Criteria 5 4 3 2 11. Evidence of preparation: organized structure,presentation/discussion flows well, students are able to identifydifferentcomponentstopoliticalsystemsaccordingtopreviousknowledge.

2. Content: students presented accurate & relevant information,appeared knowledgeable about the case study assigned and the topicdiscussed,offeredconceptualframeworkfordealingwiththeproblemsidentifiedinthecasestudies

4. Delivery: clear and logical organization, effective introduction andconclusion,creativity,oralcommunicationskills.

5.Discussion:studentsinitiateandmaintainclassdiscussionconcerningassigned case studies, use of visual aids, good use of time, involveclassmatesandbuildknowledgetogether.

Total(Calculatedbasedon25points)

MoxieProject:20%From 2020 and on, ULACITwill have its ownWeb channel, calledMoxie, produced bystudents,inalliancewithDelfino.cr.Thepurposeofthischannelistoprovidestudentswitha space to generate anddisseminate their ideas. It also serves as a showcase to exhibitstudents’academicprojectsnationwide.It'scalledMoxie-whichinurbanEnglishmeanshavingtheabilitytofacedifficultieswithintelligence,boldnessandcourage-inhonorofourstudents,whose"moxie"characterizesthem.Iftherewereprintedstudentpublicationsinthepast,nowtheseinitiativesaretransferredto the digital space, which allows our students to experiment, not only with digitalpublishing, but with audiovisual production, graphic design, digital marketing andwebtechnology,amongothers.This course contributes to the written and audiovisual content of the Moxie Channel.Studentsareexpectedtowriteanarticleof3000charactersor550wordsaboutproblemsordilemmasdefinedbytheprofessorinthepreviouslyselectedcourses.Theprojectconsistsof threeproducts,namely:article text,allusive image,andvideo fordeepening the content.The three components constitute the contribution, soonly thosecontributionsthatarecompletecanbequalified.Thefinalproductwillbeevaluatedaccordingtothefollowingrubric:

EVALUATIONRUBRICFORMOXIEPROJECT20%

Criteria DescriptionofCriteria 1Meets

0.5Incomplete

0Fails

A. Length andstructure

The article has an extension of3000 characters without spaces(or 550 words), distributed infour paragraphs (1 introductoryparagraph, 2 developmentparagraphs, 1 conclusionparagraph).

1 0,50 0

B.Title Ithasatitlethatsuggeststhetopicand provokes the interest of thereader

1 0,50 0

C. Introductoryparagraph is wellwritten (paragraph1)

The author draws the reader'sattention by using one of thefollowingresources:tellsananecdote,presentsafact,makesametaphor,asksprovocativequestion,evokesa famous image, sceneorphrase

1 0,50 0

Locates in the geographic,political or social context thesubjectthatitaddresses.

1 0,50 0

Letthereaderknow:Whyitisimportanttoaddresstheproblemorthedilemma.Theoriginalityoftheperspectivewithwhichitdeals.

1 0,50 0

It says explicitly, clearly andforcefullywhathis/herpositionisaboutit.

D. Development ofauthor’s position(paragraph2and3)

In the first paragraph of thedevelopment,theauthorpresentsthe evidence (statistical data,proven facts, definitions ...) thatsupports his/her position andmakesitclearwhyitisadequateto respond to the problem ordilemma and why it should beacceptedbythereader.

1 0,50 0

In the second paragraph of thedevelopment, the authoranticipates the questions thatreaders could ask about his/herpositionregardingtheproblemordilemma. Therefore, the studentsays what those possiblearguments could be against anddeclarestowhatextenttheycouldberightortrue,andhowinspiteof that his/her position remainsvalid.

1 0,50 0

F. Conclusion(Paragraph4)

The conclusion is clear inaddressing how the evidenceprovided is the basis formaintainingtheauthor'sposition-solutionandwhyreadersshouldacceptit.

1 0,50 0

It suggests that the solution youpropose:is an effective and feasible plan,whichdoesnotoffersignificantorunforeseeninconveniences,orjustifies that the balance isfavorable to the advantages, inrelationtothedisadvantages,orsuggestsresultsorconsequences,orstates thatnosolution isperfect,buttheoneitoffersisthebest.

1 0,50 0

G. The developmentmeets criteria ofstyleandform.

Thereadingofthearticle is fluidbecauseideasrelatetoeachother,making good use of transitionalwords and phrases, as well as acorrectpunctuation.

1 0,50 0

The author gives reason for theorigin of outside ideas and datawith which he supports hisposition, following the APA

1 0,50 0

standards (references in the textandlistofreferences)

Thesourceofthedatayouuseissolidandprimarywhenavailable. 1 0,50 0

Usesprofessionalvocabulary,notcolloquial. 1 0,50 0

Reflects succinct writing,expressing what is necessary tosay with the least number ofwords.

1 0,50 0

The writing has no spelling orgrammarmistakes(incongruitiesbetween person, gender andnumber)

1 0,50 0

H.Image The image is a photograph,graphic or illustration, directlyrelated to the content of thearticle,capableofcommunicatingtheemotionandmessage.

1 0,50 0

Theoriginalimageisattachedinaseparate high resolution file inPNGorJPGformatat72dpi.

1 0,50 0

The image has characteristics ofcomposition, depth of field andlighting, which facilitate itsvisualizationandinterpretation.

1 0,50 0

I.Audiovisual The audiovisual is a video, anoriginalaudiopodcastoraslideckcreatedbythestudentofnomorethan 8 minutes with clarity insoundandimage(ifitisavideo),oriented directly to deepen thecontentofthearticle.

1 0,50 0

TheformatoftheaudioandvideofilesisMP4,withoutcompression,16-32 bits, with a resolution of1,920 X 1,080 HD pixels (usingH264orH265compressor).WAVfiles are recommended, whenpossible.

1 0,50 0

TOTAL Thisproducthasthreecomponents:thearticle,theimageandthevideo.Theabsenceofoneofthethree,excludesthecontributionbeingassessed,andresultsinthecompletelossoftheassignedscore.Courseassessment(CEPA):5%Asanintegralactivityofthecourse,thestudentwillhavetheopportunityofassessingits

different components: the didactic competencies of the professor, the quality of thematerials, the educational environment, the competencies of the ULACIT graduate, theeffectiveuseofBlackboard,theassessmentsystem,thelevelofchallengeandrequirement.Also,asacentralelementofTeachingforUnderstanding(TfU),theeducationmodelthatULACITprivileges,thestudentwillhaveaspacewiththeCEPAtoreflectonhis/herownperformance (self-assessment) and that of his/her classmates (co-assessment). Thisintellectualexerciseallowsthestudenttoidentifyhis/herstrengthsandweaknesses,andtoperformactionstocontinuouslyimprovehis/herprocessesofknowledgeconstruction.Whenassessinghis/herclassmates,thestudentassumesanactiveroleasamemberofalearning community, committed with the educational task. Because it is about a self-reflectionspacewithinthecourseandduetothevalueithasforacademicdecisionmaking,it is awarded a value of 5%within the final grade of the course. In order to earn thisevaluativecategory,thestudentisexpectedtotakehis/hertime,analyzingresponsiblyeachquestionandansweringthequestionnaireinfull.COLLABORATIVEPROJECTCONTRACTThe collaborative project is away of articulating thework activities of a human grouparound a set of goals, objectives and results to be achieved. This implies an activeinterdependencebetweenthemembersofagroupthatshareandassumeaworkmission.Asa learningmethodology forULACITstudents,collaborativeprojectsvalue interaction,collaboration and solidarity among members, as well as negotiation skills to reachagreementsandfacepotentialconflicts.Amongthecharacteristicsofacollaborativeprojectisthesmoothcommunicationchannels,basedonrelationshipsoftrustandmutualsupport.Itfocusesonthegoalssetinaclimateoftrustandreciprocalsupportamongitsmembers,wherethemovementsaresynergistic.Therefore, the ultimate goal of a collaborative project is to obtain results with greaterimpact,wherethewholeisgreaterthanthecontributionofeachmember.Inthisway,aspartoftheprocessofcreativityandinnovationineducation,foreachcollaborativeprojectstudentsmustcreate,negotiateanddrawupaworkcontractamongthemembersofthegroup.Noevaluablecollaborativeprojectcanbestarteduntilallthemembersofthegrouphavesigned the work contract. On the BLACKBOARD platform students can find a guide toformulatetheirowncontract.INSTITUTIONALPOLICIESAcademicHonestyPolicyULACITaimsforthehighestandmostrigorousstandardsofacademiclife. Inthiscourseyouareexpectedto avoiddishonest conducts suchas fraudorplagiarism.Fraud constitutesmaking up data, forge bibliography, use projects done by another person, and obtainunauthorized help to do your course work. Plagiarism includes copying textually fromanothersourceintoyourdocument;itincludesphrases,sentences,paragraphsobtainedontheInternet,bookoranyothersourceswithouttheappropriatereference.Paraphrasingwithout references is also considered plagiarism. Whether the fraud or plagiarism isperformedvoluntarilyorinvoluntarily,inanindividualorgroupwork,itwillcauseyoutofailthecourseimmediately.Incasethestudentisfoundguiltyoffraudorplagiarismonasecondcourse,thestudentwillbeexpelledfromtheinstitution.EnglishintegrationLevelULACITisabilingualuniversity.Therefore,thedegreesthatincludeEnglish-taughtcoursesuseSpanishandEnglishlanguageresources,dependingonthelocationofthecourseinthe

curriculum. In the courses marked with the word "English" on the academic offering,studentscansubmittheirprojectsandotherassignmentsinEnglish.ThecoursesinbilingualcareersarecompletelytaughtinEnglish.Inthebachelorandpostgraduatedegrees,readingEnglishliteratureiscompulsory,althoughthecoursesmayincorporateadditionalreadingsinSpanish.CreatingacultureofrespectInULACIT,wesethighexpectationsforconductofmembersoftheuniversitycommunity.Therefore,weemphasizethevalueofmutualrespectandexpecteveryonetotreatothersastheywanttobetreated.Wedefinerespectastheconsiderationandappreciationwecanshowotherswithoutexceptions,sodonottoleratedisruptiveactionssuchas:

• Tardinesstoclassorearlyleave.• Constantlydisruptingtheclass,risingfromtheirseat.• Eatinganddrinkingintheclassroom.• Attendingphonecallsduringtheclassperiod.• Packingyourbelongingsbeforetheteacherhascompletedthelesson.• Fallingasleepintheclassroom.• Readingnewspapers.• Using mobile devices for purposes other than those of the class, promoting

distractions.• Comingunpreparedtoclass.• Makingnegativeortauntingcommentsabouttheirclassmatesand/ortheteacher.• Talkingoutofturn.• Showingunwillingnesstolistentoothers.• Usingvulgarlanguageoncampus.

We ask teachers to take corrective measures to ensure a respectful coexistenceenvironment conducive to learning and habits of respect, fundamental to thecomprehensive and professional training of students. At the beginning of each period,studentsshouldconsultwiththeirfacultyforspecificregulationsandsanctionsthatcouldbeimplemented.AttentiontodiversityThecurricularapproachatULACITfocusesonthedevelopmentofcompetencesthroughthecompletionofprojects,allowingstudentstofulfilltheacademicrequirementsbasedontheirown learning styles, abilities, and individual interests. The primary responsibility oflearning is placed on the student; the instructor is responsible for setting courseexpectationsfromstart,offeringtherequiredsupporttosatisfythem,andawardingalevelofflexibilitythatallowseachstudenttochoosehowheorshewillfulfillthecoursegoalsandwork at his ownpace in the completion of the projects assigned. Furthermore, theinstructorwillprovide the required learningmaterials, alongwith continuous feedbackusing the rubrics designed for each project. The feedback is of a qualitative aswell asquantitative nature. The use of technological tools and collaborative work allows theprofessortotailortheeducationalprocesstotheabilitiesofeachstudent.Ifyouhaveanyadditionalspecialeducationalneeds,pleasecontactdiversidad@ulacit.ac.crClaimsULACITsafeguardsyourrightsasastudentandguaranteesdueprocessincasesofclaimsregarding grades, forwhich itmust follow theprocess establishedby theRegulationof

StudentSystem,availableonthewebsite of ULACIT, Vice President of Student Services,StudentRegulations,chapter16.Checkthatthequalificationspostedinyouracademicrecordarethecorrectones.Todothis,youwillreceiveinyourmailaccount@ulacit.ed.crthereportcardfromthepreviousperiodinWeek1.Ifthegradeisnotthecorrectone,contactthecourseinstructor,whowithin3business daysmust justify your grading. If no response is given by the teacher, or thejustificationdoesnotsatisfyyou,addressthecomplainttotheDeanalongwiththeresponseof the teacher. The issue should be resolved within 3 business days and exhaustadministrativeregulations.Claimsregardingqualificationscanonlybereviewedduringthenextacademicperiod,soitisveryimportanttoassumeresponsibilityofthestrictcontrolofyourownqualifications.COURSESCHEDULEWeek ReadingandContents1 Introduction,SyllabusandPresentation.2 Politica y Partidos Politicos. Sergio Alfaro Salas, 2011. Chapter 1 (p1-p16)

ElementsofthePoliticalSystem:Institutions,Actors,Time,SpacePrinciplesofthePoliticalSystem:LegitimacyandEfficacyPoliticalConstitutionofCostaRica

3 Politica y Partidos Politicos. Sergio Alfaro Salas, 2011. Chapter 1 (p16-p28)PoliticalRegimes:authoritarian,totalitarian,demoliberal.Democracy,Poliarchy,Oligarchy. Conditions for the “Democratic Rule” p24. Political Constitution ofCostaRica

4 Politica y Partidos Politicos. Sergio Alfaro Salas, 2011. Chapter 1 (p29-p46)Material Elements of Political Power. Ideological Elements of Political Power:Legitimacy. p33 Leadership and Legitimacy. Political Parties and legitimacy.PoliticalConstitutionofCostaRica(25,26,29,96,98)

5 Politica y Partidos Politicos. Sergio Alfaro Salas, 2011. Chapter 2 (p55-p74)Political Systems: Presidential, Parliamentary, Direct, Semi-Presidential.ElectoralSystemsandLegitimacy.

6 PoliticayPartidosPoliticos.SergioAlfaroSalas,2011.Chapter2(p75-p96)CostaRicanElectoralSystem:“AmparoElectoral”p75

7 Electoral Rights: elect and be elected. Electoral Code: Art. 205 *ElectoralFormula*

8 Politica y Partidos Politicos. Sergio Alfaro Salas, 2011. Chapter 3 (p99-p117)PoliticalPartiesandRepresentation.TypesofPartiesandEvolutionp112-p113LeftandRightp114-p117PoliticalConstitutionofCostaRica

9 Politica yPartidosPoliticos. SergioAlfaroSalas, 2011.Chapter3 (p117-p147)PoliticalPartiesandtheirFunctions.p121PoliticalPartySystems.p127PoliticalPartyIndicators.p129

10 Direct Political Participation: Referendum, Plebiscito. Political Constitution ofCostaRica

11 Politica yPartidosPoliticos. SergioAlfaroSalas, 2011.Chapter3 (p148-p156)NonElectoralPoliticalParticipation.Unions,Media,ReligiousOrganizations,CivilSociety.PoliticalConstitutionofCostaRica

12 Politica yPartidosPoliticos. SergioAlfaroSalas, 2011.Chapter4 (p167-p219)EvolutionoftheCostaRicanPartySystem

13 Politica yPartidosPoliticos. SergioAlfaroSalas, 2011.Chapter4 (p167-p219)EvolutionoftheCostaRicanPartySystem

14 GenderParityNormsandAffirmativeAction.ParticipationofMinorities.Political

ConstitutionofCostaRica15 Politica yPartidosPoliticos. SergioAlfaroSalas, 2011.Chapter4 (p219-p222)

PoliticalPartyFinancialNorms.PoliticalConstitutionofCostaRica


Coursename DiplomaticandConsularLawCoursecode 07-3005Credits 4Entryrequirements N/AModality VirtualNature Theoretical-practicalDurationandfrequency Quarter,equaltofifteenclassweeksSchedule Monday,6:30-9:30pmClassroom/Lab N/AInstructor AnaMercedesGallegos

[email protected]

ThiscourserequiresanintensiveuseoftheInternetandtheelectronicdatabases for research (EBSCO),whichmakes itnecessaryforstudentstohaveaccesstothistoolfromtheirhome.

COURSEDESCRIPTIONIn this course students develop the ability to operate diplomatic and consular lawadequately,accordingtointernationalstandardsandregulations.Thisisachievedthroughtheunderstandingof thehistoricalevolutionandmaincharacteristicsofdiplomaticandconsularlaw,aswellastheirmostrelevantinternationalregulations.Studentsdevelopthenecessaryskills tobegoodoperators of diplomatic and consular law, bymeans of caseanalysis during each class, aswell as the learning experiencefromaninternshipwithaspecializedentity,inwhichtheykeepalogbook.Furthermore,throughresearchandafinalcase analysis, students develop scientific research abilities, as well as oral and writtenargumentationforsubstantiatinganddefendingtheirviewpointsregardingspecificissuesofthecurrentinternationalsystem.Aninternationalrelationsprofessionalmustbeabletoanalyze and adequately apply international regulations pertaining to diplomatic andconsular law, asgood analysts, consultants,and decisionmakers,whether innormal orconflictsituations.COMPETENCIESTraditionaleducationisbasedoncontent,butULACITusesacurriculummodelbasedoncompetences, whichmeans that students will develop the ability to think and react asexperts in their discipline, and not only to understand its conceptual or theoreticalframework. The table specifies the disciplinary and general competences aswell as theperformancecriteriathatwillbedeveloped.

Generalcompetence Subcompetences Learningactivities

Comprehends thedynamicsofdiplomaticandconsular law in order toarrive to own conclusionsand insights on thefundamentals, standardsandregulationsofthisfieldofinternationallaw.

Analyze the perspectives ofdiplomatic and consular law,based on the contextualinterpretation of its differentprogressive stages, amongother resources such asinternationalcaselaw.Apply themain internationalregulationsofdiplomaticandconsular law to specificconflict situations pertainingtointernationalrelations.Proposebetterwaystoapplydiplomatic and consular lawin the context of currentinternationalrelations.

Contrast of the historical andcurrent trends of diplomaticandconsularlaw,aswellasitsjudicialfactorsbymeansofcasestudies, with peers and theprofessor.Discussion of the aims andcauses of diplomatic andconsular law during casestudies with peers and theprofessor.Develops well-grounded andcritical insights on the futurestages of diplomatic andconsular law at a local andinternationallevel.In depth analysis of howdiplomaticandconsularlawisutilizedincertaininternationalsituations, through internshipsinspecializedorganizations.Developcriticalandalternativeapproaches to internationalregulations of diplomatic andconsular law, from theinternship experience and thecasestudies,discussingthemina final report about such anexperience.Pinpointthebestwaystoapplyinternational regulationsregarding diplomacy andconsulates, and proposesalternatives for its futuredevelopment, bymeans of thefinal caseanalysis,beforetheirpeersandtheprofessor.

Showcompetencesforlife,learning, personal andworkeffectiveness. Thinkcreatively.

Uses his/her creativity in thedesign of an original groupresearch paper, the design ofresearch instruments and anoralpresentation.

Communicate.

Communicates, orally, inwriting and non-verbally withclassmates, professor andgeneral public, in a variety ofways and contexts includingsimulations.

Tocollaborate.

Collaborate and interact withothers effectively andrespectfullyinthejointwritingof a research paper and incollaborativeworkactivitiesingeneral.

Reasoning

It uses reasoning whensynthesizing information,raising and supportingarguments, evaluatingalternatives and raisingconclusions in research workand in discussionswith peers,professor and the generalpublic.

Use information andcommunicationstechnologies.

Uses information andcommunications technologiesto investigate, organize,evaluate and communicateinformationthrougharesearchproject.

Use scientific methods andtools.

Employs investigativetechniques in the constructionofaresearchwork.

Performance with personaleffectiveness.

Performs and interacts withothers inthecourse's learningactivities, shows initiative,responsibility, ethics,leadershipandproductivity,aswellasself-managementskills,and dispositions towardschange.

PLANOFTHELEARNINGEXPERIENCEIn ULACIT, the learning experience is designed around generative topics, capable ofprovokingpolemicandwhichdemandthatthepupilsraisetheirownarguments.Thetopicsarebrokendowninspiralsofinvestigation,orquestions,whicharerelatedtoeachotherinordertohaveadeeperunderstandingofthetopic.Inthefuture,ifthestudentsarecuriousabout something, theywill have to look for the answers themselves.The real art of theeducationistobeabletopresentthecorrectquestions,interactingwiththestudentsandhelping them in their discovery process. Every teacher’s objective is to motivate thecuriosityofthestudents,whichistheemotionalincentivethatwillallowthemtowanttolearnmorealongtheirlives.Topic1:Historicalevolutionofthepermanentembassy

• Overviewoftheoriginandevolutionofdiplomacy• Internationallawindiplomatichistory• Diplomaticandconsularlaw:fieldofpublicinternationallaw• Sourcesofdiplomaticandconsularlaw

Topic2.Thediplomaticmission

• Thecreationofthediplomaticmission• Theorganizationofthediplomaticmission• Thestructureofthediplomaticmission• Thepersonnelofthediplomaticmission

Topic3.Beginningandendoftheactivityofthemembersofthediplomaticmission

• Appointmentofthemembersofthediplomaticmission• Appointmentoftheheadofthemission• Appointmentofthemission’sdiplomatic,administrative,andtechnicalstaff• Endofthemissionofthediplomaticagents

Topic4.Theactivityofthediplomaticmission

• Functionsofthediplomaticmission• Principlesthatinspiretheactivityofthediplomaticmission• Dutiesoftherecipientstateregardingthediplomaticmission

Topic5.Privilegesandimmunities

• InviolabilityofthePremisesoftheMission• Diplomaticimmunities-PropertyandPersonal• Diplomaticbag• Waiverofimmunity• Diplomaticasylum• Fiscalandcustomprivileges

Topic6.Establishingandexercisingconsularrelations

• Establishmentofconsularrelations• Establishmentoftheconsularoffice• Consularfunctions

Topic7.Beginningoftheactivityoftheconsularofficemembers

• Appointmentofthemembersoftheconsularoffice• Appointmentoftheheadoftheoffice

• AppointmentoftheconsularpersonnelTopic8.Terminationofconsularfunctions

• Terminationofpersonnelfunctionsandexitfromtheterritoryoftherecipientstate• Protectionofthelocalsandtheconsularfiles,andtheinterestsofthesendingstate

Topic9.Privilegesandimmunitiespertainingtoconsularofficesandstaff

• Inviolability• Privilegesandimmunitiesforconsularstaff• Exerciseofconsularfunctionsbydiplomaticmissions

LEARNINGENVIRONMENTTeachingmethodologyToensurethatthecourseiscompatiblewiththeneeds,interestsandstylesoflearningofalltheparticipants,weusethemethodologyof“reversedclassroom”,or"flippedclassroom":theassignments thatneedminorcognitiveeffort (rememberingandunderstanding)aredonebythestudentsoutoftheclassroom,andthosewhoneedmajorcognitiveeffort,suchasanalysis,synthesisandevaluation,aredoneindifferentscenariosintheclassrooms.Thecourseprovidesmaterialssuchasreadings,videos,narratedpresentations,andothers,viatheonlinelearningplatformofULACIT(i.e.Blackboard).Studentsbeforecomingtoclassare expected to prepare their participation in class and study the theory at home. Thesessionsarereservedtopractice,reflection,anddiscussion.Theyrevolvearoundquestions,controversies,andissuesofrealbusinesslife.Withthisactive,reflective,andparticipativemethodology, students are expected to develop inquiry, research, and analytical skills.Moreover,theyareexpectedtodevelopadeepunderstandingofthesubject,participatingintheconstructionofknowledgesharedwithotherstudents,teachers,andothermembersofsociety.LearningresourcesThecoursehas the followingeducational resources to continually support the teaching-learningprocess:


integrateinteractions,animationsandnarrationssynchronized.BibliographyAmerican Psychological Association. (2010). Publication manual of the American

PsychologicalAssociation(6ta.Ed.).Washington,D.C.:APA.Behrens,P.(2017)-DiplomaticLawinaNewMillenium.UnitedKingdom:OxfordUniversity

Press.

EVALUATIONThecourseisgradedaccordingtothefollowingassessmentchart:

AssessmentActivity %

Classparticipation 15%Readingchecks 10%Brochureonconsularservices 15%Researchpaper 20%Researchpaperpresentation 10%MoxieProject 20%Courseevaluation(CEPA) 5%LinkedinLearning 5%Total 100%

Classparticipation:10%Studentsareexpectedtocometoclassontimeandpreparethecorrespondingtaskseveryweek.For instance,studentsmustreadtheassignedrequiredreadingsbeforecomingtoany session. Reading verifications will be carried every week by means of individualquestions.Studentsareexpectedtounderstandtheissuescoveredbyeachreading,dothereading schemes, write down doubts, and carry further research before coming to anysession.Duringthesessions,studentsshouldbeparticipatingandcollaboratingwithotherstudents in a respectful manner, whether by voicing their questions and concerns,answeringquestions,and/orworkingontheassignedtasks.Ifthestudentisconsistentlydistracted and not paying attention in class, markswill be deducted. If the student isabsent,he/shelosesthe1%fortheweek.

RubricforclassparticipationCriteria Met(1) Notmet(0)








Collaboration Cooperates with others,showing leadership, ethics,negotiationandinitiativeskills.


TOTAL Thetotaliscalculatedbasedon5points

Readingchecks10%:Checksbasedontheassignedreadingswillbecarriedoutthroughoutthecourse.Researchpaper:20%Incollaborativeteams,studentsmustanalyzeacurrentsituationrelatedtoDiplomaticandConsular Law, that allows the systematic integration of all the learning accumulatedthroughout the course. Each group must submit a research paper topic proposal forpreviousapproval.Thepapershouldincludethefollowingcomponents:

• Cover(universityname,coursename,date,professor’sname,students’name,title).Titlemustbecreativeandrelatedtothetopic.

• Abstract(nomorethan200words)• Keywords(alleast5)• Tableofcontents• Introduction: shortly describe the topic and provide the necessary background

information,aswellasidentifyastrongthesisstatementorakeyargument.• Results and discussion: present facts and premises in support of the thesis

statement.Describethechosensituation.Presentandanalyzefacts.• Conclusions• References:useatleast10differentsources-includingbooks,professionaljournal

articles and professional publications, internet sources, and possibly (but notrequired)aninterview.

• AnnexesifanyThepapershouldbepresentedinthefollowingformat:

• Font:Arial,size11• Spacing:1.5• Referencestyle:APA2016• Length:8-15pages(Coverandreferencesnotincluded)• Pagenumber

Rubricforresearchpaper

Criteria 1 2 3 4 51 Integrationofknowledge

Thepaperdemonstrates that theauthor fullyunderstandsandhas applied concepts learned in the course. Concepts areintegrated into the writer’s own insights. The writer providesconcludingremarksthatshowanalysisandsynthesisofideas.

2 TopicfocusThe topic is focused narrowly enough for the scope of thisassignment.Athesisstatementprovidesdirectionforthepaper,eitherbystatementofapositionorhypothesis.

3 DepthofdiscussionIn-depthdiscussion&elaborationinallsectionsofthepaper.

4 Cohesiveness

Tiestogetherinformationfromallsources.Paperflowsfromoneissuetothenextwithouttheneedforheadings.Author'swritingdemonstrates an understanding of the relationship amongmaterialobtainedfromallsources.

5 ConclusionsSynthesizethefindingsandtheirpositionregardingthem.

6 StructureThedocumentcomplieswiththestructureandlengthrequested

7 WritingstyleDemonstratesexcellentabilitytoexpressclearlyinanacademicEnglish.

8 Spelling&grammarNospelling&/orgrammarmistakes.

9 SourcesNo less than10sourcesareused,ofwhichat least3arepeer-reviewjournalarticlesorscholarlybooks.Sourcesincludebothgeneralbackgroundsourcesandspecializedsources.Special-interestsourcesandpopularliteratureareacknowledgedassuchiftheyarecited.Allwebsitesutilizedareauthoritative.

10 CitationCitesalldataobtainedfromothersources.APAcitationstyle isusedinbothtextandbibliography.

Total.Thescoreiscalculatedonabasisof35points.Noworkwillbeapprovedwithassessmentof1inanyofthecriteria.

Note:1Didnot comply;2 complieddeficiently;3Complied fairly;4Compliedefficiently;5CompliedexcellentlyResearchpaperpresentation(10%):Each collaborative team must present their research paper. For this, they must useinnovatingandcreativeaudiovisualresources,aswellaseffectivelycommunicatetheirkeyfindingsandthegroupconclusions.Itisassessedbasedonthefollowingrubric: Criteria 1 2 3 4 51 Evidencesaminimumdurationof15minutesandamaximumone

of20minutes.

2 Effectivelycommunicatestheargumentsthatsupportthewrittenreport.

3 Supportstheirargumentscoherently. 4 Usesinnovatingandcreativeapproachandresources. 5 Resourcesuseddonothavespellingorgrammarmistakes 6 EmploysthegrammaticalstructuresandvocabularyintheEnglish

languagecorrectly.

7 Thereportisorallypresentedinaprofessionalmannerandwithpresenceofallteammembers.

8 InteractswiththeaudienceDuringthepresentation, Note:1Didnot comply;2 complieddeficiently;3Complied fairly;4Compliedefficiently;5CompliedexcellentlyBrochureonConsularServices15%Incollaborativeteams,studentsmustelaborateabrochureontheconsularservicesofoneCosta Rican Embassy. The brochure must outline the consular services and assistanceprovidedbytheCostaRicanGovernment.Thebrochuremustincludeatleastthefollowinginformation:

• Contactinformation• Email• Phonenumber• Address• Schedule• NameoftheConsulGeneral• Services• Description• Requirements• Costoftheservice(ifavailable• Duration• WhotheConsularOfficecanassist?• Crisisresponse• WhattheConsularOfficecannotdo

Criteria 1 2 3 4 51 Theinformationisaccurate 2 Theinformationcomplieswithwhatwasrequested 3 Thebrochureisvisuallyattractive 4 Thedocumentdoesnothavespellingorgrammarmistakes 5 Thedocumentiswellstructuredandeasytounderstand Moxie20%Asof2020,ULACIThasitsownWebchannel,calledMoxie,producedbythestudents, inalliancewiththejournalisticmediumDelfino.cr,inordertoprovidethemwithaspacetogenerate and disseminate their ideas, as well as serve as a showcase to exhibit theiracademicprojectsnationwide.ItiscalledMoxie-whichinurbanEnglishmeanshavingtheabilitytofacedifficultieswithintelligence,boldnessandcourage-inhonorofourstudents,whose“moxie”characterizesthem.Ifbeforetherewereprintedstudentpublications,nowtheseinitiativesaretransferredtothedigitalspace,whichallowsourstudentstoexperiment,notonlywithdigitalpublication,butwith audiovisual production, graphic design, digitalmarketing andweb technology,

amongothers.ThiscoursecontributestothewrittenandaudiovisualcontentoftheMoxieCanal,throughthepublicationofa550-wordarticle,aboutproblemsordilemmasdefinedbytheprofessorinthecoursespreviouslyselectedbytheacademicdirection.Theprojectconsistsofthreeproducts,namely:articletext,allusiveimage,audio-visualin-depth content; The three components constitute the contribution, so only thosecontributionsthatarecompletecanbequalified.Withtheaimofobtainingthebestproductionofthearticlesasasampleofcompetenceonthepartofthestudents,aGuideforteachersandstudentshasbeenelaborated:ElaborationofMOXIEbasedontheinstitutionalrubric”.The students'productionmustbedelivered in the courses forweek10of the semester(November 9 to 13). The products selected by the professor must be delivered to theacademicdirectioninweek12(November23-27).Withoutexception,thearticleforMOXIEmustbeevaluatedbasedonthefollowingrubricandassignedscoreofthefinalaverageinthecourse:MOXIERubric


0.5Incomplete

0Fails

A. Extension andWriting

1.Thearticlehasanextensionof550 words), distributed in fourparagraphs (1 introductoryparagraph, 2 developmentparagraphs, 1 conclusionparagraph).

1 0,50 0

B.Title 2. ItHasa title that suggests thetopicandprovokestheinterestofthereader

1 0,50 0


3.The author draws the reader'sattention by using one of thefollowingresources:tellananecdote,presentsafact,makeametaphor,aprovocativequestion,evokesa famous image, sceneorphrase

1 0,50 0

4. Locate in the geographic,political or social context thesubjectthatitaddresses.

1 0,50 0

5.Letthereaderknow:Whyitisimportanttoaddresstheproblemorthedilemma.Theoriginalityoftheperspectivewithwhichitdeals.It says explicitly, clearly andforcefully what your position isaboutit.

1 0,50 0

D. Development ofauthors position(paragraph2and3)

In the first paragraph of thedevelopment,theauthorpresentsthe evidence (statistical data,proven facts, definitions ...) thatsupporthispositionandmakesitclear why it is adequate torespond to the problem ordilemmaandshouldbeacceptedbythereader.

1 0,50 0

In the second paragraph of thedevelopment, the authoranticipates the questions thatreaders could ask about yourpositionregardingtheproblemordilemma. Therefore, the studentsays what those possiblearguments could be against anddeclarestowhatextenttheycouldberightortrue,andhowinspiteof that his/her position remainsvalid.

1 0,50 0

E. Conclusion(Paragraph4)

8.The conclusion is clear inaddressing how the evidenceprovided is the basis formaintaining the author'sposition-solution and whyreadersshouldacceptit.

1 0,50 0

9.Itsuggestthatthesolutionyoupropose:is an effective and feasible plan,whichdoesnotoffersignificantorunforeseeninconveniences,orjustifies that the balance isfavorable to the advantages, inrelationtothedisadvantages,orsuggestsresultsorconsequences,orstates thatnosolution isperfect,buttheoneitoffersisthebest.

1 0,50 0

F. The developmentmeets criteria ofstyleandform.

10.The reading of the article isfluidbecauseideasrelatetoeachother, making good use oftransitional words and phrases,aswellasacorrectpunctuation.

1 0,5 0

11.The author gives reason forth3e origin of outside ideas anddatabasedonwhichhesupportshis position, following the APAstandards (references in the textandlistofreferences)andcriteriafromtheVERASrubric.

1 0,50 0

12.Thesourceofthedatayouuseis solid and primary whenavailable.

1 0,5 0

13.Uses professional vocabulary,notcolloquial. 1 0,50 0

14.Reflects linguistic economics,expressing what is necessary tosay with the least number ofwords.

1 0,50 0

15.Thewritinghasnospellingorgrammar mistakes(disagreements between person,genderandnumber)

1 0,50 0

G.Image The image is a photograph orillustration,directlyrelatedtothecontent of the article, capable ofcommunicating the emotion andmessage.

1 0,50 0

Theoriginalimageisattachedinaseparate high-resolution file inPNGorJPGformatat72dpi.

1 0,50 0


1 0,50 0

H.Audiovisual 19.The audiovisual is a video,audiopodcast, or a slidedeckbetween 4 and 8 minutes withclarityinsoundandimage(inthecaseofavideo)orientedtowardsgoingdeeperinthecontentofthearticle.

1

0.50

0

TheformatofthevideoandaudiofilesisMP4,uncompressed,of16-32bits,witharesolutionof1.920X 1.080 pixels HD (usingcompressorH264oH265).WAVfiles are recommended, whenpossible.

1 0.50 0

Total Thisperformancehas threecomponents: theopinionpiece, theimageandthevideo.Theabsenceofoneofthethree,excludestheMOXIE contribution from being evaluated, and leads to thecompletelossofthescore.

VERASrubricforinformationevaluationUsetherubricbelowtoevaluateyoursources.Answerthequestionsappropriatelyandthenrate each of the 5 parts from 1 to 10 (1 = poor, 10 = excellent). Add all the points todetermineifyoushouldusethissource.

CRITERIOS PTS.Validity:Currentinformation •Doyouspecifyapublicationdate?•Whenwastheinformationpublished?•Wastheinformationreviewedorupdatedbyanauthorityinthefield?•Istheinformationcurrentordoesitcontainoutdateddata?

Accuracy:theveracityandreliabilityoftheinformation Wheredoestheinformationcomefrom?Isthesourceacademic,specializedorscientific?Istheinformationsupportedbyevidence?Doestheauthorcitereliablesources?Wastheinformationvalidatedbyapanelofexperts?Isthetoneobjectiveandunbiased?Doesthetextfullycomplywiththerulesofgrammar,spelling,andotherqualitiesofwrittenlanguage?

Relevance:therelevanceoftheinformationtoyourneeds Is the information relevant to the topic and directly related to your researchquestion?Whataudienceareyoutargeting?Istheinformationappropriatetothelevelofthereader?Didyoulookforothersourcesbeforechoosingthecurrentone?Couldyousaythatthesourcerepresentstheidealoptiontosupportyourpointsofview?

Authority:thesourceoftheinformation Whoistheauthor/publisher/source/sponsor?Whatarethecredentialsoftheauthororpublisher?Aretheypublished?Doestheauthorhaveotherpublicationsonthesametopic?Doestheauthorworkinarecognizedorganization,universityorcompany?Istherecontactinformation,suchasemail?DoestheURLrevealinformationabouttheauthororsource?

Meaning:thepurposeofexistinginformation Whatwastheauthor'spurposeinpublishingtheinformation?Dotheauthorsorpromotersstatetheirintentionstransparently?Istheinformationmadeupoffacts?Opinions?Propaganda?Dotheviewsseemobjectiveandunbiased?Does it reflect political, ideological, cultural, religious, institutional or personalbiases?

TOTAL Ratingscale:45-50 Excellent| 40-44 Good| 35-39 Average| 30-34 Barely Acceptable| -30Unacceptable

CEPA:5%Asanintegralactivityofthecourse,thestudentwillhavetheopportunitytoevaluateitinits different components: didactic competencies of the Professor, the quality of thematerials, the educational environment, the competences of the ULACIT graduate, thesystemofassessmentandthelevelofchallengeanddemand.Also,asacentralelementofthe education for international understanding (EpC), educational model that privilegesULACIT,thestudentwillhaveaspaceinthestraintoreflectupontheirownperformance(self-assessment)andthatoftheirpeers(peer).Thisintellectualexerciseallowsstudents

toidentifytheirstrengthsandweaknessesandperformactionstocontinuallyimprovetheirprocessesofknowledgeconstruction.Whenevaluatingpeers,itassumesanactiveroleasamemberofacommunityoflearning,committedtotheeducationaltask.Becauseitisaspaceofself-reflectioninthecourseandforthevaluethatforacademicdecision-making,isgivenavalueof5%inthefinalgradeofthecourse.Toobtainthisevaluationcategory,expectedthe student to take their time, responsibly discuss each question and answer thequestionnaireinfull.LinkedInLearning5%Studentsmustcreateawritingediting list that includes themost importantaspectsandstepstoconsiderwheneditinganacademicorprofessionalpaper.Theywillusethe“EditingMastery:HowtoEditWritingtoPerfection”coursecontentasabasis. Criteria 1 2 3 4 51 Thelistincludesalldeepeditingstages/levels 2 The list that includes the most important aspects and steps to

considerwheneditinganacademicorprofessionalpaper.

3 Thedocumentisvisuallyattractive 4 Thedocumentdoesnothavespellingorgrammarmistakes 5 Thedocumentiswellstructuredandeasytounderstand 6 Thelisthasbetween10and20items COLLABORATIVEPROJECTCONTRACTThe collaborative project is away of articulating thework activities of a human grouparound a set of goals, objectives and results to be achieved. This implies an activeinterdependencebetweenthemembersofagroupthatshareandassumeaworkmission.Asa learningmethodology forULACITstudents,collaborativeprojectsvalue interaction,collaboration and solidarity among members, as well as negotiation skills to reachagreementsandfacepotentialconflicts.Amongthecharacteristicsofacollaborativeprojectisthesmoothcommunicationchannels,basedonrelationshipsoftrustandmutualsupport.Itfocusesonthegoalssetinaclimateoftrustandreciprocalsupportamongitsmembers,wherethemovementsaresynergistic.Therefore, the ultimate goal of a collaborative project is to obtain results with greaterimpact,wherethewholeisgreaterthanthecontributionofeachmember.Inthisway,aspartoftheprocessofcreativityandinnovationineducation,foreachcollaborativeprojectstudentsmustcreate,negotiateanddrawupaworkcontractamongthemembersofthegroup.Noevaluablecollaborativeprojectcanbestarteduntilallthemembersofthegrouphavesigned the work contract. On the BLACKBOARD platform students can find a guide toformulatetheirowncontract.INSTITUTIONALPOLICIESAcademicHonestyPolicy

ULACITaimsforthehighestandmostrigorousstandardsofacademiclife. Inthiscourseyouareexpectedtoavoiddishonest conducts suchas fraudorplagiarism.Fraudconstitutesmaking up data, forge bibliography, use projects done by another person, and obtainunauthorized help to do your course work. Plagiarism includes copying textually fromanothersourceintoyourdocument;itincludesphrases,sentences,paragraphsobtainedontheInternet,bookoranyothersourceswithouttheappropriatereference.Paraphrasingwithout references is also considered plagiarism. Whether the fraud or plagiarism isperformedvoluntarilyorinvoluntarily,inanindividualorgroupwork,itwillcauseyoutofailthecourseimmediately.Incasethestudentisfoundguiltyoffraudorplagiarismonasecondcourse,thestudentwillbeexpelledfromtheinstitution.CreatingacultureofrespectInULACIT,wesethighexpectationsforconductofmembersoftheuniversitycommunity.Therefore,weemphasizethevalueofmutualrespectandexpecteveryonetotreatothersastheywanttobetreated.Wedefinerespectastheconsiderationandappreciationwecanshowotherswithoutexceptions,sodonottoleratedisruptiveactionssuchas:



We ask teachers to take corrective measures to ensure a respectful coexistenceenvironment conducive to learning and habits of respect, fundamental to thecomprehensive and professional training of students. At the beginning of each period,studentsshouldconsultwiththeirfacultyforspecificregulationsandsanctionsthatcouldbeimplemented.AttentiontodiversityThecurricularapproachatULACITfocusesonthedevelopmentofcompetencesthroughthecompletion of projects, allowing students to fulfill the academic requirements based ontheirownlearningstyles,abilities,andindividualinterests.Theprimaryresponsibilityoflearning is placed on the student; the instructor is responsible for setting courseexpectationsfromstart,offeringtherequiredsupporttosatisfythem,andawardingalevelofflexibilitythatallowseachstudenttochoosehowheorshewillfulfillthecoursegoalsandwork at his ownpace in the completion of the projects assigned. Furthermore, theinstructorwillprovide the required learningmaterials, alongwith continuous feedbackusing the rubrics designed for each project. The feedback is of a qualitative aswell asquantitative nature. The use of technological tools and collaborative work allows theprofessortotailortheeducationalprocesstotheabilitiesofeachstudent.Ifyouhaveanyadditionalspecialeducationalneeds,[email protected]

ClaimsULACITsafeguardsyourrightsasastudentandguaranteesdueprocessincasesofclaimsregarding grades, forwhich itmust follow theprocess establishedby theRegulationofStudentSystem,availableonthewebsite of ULACIT, Vice President of Student Services,StudentRegulations,chapter16.Checkthatthequalificationspostedinyouracademicrecordarethecorrectones.Todothis,youwillreceiveinyourmailaccount@ulacit.ed.crthereportcardfromthepreviousperiodinWeek1.Ifthegradeisnotthecorrectone,contactthecourseinstructor,whowithin3business daysmust justify your grading. If no response is given by the teacher, or thejustificationdoesnotsatisfyyou,addressthecomplainttotheDeanalongwiththeresponseof the teacher. The issue should be resolved within 3 business days and exhaustadministrativeregulations.Claimsregardingqualificationscanonlybereviewedduringthenextacademicperiod,soitisveryimportanttoassumeresponsibilityofthestrictcontrolofyourownqualifications.COURSESCHEDULEWeek Topic Activitiesandassignments1 Topic1:Historicalevolutionofthe

permanentembassyPresentationofthecourseReadings:Behrens,P.(2017)-DiplomaticLawina New Millenium. United Kingdom:Oxford University Press. Pages 3-14and23-40.

2 Topic1:Historicalevolutionofthepermanentembassy

NosynchrousclassReadingcheckReadings:Behrens,P.(2017)-DiplomaticLawina New Millenium. United Kingdom:Oxford University Press. Pages 3-14and43-71.

3 Topic2.Thediplomaticmission Reading:Vienna Convention on DiplomaticRelations

4 Topic2.Thediplomaticmission Reading:Vienna Convention on DiplomaticRelations

5 Topic 3. Beginning and end of theactivity of the members of thediplomaticmission

Readings:Behrens,P.(2017)-DiplomaticLawina New Millenium. United Kingdom:Oxford University Press. Pages 247-271

6 Topic 3. Beginning and end of theactivity of the members of thediplomaticmissionTopic 4. The activity of the

LinkedInLearningReading:Behrens,P.(2017)-DiplomaticLawina New Millenium. United Kingdom:

diplomaticmission Oxford University Press. Pages 272-293

7 Topic5.Privilegesandimmunities Reading:Behrens,P.(2017)-DiplomaticLawina New Millenium. United Kingdom:OxfordUniversityPress.Pages75-112

8 Topic5.Privilegesandimmunities ReadingcheckReading:Behrens,P.(2017)-DiplomaticLawina New Millenium. United Kingdom:Oxford University Press. Pages 113-145

9 Topic5.Privilegesandimmunities Reading:Behrens,P.(2017)-DiplomaticLawina New Millenium. United Kingdom:Oxford University Press. Pages 3-14and249-203

10 Topic6.Establishingandexercisingconsularrelations

MoxieReadingVienna Convention on ConsularRelations

11 Topic7.Beginningoftheactivityoftheconsularofficemembers

ReadingOptional Protocol to the ViennaConvention on Consular RelationsConcerningAcquisitionofNationality

12 Topic 8. Termination of consularfunctionsTopic9.Privilegesand immunitiespertaining to consular offices andstaff

BrochureonconsularservicesReadingOptional Protocol to the ViennaConvention on Consular RelationsConcerning the CompulsorySettlementofDisputes.

13 Topic9.Privilegesand immunitiespertaining to consular offices andstaff

NosynchrousclassResearchpaper

14 Generalreviewofthecourse Researchpaper’spresentationCEPA

15 Generalreviewofthecourse Researchpaper’spresentation

Universidad Latinoamericana de Ciencia y Tecnología

Bachelor of Science in Business Administration

Course Elements of Microeconomics Code 08-0033 Term 15 weeks Other information The University has a campus-wide wireless network, so that

students may access the library databases as well as educational resources on Blackboard

Have you ever thought about why we buy certain things? How do firms decide which goods to produce, and how much do they choose to generate? In addition, what lies behind the consumers´ decision on how much to spend?

The economic world is far more complex that we give it credit, and in this course you will understand the how´s and why´s of our everyday decision making, and the impact we cause to the worldwide economic phenomenon. When you study the Elements of Microeconomics, you will grasp the main concepts and their practical application, so that they become capable of analyzing structures of costs, making decisions of production, setting up price policies, estimate costs, revenues, profit, understand demand, and choose optimal combinations of factors of production, among other factors.

Upon completion of the course, you will have a solid introduction to Economics theory and will also acquire relevant soft skills including analytical thinking, problem solving and results reporting.

Course Content

1. Ten Principles of Economics - Week 1 2. Thinking like an Economist– Week 2 3. Interdependence and the Gains from Trade – Week 3 4. The Market Forces of Supply and Demand – Week 4 5. Elasticity and its Application – Week 5 6. Supply, Demand, and Government Policies – Week 6 7. Consumers, Producers and the Efficiency of Markets – Week 7 8. Application: The Cost of Taxation – Week 8 9. Application: International Trade – Week 9 10. Externalities - Week 10 11. Public Goods and Common Resources - Week 11 12. The Design of the Tax System – Week 12 13. Easter Week (no class) –Week 13 14. Team Presentations Part I – Week 14 15. Team Presentations Part II – Week 15

Teaching Methodology

The teacher develops a framework that stresses in-depth learning. This framework provides the teacher with a language and structure for planning their curriculum and for discussing teaching for understanding with the students. At its core is a performance view of understanding: If a student "understands" a topic, she/he can not only reproduce knowledge, but also use it in unscripted ways. The mechanism to achieve this is through performances for understanding. They give students the opportunity to demonstrate that they understand information, can expand upon it, and apply it in new ways.

In addition to performances of understanding, the framework highlights three other key concepts: generative topics, understanding goals, and ongoing assessment. For teachers, attention to each of these aspects of instruction helps ensure that they will be focusing their time and energy on helping students to learn about those concepts, ideas, and skills that are most important to understand. For the students, this approach to teaching and learning enables them to apply their knowledge and skills flexibly in a variety of situations

Course Evaluation

Evaluated Activity % Take-home Project #1 10% Take-home Project #2 10% Take-home Project #3 10% Take-home Project #4 10% Take-home Project #5 10% Take-home Project #6 10% Take-home Project #7 10% Take-home Project #8 10% Team Contracts 5% Team Presentation 10% CEPA 5% TOTAL 100%

• Take-home Projects (10% each; 80% total)

There are eight individual take home projects assigned throughout the term. They are evaluated using the following rubric (scores are awarded on basis 10; 0 points are given in case the take-home project is not turned in):

CRITERIA 5 4 3 2

1. Shows ability to perform a full analysis of each of the questions or home activities provided.

Excellent Good Insufficient Poor

2. Justifies the answers in a consistent and pertinent manner.


• Team contracts (5%)

Students need to complete the Teamwork Agreement (there´s a version in English in Blackboard), to establish the guidelines they will follow for the group projects:

• Team Presentation (10%)

Students must perform a presentation in teams of 3 members, on a topic of economic interest. The oral presentations will be assessed through the following rubric:

CRITERIA 5 4 3 2

1. Content: Justifies the topic in a consistent and pertinent manner


2. Presentation: The audiovisual material used (PowerPoint or Prezi) was employed in a professional and creative setting

Excellent

Good

Insufficient

Poor

• CEPA (5%)

Students should fill the online course evaluation, which is a reflection of the teaching-learning process they are going through. This evaluation will be available on Blackboard during weeks 13 and 14 and is worth 5% of the grade.

Academic Honesty

ULACIT endorses high ideals and rigorous standards of academic life. For the effects of this course, it is expected that participants avoid dishonest behavior such as fraud or plagiarism. Fraud includes making up data, falsifying bibliography, using projects elaborated by third parties, obtaining unauthorized help in classified tasks or for other persons to do your work. Plagiarism includes literally copying phrases, sentences, paragraphs and fragments of printed materials, Internet, and other sources, without giving credit to the original author; as well as paraphrasing without citing the source. Plagiarism will make you immediately fail the course.

Creating a culture of respect

At ULACIT we establish high behavior standards for all the members of our learning community. Therefore, we emphasize the value of mutual respect and expect that everybody treat others as they would like to be treated. We define respect as the consideration and affection that we can show others without showing any signs of favoritism for a specific group. Based on this, we do not accept disruptive actions such as:

• Being late to class or leaving early without a valid justification • Interrupting the class constantly by leaving your seat • Talking on the phone during class time

• Eating and drinking in class • Reading material unrelated to the course • Packing your belongings before the professor finishes his/her lesson • Using mobile devices for purposes that are unrelated to the course, causing distraction

among the group • Sleeping in class • Making negative comments about partners or professors, as well as mocking others. • Interrupting others while they speak • Attending class without having done the readings or homework that was previously

assigned • Showing unwillingness to listen to others • Using vulgar language in the campus

We ask our academic leaders to take disciplinary measures in order to guarantee that everybody can learn in an environment where they feel mutually respected and can develop habits of respect, which are crucial for personal and academic growth. At the beginning of each course, the students must discuss with their professor any specific rules for the course, as well as the penalties for noncompliance.

Attention to diversity

The curricular approach at ULACIT focuses on the development of competencies through the completion of projects, allowing students to fulfill the academic requirements based on their own learning styles, abilities, and individual interests. The primary responsibility of learning is placed on the student; the instructor is responsible for setting course expectations from start, offering the required support to satisfy them, and awarding a level of flexibility that allows each student to choose how he or she will fulfill the course goals and work at his own pace in the completion of the projects assigned. Furthermore, the instructor will provide the required learning materials, along with continuous feedback using the rubrics designed for each project. The feedback is of a qualitative as well as quantitative nature. The use of technological tools and collaborative work allows the professor to tailor the educational process to the abilities of each student. If you have any additional special educational needs, please feel free to write an e-mail to the following address: [email protected].

Bibliography

• American Psychological Association. (2019). Publication manual of the American Psychological Association (7th. Ed.). Washington, D. C.: APA.

• Hubbard,R.G.&O'Brien,A.P.(2016).Economics.(6Ed).Massachusetts,USA:Pearson.• Case, K. E., Fair, R. C. and Oster, S. M. (2009). Principles of Microeconomics. (9th ed.). The

Pearson Series in Economics, Pearson Education Inc.

Course Schedule

Week Content Teaching Activity Learning Activities

1 Ten Principles of Economics

Review of the Syllabus

Introduction

-Chapter 1: Mankiw

2 Thinking like an Economist

Assignment of Take-home project #1 -Chapter 2: Mankiw

3

Interdependence and the Gains from Trade

Assignment of Take-home project #2

Take-home project #1 due

-Chapter 3: Mankiw

4

The Market Forces of Supply and Demand



-Chapter 4: Mankiw

5 Elasticity and its Application

Take-home project #3 due -Chapter 5: Mankiw

6 Supply, Demand, and Government Policies

Assignment of Take-home project #4 -Chapter 6: Mankiw

7

Consumers, Producers and the Efficiency of Markets



-Chapter 7: Mankiw

8 Application: The Cost of Taxation

Take-home project #5 due -Chapter 8: Mankiw

9 Application: International Trade

-Chapter 9: Mankiw

10 Externalities Assignment of Take-home project #6 -Chapter 10: Mankiw

11

Public Goods and Common Resources



-Chapter 11: Mankiw

12

The Design of the Tax System



-Chapter 12: Mankiw

13 NO CLASS (Easter Holiday)

14 Team presentations Presentations

15 Team presentations Take-home project #8 due Presentations


PURPOSEOFTHECOURSE

Thiscoursecreatesaspaceforstudentstoanalyzethecomplexrelationthatexistsbetweeneconomicdevelopment and environmental sustainability. It is focusedonLatinAmericabecauseitisimportantforstudentstocomprehendthecomplexityoftheseissuesintheirlocalcontext.Also,theregionhasplentifulnaturalresources,anditoffersahistorywithabundant examples of the exploitation of these resources in the pursuit of economicdevelopmentwithmixedresults.Themainaimofthecourseisthatstudentscomprehendtheimportanceofsustainabledevelopmentinthecurrentcontextoftheclimatecrisisandthe unprecedented environmental degradation, and how sometimes well intendedinitiativescanhaveunintendedconsequences.This isbecauseenvironmentalprotectionand sustainability are cross cutting issueswithmany other crucial variables in need ofconsideration.

COMPETENCESTraditionaleducationisbasedoncontent,butULACITusesacurriculummodelbasedoncompetences, whichmeans that students will develop the ability to think and react asexperts in their discipline, and not only to understand its conceptual or theoreticalframework. The table specifies the disciplinary and general competences aswell as theperformancecriteriathatwillbedeveloped.

Coursename EnvironmentalSustainabilityandDevelopmentinLatinAmerica

Code 07-0089Credits 3Requirements N/AModality Virtualwithonlinesessions

Nature Theoretical-practical

Periodandduration Quarter,equalto14classweeks

Schedule Thursday,6:30-9:30pm

Professors [email protected]

Administrative

Instructions

ThiscourserequiresanintensiveuseoftheInternetandtheelectronicdatabasesforresearch(EBSCO),whichmakesitnecessaryforstudentstohaveaccesstothistoolfromtheirhome.

Competences

Subcompetences Performancecriteria


DevelopinnovativesolutionstocurrentproblemsinLatinAmerica,toreachadevelopmentmodelthatwouldtakeenvironmentalsustainabilityintoaccount,asakeysuccessfactor.

Analyze themain challenges andopportunities that the LatinAmerican region faces, forachieving sustainableenvironmentaldevelopment.

Students will develop skills toanalyze the great challenges andopportunities, the region faces, forachievingsustainableenvironmentaldevelopment, through class debatesand group discussions with theirpeersandprofessor.

Propose innovative solutions tospecificchallengesandproblems,concerning environmentalsustainabilityanddevelopmentinLatinAmerica.

Classifying environmental problemsin the region and participating insimulations to get a practicalexperience of the reality on theground.Coherentlyandcreativelydefendingthe pertinence of their projectproposal,beforeanevaluationpanelmadeupoftheirpeersandprofessor,intheschool’sprojectfair.

Develop innovativesolutions to futureproblems in LatinAmerica, to reach adevelopment modelthat would takeenvironmentalsustainability intoaccount, as a keysuccessfactor.

Analyze and project the mainfuture challenges andopportunitiestheLatinAmericanregion faces, for achievingenvironmental sustainability anddevelopmentinLatinAmerica.

Analyzing the great challenges, theregion faces, for achievingenvironmental sustainability anddevelopment by researching,drafting, and submitting a criticalanalysispaperdiscussing the futurechallenges and opportunities ofenvironmental sustainability anddevelopmentinLatinAmerica.Documenting a relevant regionalenvironmental issue and discussingthemwiththeirpeersandprofessor.

GENERALCOMPETENCES

Innovation Innovation competence involvesthe capacity to think in an open,criticalandpurposefulmanner;toexperience and reflect; inquire;synthesize and reorganizeinformation; generatenew ideas;manage change; take risks andanticipate consequences; usetechnology; act independentlyand collaborate with others,amongothers.

It uses technology to conductresearch, organize, evaluate andcommunicate information throughcaseanalysisandresolution.Use creative thinking in proposingsolutionstotheproblemstheyfaceineveryday life by simulatingscenarios.

Entrepreneurship Entrepreneurship competenceinvolves the ability to plan

Choosethebestoptionaccordingtothecontextusingtheinformation

systematically, show initiative,geared towards quality,implementproblemsolvingskills,influence, reach agreements,communicate, manageinformation andother resources,show self-confidence andassertiveness,amongothers.

fromthereadingsinthediscussionsandsimulations.Createasocialentrepreneurshipplanthatpromotesenvironmentalsustainability.

Integrity Integritycompetenceinvolvesthecapacity to sponsor and applyhighmoralandethicalprinciples,respectothers, andbeconsistentwith theirownvalues indifficultsituations,amongothers.

Collaborateandinteractwithotherseffectively and respectfully in classdiscussionsaroundtheconflictsandchallenges of interculturalcommunication.Considerandrespectotherformsoflife and cultural patterns that areexplored through readings andindividualresearch.

PLANOFTHELEARNINGEXPERIENCEAt ULACIT, the learning experience is designed around generative topics, capable ofprovokingpolemicandwhichdemandthatthepupilsraisetheirownarguments.Thetopicsarebrokendowninspiralsofinvestigation,orquestions,whicharerelatedtoeachotherinordertohaveadeeperunderstandingofthetopic.Inthefuture,ifthestudentsarecuriousabout something, theywill have to look for the answers themselves. The real art of theeducationistobeabletopresentthecorrectquestions,interactingwiththestudentsandhelping them in their discovery process. Every teacher’s objective is to motivate thecuriosityofthestudents,whichistheemotionalincentivethatwillallowthemtowanttolearnmorealongtheirlives.

Topic1:Environmentanddevelopment

• Developmentalparadigms.

• Economiccentereddevelopment.

• Environmentcentereddevelopment.

• Criticalalternativestodevelopment.

Topic2.Challengestoenvironmentalsustainability

• Consumerism.

• Climatechangeandglobalwarming.

• Deforestation.

• Socialunrests.

• Povertyandsocialinequalities.

• Pollution.

Topic3.PastandpresentofenvironmentalconservationchallengesinLatinAmerica

• CasestudiesofenvironmentalchallengesinLatinAmericancountries.

• EnvironmentalsustainabilityeffortsinLatinAmerica.

• ChallengesofachievingSDGsby2030.

• Indigenouspeopleandconservation.

Topic4:Nationalpolicies,localcommunities,andruraldevelopment

• Farmers,environment,andmaizeproductioninZacapoaxtla.

• Plantingtrees,buildingdemocracy:sustainablecommunalforestryinMexico.

• PaymentsforenvironmentalservicesinCostaRica.

Topic5.ClimatechangeandglobalwarmingandtheLatinAmericanexperience

• Climatechangeindetail.

• Globalwarmingindetail.

• Climatechangeadaptationandmitigation.

Topic6.Geo-politicsofenvironmentalsustainability

• Politicalecology.

• Newsocialmovements.

• Indigenousmovements.

Topic7:Publicparticipationandjusticesystems

• Theneedforastrongpoliticalwill.

• Theproblemwitheffectiveaccesstoenvironmentaljustice.

• Activismandenvironmentalprotection.

• Climatejusticemovements.

Topic8:ThefutureofenvironmentalsustainabilityinLatinAmerica

• Themeetingpointofpolicyandpractice.

• Futureopportunities.

• Futurechallenges.

• Nuancedperspectives.

LEARNINGENVIRONMENTTeachingmethodology

Toensurethatthecourseiscompatiblewiththeneeds,interestsandstylesoflearningofall the participants, we use the methodology of “reversed classroom”, or "flippedclassroom": the assignments that need minor cognitive effort (remembering and

understanding)aredonebythestudentsoutoftheclassroom,andthosewhoneedmajorcognitiveeffort,suchasanalysis,synthesisandevaluation,aredoneindifferentscenariosintheclassrooms.

Thecourseprovidesmaterialssuchasreadings,videos,narratedpresentationsandothers,viatheonlinelearningplatformofULACIT(i.e.Blackboard).Studentsbeforecomingtoclassare expected to prepare their participation in class and study the theory at home. Thesessionsarereservedtopractice,reflectionanddiscussion.Theyrevolvearoundquestions,controversiesandissuesofrealbusinesslife.Withthisactive,reflectiveandparticipativemethodology, students are expected to develop inquiry, research and analytical skills.Moreover,theyareexpectedtodevelopadeepunderstandingofthesubject,participatingintheconstructionofknowledgesharedwithotherstudents,teachersandothermembersofsociety.

The course uses the Facebook social network as a learning tool and other cutting-edgetechnologies.

Learningresources

Thecoursehas the followingeducational resources to continually support the teaching-learningprocess:

1. Classrooms-enabledcomputers,projectionequipmentandInternetaccess.2. Onlineeducationplatform:Blackboard(Bb).3. DocumentCamera.4. Recordingequipmentandsoundamplification.5. VirtualLibrary:EBSCO,fromwhichyoucanaccessfull-textarticles.6. Clickers,wirelesspersonalresponsesystems.7. ComputerlabswithInternetaccessandapplicationsforresearch.8. ArticulatePresenter,atoolthatconvertsPowerPointpresentationstoFlashandcan

integrateinteractions,animationsandnarrationssynchronized.

Bibliography

RequiredTexts:

Stevenson, H. (2018) Global Environmental Politics: Problems, Policy, and Practice.CambridgeUniversityPrintingHouse.

American Psychological Association. (2010). Publication manual of the AmericanPsychologicalAssociation(6thEd.).APA.

Suggestedreadings:

Fuentes-Nieva, R., & Feroci, G. (2017). The Evolving Role and Influence and GrowingStrengthof SocialMovements inLatinAmericaand theCaribbean. International

DevelopmentPolicy|Revueinternationaledepolitiquededéveloppement,9(1),323-338.DOI:https://doi.org/10.4000/poldev.2378

Kahl,C.(2006).States,Scarcity,andCivilStrifeintheDevelopingWorld.PrincetonUniversityPress.doi:10.2307/j.ctv36zrx1

Locatelli,B.,Evans,V.,Wardell,A.,Andrade,A.,&Vignola,R.(2011).ForestsandClimateChange in Latin America: Linking Adaptation andMitigation.Forests 2011,2(1),431-450;https://doi.org/10.3390/f2010431

Nolte,D.&Wehner,E.(2015).GeopoliticsinLatinAmerica,OldandNew.InD.R.MaresandA.M.

Kacowicz (Eds),Handbook of Latin American Security (pp.33-43) Routledge HandbooksOnlinehttps://www.routledgehandbooks.com/doi/10.4324/9781315867908.ch2

Pagiola,S.,(2008).PaymentsforenvironmentalservicesinCostaRica.EcologicalEconomics.65,712–724.

Porto-Gonçalves,C.W.,&Leff,E.(2015).PoliticalEcologyinLatinAmerica:theSocialRe-AppropriationofNature,theReinventionofTerritoriesandtheConstructionofanEnvironmental Rationality. Desenvolvimento e Meio Ambiente. 35, 65-88. DOI10.5380/dma.v35i0.43543

Romero, A.&West, S. (2010).Environmental issues in Latin America and the Caribbean.Dordrecht:Springer.

Sachs,J.D.(2015).TheAgeofSustainableDevelopment.ColumbiaUniversityPress.EVALUATIONThecourseisgradedaccordingtothefollowingassessmentchart:

Activity Percentage DuedateVirtualForums(3) 15% W3,4&6MoxieProject 20% W9SummariesofReadings(5) 20% W5-9SymposiumSimulation 10% W10-14SymposiumPaper 20% W14LinkedInLearning 5% W1-14SalisburyUniversity&ULACITInitiative 5% W5-14

CEPA 5% W12Total 100%

VirtualForums:15%

Itisnecessarythatstudentsdothereadingsassignedanddemonstratetheyunderstandthetopicsandconceptsthroughclassandonlineparticipationinvirtualforums.Therefore,eachstudentwillparticipatein3virtualforumsof5%each.Thevirtualforumswillbeinweeks3,4,and6.

Virtualforums

1 2 3 4 5Demonstrationofanunderstandingofthetopicofdiscussionthroughcriticalthinking,higher-orderthinking,anduniquenessofcontribution

Communitybuildingthroughcollaborationandconnectionwithotherstudents(minimum2replies)

Propernetiquetteandmechanicsofwriting Timelinessandparticipationwithposts/replies

Total Note:1.Poor,2.Sufficient,3.Satisfactory,4.Good,5.Excellent.

MoxieProject:20%Since2020,ULACIThasitsownWebchannelcalledMoxieandproducedbythestudentsinalliancewiththejournalisticmediumDelfino.cr.Itspurposeistoprovidethemwithaspacetogenerateanddisseminatetheirideas,aswellasserveasashowcasetoexhibittheiracademicprojectsnationwide.ItiscalledMoxie-whichinurbanEnglishmeanshavingtheabilitytofacedifficultieswithintelligence,boldness,andcourage-inhonorofourstudents,whose“moxie”characterizesthem.Ifbeforetherewereprintedstudentpublications,nowtheseinitiativesaretransferredtothedigitalspace,allowingourstudentstoexperimentwithdigitalpublicationinawebmedium.ThiscoursecontributeswiththecontentforMoxieCanal,throughanarticleaboutproblemsordilemmasdefinedbytheteacherinthecoursespreviouslyselectedtomakethiscontribution.Criteria DescriptionofCriteria 1

Meets

0.5Incomplete

0Fails

A.Title 1.ItHasatitlethatsuggeststhetopicandprovokestheinterestofthereader

1 0,50 0

B.Thearticleadequatelyproblematizestheassignedtopicandoffersanoriginalperspective.

2.Inamaximumof650words,thestudentdevelopsanoriginalangleonthetopic,recognizingitsproblematicordilemmanature. 1 0,50 0

C.Introductoryparagraphiswellwritten(paragraph1)

3.Startswitha"hook":oneortwosentencesthatofferananecdote,fact,metaphor,question,image,sceneorfamousphraseabouttheproblemordilemma,thatattracttheinterestofthereader.

1 0,50 0

4.Itoffersthecontextthatjustifiestheimportanceofaddressingtheissue.

1 0,50 0

5.Itconcludeswiththeargumentative,clearandforcefulthesis,whichislogicallylinkedtothepremisesitexposesinthedevelopment.

1 0,50 0

D.Thedevelopmentmeetssubstantivecriteria(depth).

6.Argumentsareaddedorconcatenatedconsistently,followingalogicalstructure,usingtransitionalphrasestoclarifyhowthecurrentargumentisrelatedtothepreviousandthenext.

2 1 0

7.Theauthorusesavarietyofargumentstosupporttheirpointofview(byanalogy,authority,generalization,conditional,disjunctive,emotional,moralifitreferstovaluesandprinciples,bysigns,basedondataandstatistics,basedondefinitions

2 1 0

8.Theauthorincludesthecounterargumentinthediscussion. 3 1.5 0

E.Thedevelopmentmeetsstyleandformcriteria

9.Usesparagraphsof5-7sentenceseach. 1 0,50 0

10.UsestheVERASrubrictoevaluateyoursourcesofinformation.

1 0,50 0

11.Theauthorgivesreasonfortheoriginofideasandevidencebasedonwhichtheybuildtheirargument,followingtheAPA7theditionstandards.

1 0,50 0

F.Theconclusionoftheessayiswellstated.

12.Picksupthethesisfromtheintroductoryparagraph. 1 0,50 0

13.Highlighttheevidenceprovidedintheargument. 1 0,50 0

14.Makeacalltoaction;raisesthereasonswhythereadershouldacceptitsargumentativeconclusion,beitbecause:•Youarguethatthereisaseriousandimminentproblem.•Itshowsthatyouhaveaneffectiveandfeasibleplan.•Offersaplanthatoffersprobable,significantandassociatedbenefits.•Checkthattheplanoffersnomajororunforeseeninconveniences.•Justifythatthebalanceisfavorabletotheadvantages,inrelationtothedisadvantages.•Arguesthatthereisnoother

1 0,50 0

moreadvantageousway.•Suggestresultsorconsequences.•Establishesthatnosolutionisperfect,butthattheoneofferedispreferable.

G.Thearticlereflectsgoodwritingstyle

15.Understandstheuseoflanguageeconomicsandprofessionallanguage.

1 0,5 0

16.Therearenospellingorwritingmistakes. 1 0,50 0

Total

RubricVERAStoEvaluatetheInformation

TheacademicproductionofMOXIEasapublicexhibitionanddemonstrationofthecompetenciesofstudentsattheuniversitylevel,mustbebasedonsolidandreliablesources,fromwhichtheyderiveatthesametime,thesolidityoftheevidencetheysupportinthetexttheargumentativethesis.Hence,throughtheVERASrubric,therelevanceandsolidityofthesourcescanbeweighed.Usetherubricbelowtoevaluateeachofyoursources.Answerthequestionsappropriatelyandthenrateeachofthe5partsfrom1to10(1=poor,10=excellent).Totalthepointstoseeifyoushouldusethisfont.CRITERIA Source#1 Source#

2Source#3

Source#4

Validity:Currentinformation Doyouspecifyapublicationdate?Whenwastheinformationpublished?Wastheinformationreviewedorupdatedbyanauthorityinthefield?Istheinformationcurrentordoesitcontainoutdateddata?

Accuracy:theveracityandreliabilityoftheinformation

Wheredoestheinformationcomefrom?Isthesourceacademic,specializedorscientific?Istheinformationsupportedbyevidence?Doestheauthorcitereliablesources?Wastheinformationvalidatedbyapanelofexperts?Isthetoneobjectiveandunbiased?Doesthetextfullycomplywiththerulesofgrammar,spelling,andotherqualitiesofwrittenlanguage?

Relevance:therelevanceoftheinformationtoyourneeds

Istheinformationrelevanttothetopicanddirectlyrelatedtoyourresearchquestion?

Whataudienceareyoutargeting?Istheinformationappropriatetothelevelofthereader?Didyoulookforothersourcesbeforechoosingthecurrentone?

● Couldyousaythatthesourcerepresentstheidealoptiontosupportyourpointsofview?

Authority:thesourceoftheinformation Whoistheauthor/publisher/source/sponsor?Whatarethecredentialsoftheauthororpublisher?Aretheypublished?Doestheauthorhaveotherpublicationsonthesametopic?Doestheauthorworkinarecognizedorganization,university,orcompany?Istherecontactinformation,suchasemail?

● DoestheURLrevealinformationabouttheauthororsource?

Meaning:thepurposeofexistingInformation

Whatwastheauthor'spurposeinpublishingtheinformation?Dotheauthorsorpromotersstatetheirintentionstransparently?Istheinformationmadeupoffacts?Opinions?Propaganda?Dotheviewsseemobjectiveandunbiased?

● Doesitreflectpolitical,ideological,cultural,religious,institutional,orpersonalbiases?

TOTAL Ratingscale:45-50Excellent|40-44Good|35-39Average|30-34BarelyAcceptable|-30Unacceptable

SummariesofReadings:20%Fromweek5to9, incollaborativegroups,studentswilldiscussthereadingassignedforthatweekandrespondtoaseriesofquestionsprovidedbytheprofessor.Theexpectationis thatthestudentswillcollectivelyandcooperativelyapplytheknowledgeandfindingstheyhaveindividuallyobtainedthroughthecoursereadingsandstudyeffortsbeforeclass.Eachgroupisexpectedtoconstructacollectiveandparticipatorygroupresponseoractivityproduct.Theactivityproductinquestionmayincludemakingapodcast,aninfographic,avideo,etc.(youwillbeinstructedaccordinglybytheprofessor).Allstudentsareexpectedtofullyparticipateandcontributetoeverygroupactivity.Followingeachdiscussion,eachgroupwill submitandshare inclass the finalproductor theresponses to thequestions

posed.Toensurethateverystudentparticipatedintheactivity,eachstudentwillalsobeexpectedtosubmit150-wordsummaryparagraphpinpointingaspectsofthereadinganddiscussionthatthestudentfoundintriguing.

Eachgroupactivityhasatotalscoreof4%,thereforeamountingtoatotalscoreof20%forthe5summaries.

RubrictoEvaluatetheSummariesofReadings

Criteria 0 1 2 3 4 51.Thegroupresponseoractivityproductisformulatedclearlyandrespondstotheappointedactivity.

2.Thegroupresponseoractivityproductemploysacorrectuseofgrammarandspelling.

3.Thegroupresponseoractivityproductispresentedasrequestedandinastructured,organizedandclearmanner.

4.Thegroupresponseoractivityproductisadequatelysupportedbyacademicanddocumentaryresources.

5.Thegroupresponseoractivityproductpresentsconclusionsandargumentsclearlyandlogically,theideaspresentedderivefromthestudiedreadings,conceptsanddiscussions.Theyarerelevanttothecoursesubjectandtheestablishedactivity.

TOTAL Note:0:doesnotcomply,1:incomplete,2:complies

LinkedInLearning:5%

Apart fromcovering themainmaterialsof this course, each studentwill be expected toenroll for a LinkedIn Learning course titled Sustainability Strategies. Some of thetransferableskillsexpectedtobeacquiredincludegovernmentmanagement,business,andsustainability.Itisexpectedthattheseskillswillcomeinhandyinourclassparticipation,discussions,debates,etc.Thiscoursewillbedoneasynchronously,meaningyouwillneedtodoitatyourownconvenienttime.

Youwillneedtosubmitacopyofthecertificateinblackboardatleastbyweek14.

Here is the link for the course: https://www.linkedin.com/learning/sustainability-strategies/business-and-sustainability?u=89245946

RubrictoEvaluatetheLinkedInLearning

Criteria 5 4 3 2 1

1. Demonstrates arguments developed based on the conceptual andtheoreticalaspectslearnedfromtheLinkedInLearningcourse.

2.DrawsaconnectionbetweenthelessonslearnedinthemaincourseandthoselearnedfromtheLinkedInLearning.

3.Completesthecoursewithintheexpectedtime.

4.Showsinteresttosharewithpeersanyskillsacquiredfromthecourse.

5.Getsthecertificateattheendofthecourse.

Total

SymposiumSimulation(10%)

ThisisasimulationofasymposiumhostedbytheLatinAmericanSubalternStudiesGroup.EachstudentwillactasaLatinAmericanscholarorexpertwithinthefieldofEnvironmentalSustainabilityandDevelopment.Themainintentionforthissimulationisforthestudentsbe able to critically project or map out the trajectory of the future of environmentalsustainability and development in light of the past and present challenges andopportunities.Thestructureofthesymposiumisasfollows:

Inweek10,apreliminarysessionwillbesetwherebyaseriesofquestionswillbepresentedanddiscussed.Eachcollaborativegroupwillbeassignedwithsomespecificquestionsfordiscussion.Then,outof thesegroupdiscussions,eachgroupwillpicka topic for furtherresearch. The students will discuss their research findings in a 15-paged paper (thesymposiumpaper,i.e.).Thesummaryofthatpaperwillbepresentedtotherestoftheclassinweeks12and13.

RubrictoEvaluatetheSymposiumSimulation

Criteria Deficient Satisfactory Good ExcellentDefine theProblem orIssue

Students areunable toidentify,comprehend,and articulatetheproblemorissuethatfacesthe future ofenvironmentalsustainabilityin LatinAmerica.

Students arereasonablyabletoidentify,comprehend,and articulatetheproblemorissuethatfacesthe future ofenvironmentalsustainabilityin LatinAmerica.

Studentshaveaclearunderstandingof the problemor issue andcan effectivelyidentify andarticulate theproblem orissue for facesthe future ofenvironmentalsustainabilityin LatinAmerica.

Studentshaveaclear andunmistakableunderstandingoftheissueandhas a superiorability toarticulate theproblem orissuethefutureofenvironmentalsustainabilityin LatinAmerica andcan effectivelyexplain andclarifytheissueforothers.

Identify andprovideRecommendations/Proposals

Students areunable todetermineand/orcomprehendthe underlyingneeds orinterests thatlead toidentificationof therecommendations.

Student isreasonablyable todetermineand/orcomprehendthe underlyingneeds orinterests thatlead toidentificationof therecommendations.

Student caneffectivelydetermineand/orcomprehendthe underlyingneeds orinterests thatlead toidentificationof therecommendations.

Studentclearly,instinctively,and effectivelydeterminesand/orcomprehendsthe underlyingneeds, orinterests, thatlead toidentificationof therecommendations.

Build aworkingrelationship

The studentsare unable tobuild workingrelationshipswith othergroupmembers.

The studentsdemonstrate areasonableability to buildworkingrelationshipswith othergroupmembers.

The studentsdemonstratean effectiveability to buildworkingrelationshipswith othergroupmembers

The studentsdemonstrate asuperiorabilityto buildworkingrelationshipswith othergroupmembers.

Utilization ofActiveListening

The studentsappear unabletoutilizeactivelisteningtechniques inthedeliberations.

The studentsexhibit areasonableunderstandingof activelistening

The studentsexhibit aneffectiveunderstandingof activelisteningand isto an extentable to applythe learning totheir initialstance.

The studentsexhibit a clearunderstandingof activelistening andcan effectivelyupgrade theirstance on theissues underdiscussion.

ProblemSolvingStrategies

Studentsdemonstratean inability tounderstandand identifyproblems andtheir possiblesolutions.

Studentsdemonstrate areasonableability tounderstandand identifyproblems buthas difficultyformulatingsolutions.

Studentsdemonstratean effectiveability tounderstandand identifyproblems andcan offeradequatesolutions.

Studentsdemonstratean exceptionalability tounderstandand identifyand explainleverageproblems andto formulatesolutions thatlead toagreements.

Clarity ofCommunication

Studentsdemonstratean inability to

Studentsdemonstrate areasonable

Studentsdemonstratean effective

Studentsdemonstratean exceptional

present,explain andjustify theirpositionduringsimulation.

ability topresent,explain andjustify theirpositionduringthe duringsimulation.

ability topresent,explain andjustify theirpositionduringthe duringsimulation.Students arereasonablyeffective atansweringfollow-upquestions.

ability topresent,explain andjustify theirpositionduringthe duringsimulation.Students areeffectiveconfident atansweringfollow-upquestions andcan also posethoughtprovokingquestions.

Professionalvocabulary

Studentsdemonstratean inability touse thevocabularyandconceptsrelated toenvironmentalsustainabilityanddevelopment.

Studentdemonstratesareasonableability to usethe vocabularyand conceptsrelated toenvironmentalsustainabilityanddevelopment.

Studentdemonstratesan effectiveability to usethe vocabularyand conceptsrelated toenvironmentalsustainabilityanddevelopment.

Studentdemonstratesan exceptionalability to usethe vocabularyand conceptsrelated toenvironmentalsustainabilityanddevelopment.

Co-evaluation Everygroupmemberwillassignagradefrom1-4toeachcolleague.Total

SymposiumPaper(20%)

Followingthesimulatedsymposium,eachgroupwilldraftapaperofferingacriticalanalysisofthefutureofenvironmentalsustainabilityinLatinAmerica.Thepapershouldbecritical,well researchedandoffer recommendationsorproposals. It shouldalso incorporate theknowledgeassimilatedfromtheresourcesprovidedforthiscourseandbeyond.

RubrictoEvaluatetheSymposiumPaper

Criteria Deficient Satisfactory Good ExcellentIntroduction ofProblem

Is unclear orseriouslylimited inpresenting ordeveloping aposition ontheissue.

Presents avague orlimitedposition ontheissue.

Presents awell-consideredpositionontheissue.

Theproblem/issue isthoroughlydescribed. Thebackgroundoftheproblem isincluded. Keyterms, andresearch gapexplored(Identifyingareasin need ofanalysis orresolution).

Critical analysisofProblem

Isweak in theuseofrelevantreasons orexamples.

Explains mostof the factorsimpacting theissues withrelevantreasonsand/orexamples.

Explains thefactorsimpactingenvironmentalissues withlogicallysound reasonsand/or well-chosenexamples.

Evaluativereviewof theproblem/issue isincluded.Ambiguities,conflicts,problems, andcontradictionsrelated to thetheme areexplained.

Currentapproaches (orlackthereof)

Is poorlyfocusedand/or poorlyorganized.

Is adequatelyfocused andorganized butdoes notassess theefficiency ofthe currentsituation.

Discussion isfocused andgenerallywell-organized,connectingideasappropriately.The efficiencyof the currentsituation isassessed.

Clarifies theunderlyingassumptions andeffectivenesscurrent efforts.Discussestheroleof the majorplayers. Assessesthe effectivenessof currentenvironmentalpolicies.Discusses thepros and cons ofthe currentperspectives.

Futureexpectations &consequences

Less than 2expectations&consequencesarepresented.

Two or moreexpectations&consequencesarepresented.

Threeormoreexpectations&consequencesarepresented.

Three or moreexpectations &consequences arenot onlypresented butthey are critically

discussed. Mapsout an objectiveanalysis ofsustainability inLatinaAmerica

WrittenCommunication

Has problemsin languageand sentencestructure thatresultinalackof clarity.Containsoccasionalmajor errorsor frequentminor errorsin grammar,usage, ormechanics.

Expressesideas withreasonableclarity.Containssignificanterrors inmechanics,grammar, orwordusage.

Expressesideas clearlyandwell,usingappropriatevocabularyand sentencevariety. Mayhave errors inmechanics,grammar, orwordusage.

Excellentmechanics,grammar, wordusage. Languageis clear andappropriate.Writing style iseffective.

Strength ofanalysis

Evidence isprovided tosupport manyof theassertions,theanalysis isbiased.

Someevidence isprovided tosupport manyof theassertions,butnot all.Referencematerialsmaybeinappropriate.

Assertions aregenerallywell-researchedandsupportedbyappropriatereferencematerials. Nobias isevidentintheanalysis.

Each assertion issupported withresearchable andverifiablesupportfrom reputablesources.Nobiasisevident in theanalysis.

Format Thetextofthepaper isapproximately6 pages butdoes notinclude therequiredelementsand/or isdisorganized.

The paperincludes mostof therequiredelements butmay bedisorganized.And/or thetext of thepaper isapproximately6pages.

The paperincludes allrequired sixbasicelements: titlepage,executivesummary,table ofcontents, text,referencepageandappendices.Thetextofthepaper is 8-12pages inlength.

The paperincludes allrequiredsixbasicelements: titlepage, executivesummary,tableofcontents, text,reference pageand appendices.The text of thepaper isapproximately 15pagesinlength.

Citations No citationsare includedinthetext.

Support andevidence arereferenced

Support andevidence arereferenced

Support andevidence arereferenced using

usingparaphrasingin thestudent’s ownvoice -citations arenot properlyformatted.

usingparaphrasingin thestudent’s ownvoiceandmostare citedproperlywithinthetextofthepaper.

paraphrasing inthestudent’sownvoice and arecited properlywithin the text ofthepaper.

Researchskills Paper uses 4or lessscholarlysources.

Paper uses atleast 6scholarlysources.

Paper uses atleast 8scholarlysources.

Paper uses atleast10scholarlysources,includingthe main texts.Clear evidence ofprimaryresearch.

SalisburyUniversity&ULACITInitiative(5%)Students will virtually participate in an intercultural experience with students of

Environmental Policy from the University of Salisbury. The objective is to promote an

interdisciplinaryandinterculturallearningenvironmentforthestudentsandfacultyofthe

twoUniversitiesthroughaseriesofcollaborativeonlineeducationalsessions,throughout

thethirdquarteroftheyear2020.Thisactivityissupposedtobeengagingandfun.More

informationwillbesharedintheduecourse.

RubrictoEvaluatetheSalisburyUniversity&ULACITInitiativeworkshops

Criteria 1 2 3 4 5GainculturalunderstandingaboutenvironmentalconflictsintheUnitedStatesandCostaRicathroughtheperspectiveoftheirinternationalpeers.

Shareknowledgeaboutfieldofstudyandthecurrentenvironmentalconflictsintheircountries.

Discusscurrentinternationalphenomenafromdifferentsocial,cultural,economic,andpoliticalperspectives.

Serveasexpertsinknowledgeinpeer-to-peerteachingofenvironmentalpolicy.

Buildanetworkofinternationalpeercollaborators. TOTAL

CourseAssessment(CEPA)(5%)

Asanintegralactivityofthecourse,thestudentwillhavetheopportunityofassessingitsdifferent components: the didactic competencies of the professor, the quality of thematerials,theeducationalenvironment,thecompetenciesofthe ULACIT graduate, theeffectiveuseofBlackboard,theassessmentsystem,thelevelofchallengeandrequirement.

Also,asacentralelementofTeachingforUnderstanding(TfU),theeducationmodelthatULACIT privileges, the studentwill have a spacewith the CEPA to reflect on their ownperformance (self-assessment) and that of their classmates (co-assessment). Thisintellectualexerciseallowsthestudenttoidentifytheirstrengthsandweaknesses,andtoperformactionstocontinuouslyimprovetheirprocessesofknowledgeconstruction.Whenassessingtheirclassmates,thestudentassumesanactiveroleasamemberofalearningcommunity,committedwiththeeducationaltask.Becauseitisaboutaself-reflectionspacewithinthecourseandduetothevalueithasforacademicdecisionmaking,itisawardedavalueof5%withinthefinalgradeofthecourse.Inordertoearnthisevaluativecategory,the student is expected to take their time, analyzing responsibly each question andansweringthequestionnaireinfull.

INSTITUTIONALPOLICIES

AcademicHonestyPolicy

ULACITaimsforthehighestandmostrigorousstandardsofacademiclife.Inthiscourseyouareexpectedtoavoiddishonestconductssuchasfraudorplagiarism.Fraudconstitutesmaking up data, forge bibliography, use projects done by another person, and obtainunauthorized help to do your coursework. Plagiarism includes copying textually fromanothersourceintoyourdocument;itincludesphrases,sentences,paragraphsobtainedontheInternet,bookoranyothersourceswithouttheappropriatereference.Paraphrasingwithout references is also considered plagiarism. Whether the fraud or plagiarism isperformedvoluntarilyorinvoluntarily,inanindividualorgroupwork,itwillcauseyoutofailthecourseimmediately.Incasethestudentisfoundguiltyoffraudorplagiarismonasecondcourse,thestudentwillbeexpelledfromtheinstitution.

EnglishintegrationLevel

ULACITisabilingualuniversity.Therefore,thedegreesthatincludeEnglish-taughtcoursesuseSpanishandEnglishlanguageresources,dependingonthelocationofthecourseinthecurriculum. In the courses marked with the word "English" on the academic offering,students can submit their projects and other assignments in English. The courses inbilingual careers are completely taught in English. In the bachelor and postgraduatedegrees, readingEnglish literature is compulsory,although thecoursesmay incorporateadditionalreadingsinSpanish.

Creatingacultureofrespect

AtULACIT,wesethighexpectationsforconductofmembersoftheuniversitycommunity.Therefore,weemphasizethevalueofmutualrespectandexpecteveryonetotreatothersastheywanttobetreated.Wedefinerespectastheconsiderationandappreciationwecanshowotherswithoutexceptions,sodonottoleratedisruptiveactionssuchas:

• Tardinesstoclassorearlyleave.• Constantlydisruptingtheclass,risingfromtheirseat.

• Eatinganddrinkingintheclassroom.• Attendingphonecallsduringtheclassperiod.• Packingyourbelongingsbeforetheteacherhascompletedthelesson.• Fallingasleepintheclassroom.• Readingnewspapers.• Using mobile devices for purposes other than those of the class, promoting


We ask teachers to take corrective measures to ensure a respectful coexistenceenvironment conducive to learning and habits of respect, fundamental to thecomprehensive and professional training of students. At the beginning of each period,studentsshouldconsultwiththeirfacultyforspecificregulationsandsanctionsthatcouldbeimplemented.Attentiontodiversity

ThecurricularapproachatULACITfocusesonthedevelopmentofcompetencesthroughthecompletion of projects, allowing students to fulfill the academic requirements based ontheirownlearningstyles,abilities,andindividualinterests.Theprimaryresponsibilityoflearning is placed on the student; the instructor is responsible for setting courseexpectationsfromstart,offeringtherequiredsupporttosatisfythem,andawardingalevelofflexibilitythatallowseachstudenttochoosehowtheywill fulfillthecoursegoalsandwork at their own pace in the completion of the projects assigned. Furthermore, theinstructorwill provide the required learningmaterials, alongwith continuous feedbackusing the rubrics designed for each project. The feedback is of a qualitative as well asquantitative nature. The use of technological tools and collaborative work allows theprofessortotailortheeducationalprocesstotheabilitiesofeachstudent.Ifyouhaveanyadditionalspecialeducationalneeds,[email protected]

Claims

ULACITsafeguardsyourrightsasastudentandguaranteesdueprocessincasesofclaimsregarding grades, forwhich itmust follow the process established by theRegulation ofStudent System, available on thewebsite ofULACIT,VicePresident of Student Services,StudentRegulations,chapter16.Checkthatthequalificationspostedinyouracademicrecordarethecorrectones.Todothis,youwillreceiveinyourmailaccount@ulacit.ed.crthereportcardfromthepreviousperiod inWeek1. If thegrade isnot thecorrectone, contact thecourse instructor,whowithin3businessdaysmustjustifyyourgrading.Ifnoresponseisgivenbytheteacher,or

the justification does not satisfy you, address the complaint to theDean alongwith theresponseoftheteacher.Theissueshouldberesolvedwithin3businessdaysandexhaustadministrativeregulations.Claimsregardingqualificationscanonlybereviewedduringthenextacademicperiod,soitisveryimportanttoassumeresponsibilityofthestrictcontrolofyourownqualifications.

COURSESCHEDULE

Topics Resources

Week1:Introduction

● Readingofthesyllabus.● Explanationofthecourse&itsqualificationmechanism

● Introductoryconcepts

Reading:Stevenson(2018)GlobalPolitics&theEnvironment.Chapter1

Week2:Environment&Development[Part1]

Part1:Developmentparadigms

● Economiccentereddevelopment

● CriticalalternativestodevelopmentPart2:Development&sustainabilityintroductory

● Causesofenvironmentaldegradation

● Environmentalsustainability

Reading1:Bellù,LG(2011).DevelopmentandDevelopmentParadigmsVideo:World-SystemsTheory,DependencyTheoryandGlobalInequality

Week3:Environment&Development[Part2]

Reading1:Stevenson(2018)GlobalPolitics&theEnvironment.Chapters2&6Reading2:Sachs,J.D.(2015).AgeofSustainableDevelopment.Chapter1Video1:TheAnthropoceneandtheNearFuture:CrashCourseVideo2:EnvironmentvsDevelopment|Amazon:TruthandMyth|BBC[Familiarizeyourselfwithreadingsandvideosforthefirstvirtualdiscussion]

Week4:ChallengestoEnvironmentalSustainability

● Consumerism● Overexploitation● Climatechange● Deforestation● Socio-politicalinstability

Reading:Stevenson(2018)GlobalPolitics&theEnvironment.Chapter7Video1:ConsumerismVideo2:Keythreat:Overexploitation.Video3:Deforestation|

NationalGeographicVideo4:BeforetheFloodFullMovieNationalGeographic.[VideoForvirtualforum/Quiz]Forsynchronousclass:EN-ROADSWorldClimateSimulation

Week5:Population,Poverty,Capitalism&EnvironmentalDegradation

● Malthusianperceptioncontroversy

● Capitalism&itscontractions● Socialinequalitiesasathreatmultiplier

● Prioritizationofpovertyalleviationversus/orsustainabledevelopment

Reading1:Stevenson(2018)GlobalPolitics&theEnvironment.Chapters3&4Reading2:Kahl,C.(2006).States,Scarcity,andCivilStrifeintheDevelopingWorld.Video1:Population,Sustainability,andMalthus:CrashCourseVideo2:FightingClimateChangewithCapitalism|RogerBallentineVideo3:HowCapitalismFundsClimateChange

Week6:Past&PresentofEnvironmentalSustainabilityandDevelopmentChallengesinLatinAmerica

● Geopoliticsofenvironmentalsustainability

● Casestudiesofenvironmentalchallenges/opportunitiesinLatinAmerica

● EnvironmentalsustainabilityeffortsinLatinAmerica

● Challenges/opportunitiesofachievingSustainableDevelopmentGoals(SDGs)by2030

Reading1:Geopoliticalanalysisfor2019:AmericasReading2:NRDC:TenEnvironmentalStoriestoMarkaDecadeinLatinAmericaReading3:LatinAmericanIntellectualsWarnaboutEnvironmentalDegradationintheRegionReading4:EnvironmentinCOVID-19humanitarianresponseinLatinAmericaandtheCaribbeanVideo:CanLatinAmericaAchieveSustainableDevelopmentby2030?[Videoforsecondvirtualforum]

Week7:ClimateChange/Globalwarming&theLatinAmericanExperience

● ClimatechangeadaptationinLatinAmerica

● ClimatechangemitigationinLatinAmerica

Reading1:Locatelli,B.etal.(2011).ForestsandClimateChangeinLatinAmericaReading2:ClimatechangeandenvironmentalsustainabilityinLatinAmericaandtheCaribbeanReading3:GreeningcitiesinLatinAmericaVideo1:SmartclimatechangeadaptationinpracticeVideo2:WebSerial-UrbanAgricultureinLatinAmerica

Week8:NationalPolicies,LocalCommunities&RuralDevelopment

● Farmers,environment,andmaizeproductioninZacapoaxtla.

● Plantingtrees,buildingdemocracy:sustainablecommunalforestryinMexico.

● BiodiversityconservationinBolivia:history,trends&challenges.

● PaymentforEnvironmentalServices(PES)inCostaRica.

Reading1:Romero,A.&West,S.(2010).EnvironmentalissuesinLatinAmericaandtheCaribbean.Chapters3,4&5Reading2:Pagiola,S.,(2008).PaymentsforenvironmentalservicesinCostaRica.

Week9:ResistanceandLocalization

● SocialMovementsandResistance

● Indigenouspeople&sustainability

● AgricultureandtheEnvironment

● Casestudiesoflocalization&resistance

● Environmentalsustainability&Justice

Reading1:Stevenson(2018)GlobalPolitics&theEnvironment.Chapter11.Reading 2: Porto-Gonçalves,C.W., & Leff, E. (2015).Political Ecology in LatinAmericaReading 3: Who Is KillingLatin America’sEnvironmentalists?

Week10-14:ThefutureofEnvironmentalSustainabilityinLatinAmerica

● Themeetingpointofpolicyandpracticeinenvironmentalsustainabilityanddevelopment

● Possibleparadigmsshiftinenvironmentalsustainabilityanddevelopment

● ParticipationSymposiumSimulation

[Relatedaudiovisualresourcestobepostedinblackboard]

TYPE THE DOCUMENT TITLE 1

Universidad Latinoamericana de Ciencia y Tecnología Bachelor of Science in Business Administration

Name of the Course Financial Accounting Code 06-0087 Credits 03 Requisites / Pre-Requisites None Mode Class attendance with online support Nature Theory and practice

Administrative Note

The course requires an intensive use of internet and electronic databases (EBSCO), so it is necessary for the student to have access to this tool at home

Professor MBA. Silvia Rojas Fernández Email

Purpose of the course

Why is financial accounting called the “language of business”? Why do we have to understand accounting processes and develop evaluation skills? How can accounting provide information to investors, policy-makers, regulators, and other decision-makers to facilitate the allocation of resources in society? Financial Accounting is a course that focuses on the language that managers use to communicate the firm's financial and economic information to external parties such as shareholders and creditors. Whether you run your own business, work as a manager or are just starting your career, you want to understand financial information and be able to interact with accountants, controllers, and financial managers. You want to talk business! This course will provide you with the accounting language's essentials. This course gives you the necessary background to: understand the concepts and measurements that underlie financial statements; develop the skills needed to analyze financial statements effectively, and gain an understanding of the choices enterprises make in reporting the results of their business activities. Upon completion of the course, you should be able to read and interpret financial statements for business diagnosis and decision-making. More importantly, you will possess the conceptual base to keep learning more sophisticated accounting and finance.


Level of Language Integration (English III) Among the general competencies of ULACIT´s graduates are: the ability to communicate in English, to acquire knowledge and understanding of other cultures, to assess the nature of language and the environment, and participate in local and multilingual communities around the world. This course reflects an advanced integration of English, so students should be able to listen and speak the language with the teacher and their peers, as well as write in English in order to carry out research and extracurricular work. The score assigned to these activities corresponds to 100% of the course`s evaluation.

Skills

Units of Competency

Elements of Competency

Performance criteria (degree and context in which competency is

applied)

Disciplinary Competency The student will be able to:

The student demonstrates the achievement of competence in learning activities such as:

Prepare a balance sheet, an income statement and a statement of earnings of a business including journal entries: revenue (sales and receivable) and expenses (cost of goods sold and inventory, adjusting, journal entries and some ratios

A. Identify the different

journal entry concepts in a company

A. Develop in writing

and present to an audience a set of financial statements for a company

showing the different types of transactions.

General Competency B. Know the whole

accounting cycle

B. Prepare the whole accounting cycle for a business

Shows skills for learning, personal professional effectiveness

C. Differentiate between accounting for sales and

C. The original design of the financial statements’


receivable and inventories.

presentation

D. Prepare financial statements

E. Think creatively

Communicate Visual, oral, written, and non-verbal communication with their peers, teachers and general public, in a variety of

settings.

Collaborate Collaboration and interaction, with effectiveness and respect, in preparing the financial statements and in the

activities of collaborative work in general

Think The use of reasoning to synthesize information, to raise and sustain arguments, evaluate

alternatives and draw conclusions related to the preparation of financial statements and discussions

with peers, teacher, and public.

Use information and communication technologies

The use of information and communications technologies to research, organize, evaluate and

communicate information related to the preparation of the financial statements

Use scientific methods and tools.

The use of investigative techniques in the preparation of the financial

Perform with personal effectiveness

In his/her performance and interaction with others in the course learning activities, the student shows initiative, responsibility, ethics, leadership and productivity, as well

as self-management skills and disposition to change.

Course Goals This course will provide the students with knowledge regarding the following elements:

• Introduction of financial accounting in business and decision making • Introduction to SAP´s General Accounting module • Introduction to IFRS • Reporting and analyzing income • Recording transactions and decision making • Reporting and analyzing accounting adjustments • Preparing, interpreting and analyzing financial statements • Analyzing businesses’ performance based on annual reporting information


Program Contents

Subject 1. Accounting: An Overview of its Relevance in Business • The nature of accounting and its role in decision making • Balance sheet and its major elements • Generally accepted accounting principles and the basic concepts of entity and

reliability • Record transactions and analyze their effect on the balance sheet equation

Subject 2. Entities and Balance Sheets • Understand the advantages and disadvantages of the three types of business

organization and how to account for each • Credibility and auditing function • Public and private accounting • Role of ethics in the accounting profession

Subject 3. Income Measurement: The accrual basis • Revenues and expenses to measure income for an accounting period • Accrual basis and cash basis accounting methods • Recognition, matching and cost recovery • Income statement and its relation to the balance sheet

Subject 4. Income Measurement: The accrual basis • Introduction to the statement of cash flows • Cash dividends. • Statement of retained earnings

Subject 5. The Recording Process: Journals and Ledgers • Double-entry accounting system • The role of ledger accounts • The meaning of debit and credit • Sequence of steps in recording transactions

Subject 6. The Recording Process: Journals and Ledgers • Journalize and post of transactions • Relationship of revenues and expenses to stockholder´s equity • Journal entry preparation and its posting to the ledger • Trial balance • Erroneous entries • Going-concern, materiality and cost-benefit concepts

Subject 7. Accounting Adjustments and Financial Statement Preparation • Importance of adjustments


• Adjustments for expiration of unexpired costs • Adjustments for earnings of unearned revenues

Subject 8. Accounting Adjustments and Financial Statement Preparation • Adjustments for accrual of unrecorded expenses • Adjustments for accrual of unrecorded revenues • Final steps in the recording process • Relationship between cash flows and adjusting entries • Classified balance sheets • Single and multiple-step income statements

Subject 9. Accounting Cycle: Recording and Formal Presentation • Accounting cycle explanation • Analyze transactions related to adjustments to the preceding period • Cash transactions • Closing entries

Subject 10. Accounting Cycle: Recording and Formal Presentation • Auditor’s role in financial statements • Work sheet preparation

Subject 11. Sales Revenue, Cash and Accounts Receivable • Revenue items on the income statement • Sales returns and allowances, sales discounts

Subject 12. Sales Revenue, Cash and Accounts Receivable • Uncollectible accounts • Bad debts expense calculation

Subject 13. Valuing Inventory, Cost of Goods Sold and Gross Profit • Inventory: perpetual and periodic • Items included into cost of merchandises

Subject 14. Valuing Inventory, Cost of Goods Sold and Gross Profit • Inventory methods • Effects on inventory errors on financial statements • Gross profit percentage

Subject 15. Final Project • Project presentation


The syllabus provides a set of readings from the textbook, assigned problems and short essays. The assigned problems and short essays illustrate the financial


accounting principles being covered each week. I expect each student to be prepared to answer each assigned problem. Furthermore, I expect each student to be prepared to present a solution to the class. The class will be given in one learning environment: virtual (Blackboard). We will develop class and online discussions to promote the analysis and communication of relevant concepts in Financial Accounting.

Small group activities in and outside the classroom, related to the assigned project, will be developed

Evaluation Methodology

The course grade will be divided into the following assessment activities:

Activity Evaluation Percentage

Final project 40%

Individual reading comprehension 25%

Cases and essays (individual or group) 25%

Participation (includes attendance) 5%

Course evaluation (CEPA) 5%

Total 100%

A. Participation: 5%

Attendance is mandatory. Failing to attend the class more than 3 times will automatically fail you. You must always let the professor know in advance if you are not going to make it to class; however, excusing yourself will not eliminate the attendance requirement.

• Using your mobile or computer while the professor or your fellow students are talking will be considered as an absence.

• Leaving the class early will be considered as an absence • Arriving past the first 20 minutes of class will be considered as an absence.

Participation means that you must actively engage in all of the class activities. Just being present in the classroom is not considered participation.

B. Individual Reading Comprehension: 25% On a weekly basis, the instructor will evaluate you on the basic concepts of the course material. In order to perform well in the individual reading comprehension, you must read the chapter in advance and work on the class problems and homework


problems. Reading comprehension is an acceptable form of evaluation under ULACIT´s learning by competence model.

C. Cases and Essays (Individual and/or Group): 25% The group class problems will have a value of 100 points for each group member, and the students will split the points between them according to their participation in the solutions of the problems.

D. Final Project: 40%

The final project evaluation will have a value of 100 points for each group member. The students in the group will split the points earned among the members. The following rubrics will be used to evaluate the project. You are responsible to show the advances of your project to the professor throughout the quarter.

ID FINAL PROJECT EVALUATION CRITERIA

Criteria (10 points each)

Bad (0-6.9)

Good (7-7.9)

Very good (8-8.9)

Excellent (9-10)

The income The income The income The income measurement measurement measurement is measurement

1 Income measurement

is incorrect and its

is accurate, but its

accurate, but its presentation

is accurate and it is

presentation presentation is could be appropriately is poor. poor. improved. presented. The expense The expense The expense The expense recognition is recognition is recognition is recognition is

2 Expenses recognition

incorrect and its

accurate, but its

accurate, but its presentation

accurate and it is

presentation presentation is could be appropriately is poor. poor. improved. presented. The

The recording of business

transactions is accurate, but

its presentation is

poor.


transactions is accurate, but its presentation

could be improved.


transactions is accurate and

it is appropriately presented.

recording of business

3 Recording business transactions

transactions is incorrect

and its presentation is poor. The The The adjustment The adjustment adjustment entries are adjustment entries are entries are accurate, but entries are

4 Adjusting entries incorrect accurate, but their accurate and and their their presentation they are presentation presentation could be appropriately is poor. is poor. improved. presented. The closing The closing The closing

entries are accurate, but

their presentation

could be improved.

The closing entries are entries are entries are

5 Closing entries incorrect and their

accurate, but their

accurate and they are

presentation presentation appropriately is poor. is poor. presented.


6

Sales and accounts receivable

transactions

The transactions are incorrect

and their presentation

is poor.

The transactions are accurate,

, but their presentation

is poor.

The transactions are accurate, but

their presentation

could be improved.

The transactions are accurate and they are appropriately presented.

7

Inventory transactions

The transactions are incorrect

and their presentation

is poor.

The transactions are accurate,

, but their presentation

is poor.

The transactions are accurate, but

their presentation

could be improved.

The transactions are accurate and they are appropriately presented.

8

Balance sheet presentation

The balance sheet

presentation lacks most

of the required

elements.

The balance sheet

presentation lacks many

of the required elements.

The balance sheet

presentation has most of the

required elements.

The balance sheet

presentation has all of the

required elements.

9

Income statement presentation

The income statement

presentation lacks most

of the required

elements.


presentation lacks many

of the required elements.


presentation has most of the

required elements.


presentation has all of the

required elements.

10

Statement of

retained earnings

The statement

lacks most of the required elements.

The statement lacks many of the required elements.

The statement has most of the

required elements.

The statement has all of the

required elements.

E. CEPA: 5% As an integral activity of the course, students will have the opportunity to evaluate its various components: the instructor’s teaching skills, the quality of materials, the educational environment, the competencies of ULACIT’s graduates, the effective use of Blackboard, the system assessment, and the level of challenge and demand. Also, as a central component of the Teaching for Understanding (TfU) educational model, which ULACIT has adopted, in the CEPA students have the opportunity to reflect on their own performance (self), as well as their peers’ performance (co-evaluation). This intellectual exercise allows students to identify their strengths and weaknesses, and to take action in order to continually improve their processes of knowledge

Academic Honesty Policy ULACIT promotes the high ideals and rigorous standards of academic life. For purposes of this course, participants are expected to avoid dishonest behavior such as fraud or plagiarism. Fraud includes: making up data, falsifying bibliographies, using plans drawn up by others, unauthorized assistance on graded assignments or have someone else do their work. Plagiarism includes copying verbatim phrases,


sentences, paragraphs and whole pieces of printed material, Internet and other sources, without making the appropriate appointment, or paraphrasing without citing sources. Cases of fraud or plagiarism will entail the automatic loss of the course, and if the offense is repeated, it is punishable by definitive expulsion.

Attention to diversity The ULACIT curricular approach emphasizes the development of skills through the realization of projects, allowing each student to meet the academic requirements from his/her own learning style, and according to his/her abilities and interests. The primary learning responsibility rests with the student, so the teacher is responsible to clarify the course expectations from the start, offer guidance and support to meet them, but with enough flexibility for everyone to meet and define progress at his/her own pace in the development of assigned projects. It also corresponds to the teacher to facilitate the bibliographic material required and to provide, during the course, continuous feedback that corresponds to the rubrics established in each project, and therefore, it must have a qualitative character as well as the corresponding quantitative information. The use of technological tools and collaborative work facilitates the responsiveness of the educational process to the capabilities of individual students. If you have additional special educational need, please coordinate with the Center for Student Counseling and Psychology, writing to [email protected].

Educational Resources

The course has the following educational resources to continually support the

teaching- learning process:

• EBSCO virtual library from which the student can access full-text articles to complement the theory course.

• Online education platform, Blackboard, which includes tools for synchronous and asynchronous communication, as well as an area where the students’ grades, files, web pages and assessments are available. On the platform, the teams have a virtual space in which they can document all activities related to the development of a business proposal.

Bibliography

REQUIRED: Financial Accounting 10th Edition 2019 Robert Libby (Author), Patricia Libby (Author), Frank Hodge (Author)

McGraw Hill

Additional Bibliography

• “Accounting review” publication • Case Studies (provided by the professor)


Schedule

Mtg Date Program Content Chapter Teaching

Strategies Learning Activities

1

January 14th

Accounting: An Overview of its Relevance in

Business

1

Syllabus presentation

Reading comprehension

Power Point presentation

Baseline analysis of students’ knowledge of

the subject matter Class discussions of relevant topics

Class discussion

Students will read the respective chapter 1

Final project outlines

Apply the theory on practical exercises at home

Q&As Questions and answer session regarding practice

2

January 21st

The Fundaments of

Accounting Entities and

Balance Sheets

1


Case 1

Discussion about different elements of balance sheet

Reading

comprehension

Problems Class discussion Questions and answer session regarding practice.

Q&As

Students will read the respective chapter 1 Apply the theory on practical exercises at home. Class discussions of relevant topics

3

January

28th

Income Measurement: The Accrual

Basis

2



Questions and answer session Class discussion


regarding practice


Q&As Apply the theory on practical exercises at home Class discussions of relevant topics

4

February 4th

Income Measurement: The Accrual

Basis

2

Power Point presentation Case 2

Class discussions of relevant topics



Class discussion



5

February 11th

The Recording Process:

Journals and Ledgers

3




Class discussion


Q&As

Apply the theory on practical exercises at home Questions and answer session regarding practice

6

February 18th

The Recording

Process: Journals and

Ledgers

3




Students will Class discussion


read the respective chapter 3


Q&As Questions and answer session regarding practice Class discussions of relevant topics

7

February 25th

First Advance of the Project

Questions about the first advance of the project

Submit first advance of the project

Group questions and constructive discussion

Class discussion Q&As

8

March 4th

Accounting Adjusting and

Financial Statement

Presentation

4




Class discussion


Feedback on first

advance of the project



9

March 11th

Accounting Adjusting and

Financial Statement

Presentation

5


Case 5




Class discussion


Q&As


Questions and answer session regarding practice

10

March 18th

Accounting Cycle

5




Class discussion


Q&As Apply the theory on practical exercises at home Questions and answer session regarding practice

11

March 25th

Accounting Cycle

5





Class discussion



12

April 1st

Sales Revenue, cash and accounts

receivable

6



Problems Class discussion Class discussions of relevant topics

Q&As

Students will read the respective chapter 5 Apply the theory on practical exercises at home


Questions and answer session regarding practice

13

April 8th

Second Advance of the

Project

Questions about the second advance of the project

Submit second

advance of the project

Group questions and constructive discussion

Class discussion Q&As

14

April 22nd

Valuing inventory, cost of goods sold

and gross profit

HOLIDAY

7





Class discussion



15

April 29th

Final Project Presentations

Presentations

Final project due date Group questions and constructive discussion

UniversidadLatinoamericanadeCienciayTecnologíaBachelorofScienceinBusinessAdministration

Course FinancialAnalysisandReportingCode 06-1009Credits 3Requisites 06-2020Mode VirtualAdministrativeInstructions

ThecourseusestheInternetextensively,aswellasthedigitaldatabase,EBSCO,thereforeitismandatoryforthestudenttohaveinternetaccessfromhome.

Purposeofthecourse

Whydoallfinancialdecisionsinboththeprivateandpublicsectoruseaccountinginformationasthebasisforaction?Howdoesagoodcontroloffinancialaccountingandfinancialreportingallowustoexplainpastfinancialdecisions?Howcanfinancialinformationleadthebusinessintonewdirections?

Financialreportinghasitsownlanguageandmaytakeavarietyofpresentations.Tounderstandfinancialreporting, you need to learn the underlying concepts,whichwillmake you able to interpret financialinformationandforecastfuturedevelopments.Thiscoursedescribestheanalysisoffinancialstatementsandcompanyvaluation.Financialstatementanalysisistheapplicationofanalyticaltools,technologyandtechniquestogeneral-purposefinancialstatementsandrelateddatatoderiveestimatesandinferencesusefulinbusinessanalysis.

Uponcompletionofthiscourse,youshouldbeabletousethefinancialtoolsandtechniquestoimproveyourskillsandknowledgeinthefollowingareas:Integrateandapplyfinanceandaccountingconceptsforvaluationanalysis, includingappropriatetechnology;identifyandapplythetoolsoffinancialstatementanalysis,includingappropriatetechnology;andevaluatetheimpactoffinancialreportingchoicesonthequalityofaccountinginformationincludingreportedearnings.

CompetencesUnitsofCompetence ElementsofCompetence Contextinwhichthecompetence

isappliedDisciplinary Thestudentwillbeableto: ThestudentshowsthemasteringCompetence: ofthecompetencein learning

activitiessuchas:Tocomprehend Understand the different financial • Case analysis.financialstatementstechniquesusedinfinancialanalysis.inordertomake Develop financial knowledge tobetterdecisionsformakebetterdecisionsforthetheorganization. organization.

GeneralCompetenceTo show Creativethinking • Uses his/her creativity incompetence for applying solving businesslearning and for administrationproblemsfacedlookingforpersonal in every daymanagerial and

professional situations.effectiveness.,Communication. Communicatesverbally,non-verballyandinwritingwithhis/herpeers,professorandgeneralpublic,inavarietyofformsand contexts.

Collaborate. Collaborates and interactswithotherswitheffectivenessandrespect.

Reasoning. Uses reasoning whensynthesizinginformation,establishing arguments,evaluation alternatives and

establishingconclusions,whencommunicating with peersandprofessors.Usesinformationtechnologyand Usesinformationtechnologycommunication.andcommunicationstodoresearch,toorganize,evaluateandcommunicateinformation.Usesscientificmethodsandtools. Usesscientificmethodswhendoing research and beforearrivingtoconclusions.

Personal effectiveness In his/her performance and interaction with others in the course'slearningactivities,he/sheshowsinitiative,responsibility,ethics,leadershipandproductivityaswellasself-managementcapabilities,anddispositionstowardschange.

TeachingMethodology

TEACHINGFORUNDERSTANDING(TfU):Teachingframeworkdevelopedatthe

HarvardGraduateSchoolofEducation-HGSErespondingto4questions:Whatshallbe

teached?Howshouldbeteached?Whatisworthunderstanding?Howdostudentsand

teachesknowwhathasbeenunderstood?(takenformHGSE).

FLIPPEDCLASSROOM:Thislearningstrategyreversesthetraditionallecture-based

methodologyandexpectsstudentstoreadandpreparetheassignedmaterialathome

andcometoclasstosolveproblems;theteacherbecomesafacilitator.

SOCRATICDIALOGUE:Onsomeofthesessionswillfollowanopendiscussionformat

undertheSocraticdialogue,inwhichtheprofessorassumestheconductingroleofthe

discussionbetweenhim/herandthestudent,orasamediatorbetweenstudents.

ONLINEEDUCATION:ThestudentwilllearnthroughReadingthematerial,theinteraction

withtheprofessorandstudentsinclass,andthroughelectronicmeans.

CASEMETHODOLOGY:Thestudentwillreadandanalyzethecase,individuallyorin

groups,inordertoacquireknowledgeaboutthetopic,andtobecapableofmaking

decisionsonscenarioswherenotalltheinformationisavailable.

POWERBI:Introductiontothesoftwareinordertodoabetterreportingandfinancial

analysis.

IFRS:HowtointerprettheIFRSforfinancialreportingandanalysis.

DataMiningandDataAnalysis:Introduction

EvaluationMethodology

Thecoursegradingisdividedaccordingtothefollowingitems:

Activity %

Class Participation 15%

Case Analysis 40%

Case Presentation 30%

Homework 10%


Total 100%

ClassParticipation15%

1. Attendance is mandatory. Failing to attend the class more than 3 times will

automaticallyfailyou.Youmustalwayslettheprofessorknowinadvanceifyouare

not going tomake it to class; however, excusing yourselfwill not eliminate the

attendancerequirement.

1. Usingyourmobileorcomputerwhiletheprofessororyourfellowstudents

aretalkingwillcountisnotconsideredasattendance.

2. Leavingtheclassearlyisnotasattendance.

2. Participationmeansthatyoumustactivelyengageinalloftheclassactivities.Justbeingpresentintheclassroomisnotconsideredparticipation.

Points

per

session

Criteria

2.6 Attendance:Thestudentshowedupintimeandremainedinclassthroughouttheclass.Participation:Thestudentreadthematerialandactivelyparticipated,significantlyenhancingthelearning

experienceforhim/herandclassmates.Thestudentactivelylistenedtohis/herpeersandcommentedon

theiropinions.

2.0 Attendance:ThestudentshowedupintimebutdidnotremaininclassthroughouttheclassORthe

studentshoweduplateforclass.

Participation:Thestudentactivelyparticipated,significantlyenhancingthelearningexperiencefor

him/herandclassmates.Thestudentactivelylistenedtohis/herpeersandcommentedontheiropinions.

1.5 Attendance:Thestudentshowedupintimeandremainedinclassthroughouttheclass.Participation:Thestudentdidnotactivelyparticipate.Sometimes,thestudentwasdistractedby

electronicdevicesorbytalkingtootherclassmates.

1.5 Attendance:Thestudentshowedupintimeandremainedinclassthroughouttheclass.Participation:Thestudentdidnotactivelyparticipate.Allthetime,thestudentwasdistractedby




Participation:Thestudentdidnotactivelyparticipate.Allthetime,thestudentwasdistractedby


CaseAnalysis40%(4of10%each)

Everyfiveweekstheinstructorwillapplyareal-lifecaseinordertomakesurethatthestudents

aredevelopingtheappropriatecompetenceduringthecourse.Inordertoprepareforeachclass,

thestudentmustreadthechaptersaheadfromthetextbook.

CasePresentation(30%)Yourinstructorwillrandomlyassignthestudentstoteams.Eachteammustcreatealearning

contractusingthetemplateprovidedbytheinstructor.Eachgrouponweek15willpresenta

real-lifecaseassignedbytheinstructortotheclass.

Homework(10%):

Theinstructorwillrandomlyassignhomeworkforthestudentsdependingonthesubject

discussedinclass.Twohomeworkswillbeassignedbytheinstructorduringthecourse.

CEPA(5%):Studentsshouldfilltheonlinecourseevaluation,whichisareflectionoftheteaching-

learningprocesstheyaregoingthrough.ThisevaluationwillbeavailableonBlackboardduring

weeks12and13andisworth5%ofthegrade.

ACADEMICHONESTY

ULACITendorseshighidealsandrigorousstandardsofacademiclife.Fortheeffectsofthis

course,itisexpectedthatparticipantsavoiddishonestbehaviorsuchasfraudorplagiarism.Fraud

includes making up data, falsifying bibliography, using projects elaborated by third parties,

obtainingunauthorizedhelpinclassifiedtasksorforotherpersonstodoyourwork.Plagiarism

includes literally copying phrases, sentences, paragraphs and fragments of printed materials,

Internet,andothersources,withoutgivingcredittotheoriginalauthor;aswellasparaphrasing

withoutcitingthesource.Plagiarismwillmakeyouimmediatelyfailthecourse.

ATTENTIONTODIVERSITY

ThecurricularapproachatULACITfocusesonthedevelopmentofcompetenciesthrough

thecompletionofprojects,allowingstudentstofulfilltheacademicrequirementsbasedontheir

own learning styles, abilities, and individual interests.Theprimary responsibilityof learning is

placed on the student; the instructor is responsible for setting course expectations from start,

offeringtherequiredsupporttosatisfythem,andawardingalevelofflexibilitythatallowseach

student to choose how he or she will fulfill the course goals and work at his own pace in the

completionoftheprojectsassigned.Furthermore,theinstructorwillprovidetherequiredlearning

materials,alongwithcontinuousfeedbackusingtherubricsdesignedforeachproject.Thefeedback

isofaqualitativeaswellasquantitativenature.Theuseoftechnologicaltoolsandcollaborativework

allowstheprofessortotailortheeducationalprocesstotheabilitiesofeachstudent.Ifyouhaveany

additionalspecialeducationalneeds,pleasecontactShirleyGarita,DirectoroftheCenterofStudent

CounselingandPsychology,writingane-mailtothefollowingaddress:[email protected].

EducationalResourcesThecoursehasthefollowingeducationtechnologytocontinuouslysupporttheteaching-learning

process:

a) On-lineeducationplatformBlackboard,whichincludestoolsforsynchronicandasynchronic

communicationbetweentheprofessorandthestudents,aswellasareastomakeavailableto

student’sgrades,files,webpagesandevaluations.

b) VirtualEBSCOLibrary,fromwhichitispossibletoaccessscientificpapersinfulltextfor

researchpapers.

c) Internetaccessandsoftwarefordoingprojects.

Bibliography:

Wahlen,J.M.,Baginski,S.P.,&Bradshaw,M.T.(2018).FinancialReporting,FinancialStatementAnalysis,andValuation(9eed.).Boston:CengageLearning.

ClassSchedule

WEEK CONTENT TeachingStrategy LearningActivity

1 CourseDescription Individualreadingof

syllabus.

Individualreadingof

articles.

Read:Syllabus.CouseGuidelinesandTeamContract

2 OverviewofFinancialReporting,

FinancialStatementAnalysis

andValuation

Individualreadingof

chapter.

Individualpreparationfor

inclassdiscussion.

Groupdiscussion.

Read:Chapter1

3 AssetandLiabilityValuationandIncomeRecognition

Individualreadingof

chapter.


inclassdiscussion.

Groupdiscussion.

Read:Chapter2

TeamContractDue

4 IncomeFlowsversusCashFlows:UnderstandingtheStatementofCashFlows.

Individualreadingof

chapter.


inclassdiscussion.

Groupdiscussion.

Read:Chapter3

5 ProfitabilityAnalysis Individualreadingof

chapter.


inclassdiscussion.

Groupdiscussion.

Read:Chapter4

6 RiskAnalysis Individualreadingof

chapter.


inclassdiscussion.

Groupdiscussion.

Read:Chapter5

7 AccountingQuality Individualreadingof

chapter.


inclassdiscussion.

Groupdiscussion.

Read:Chapter6

8 FinancingActivities,InvestingActivities,

OperatingActivitiesIndividualreadingof

chapter.


inclassdiscussion.

Groupdiscussion.

Read:Chapter7,8&9

9 ForecastingFinancialStatements Individualreadingofchapter.Individualpreparationforinclassdiscussion.Groupdiscussion.

Read:Chapter10

10 Risk-AdjustedExpectedRatesofReturnandtheDividendsValuationApproach.

Individualreadingofchapter.Individualpreparationforinclassdiscussion.Groupdiscussion.

Read:Chapter11

11 Valuation:Cash-FlowBasedApproaches Individualreadingofchapter.Individualpreparationforinclassdiscussion.Groupdiscussion.

Read:Chapter12

12 Valuation:Earnings-BasedApproaches. Individualreadingofchapter.Individualpreparationforinclassdiscussion.Groupdiscussion.

Read:Chapter13

13 Valuation:Market-BasedApproaches Individualreadingofchapter.Individualpreparationforinclassdiscussion.Groupdiscussion.

Read:Chapter14

14 FinalPresentations HOLIDAYEASTERWEEK

Teamswillpresentfinalcaseanalysisandrecommendations.

Teamswillpresentfinalcaseanalysisandrecommendations.

15 Reviewoffinalpresentations.Course

wrapup TeamEvalutionDue

Universidad Latinoamericana de Ciencia y Tecnología

Bachelor of Science in Business Administration

Course Human Resources Management Code 24-0022 Credits 3

Purpose of the course Whatdowemeanby"resources?“Howcanacompanyachieveit´struepotential, if itdoesn’thavetheright talent and key personal tomanage them?How long do you think an organizationmight survivewithout the adequate recruitment and selection?How canwemaintain of a qualified,motivated, andproductiveworkforce?Knowingabouthumanresourcemanagementisthemostpowerfultooltogeneraterevenuethroughtheuseofpeople´sskillsandabilities.Theeffectiveperformanceofacompanyrequiresunderstandingawiderangeof elements suchasLabor law,planning, job analysis, recruitment, selection, training, employeedevelopmentandperformanceappraisal.Upon completion of the course, you will become familiar with essential concepts, processes andtechniques of human resource practices, which are of paramount importance to contribute to theachievementoftheobjectivesoftheorganization.

2

Competences

Disciplinary The student will be able to: The student shows the mastering Competence: of the competence in learning

activities such as: To comprehend the Develop an appreciation of the Identifying the human resources impact of human importance of human resources and its requirements of a project and resources upon impact on the organization. organization. organizations and Develop a human resources the decision policy for an organization. process.

General Competence

To show Creative thinking Uses his/her creativity in competence for applying solving business learning and for administration problems faced looking for personal in every day managerial and professional situations. effectiveness.

Communication. Communicates verbally, non- verbally and in writing with his/her peers, professor and general public, in a variety of forms and contexts.

Collaborate. Collaborates and interacts with others with effectiveness and respect. Reason Uses reasoning when synthesizing information, establishing arguments, evaluating alternatives and establishing conclusions, when communicating with peers and professors.

Use information technology and Uses information technology communication. and communications to do research, to organize, evaluate and communicate information.

Use scientific methods and tools. Uses scientific methods when doing research and before arriving to conclusions.

3

Personal effectiveness In the interaction with others

in the learning activities of the course, the student must demonstrate responsibility, ethics, leadership, productivity; self-management and disposition for change.


SOCRATIG DIALOGUE: Most of the sessions will follow an open discussion format under the Socratic

dialogue, in which the professor assumes the conducting role of the discussion between him/her and the

student, or as a mediator between students.

ONLINE EDUCATION: The student will learn through reading the material, the interaction with the

professor and students in class, and through electronic means.

CASE METHODOLOGY: The student will read and analyze the case, individually or in groups, in order

to acquire knowledge about the topic, and to be capable of making decisions on scenarios where not all

the information is available. In order to be prepared for the case discussion the student must fulfill the four

Ps: Preparation (read the case at least twice in advance), Presence (You must be in c l a s s in order to

participate of the discussion), Participation (the first two will mean nothing if you do not let the facilitator

know what you think), Punctuality (In order to fully appreciate the case discussion you must be in class

from beginning to end).

Evaluation Methodology

The course grading is divided according to the following items:

Activity %

Individual Participation 10%

Discussion Forum- Case Resolution and Presentations-5 cases 45%

(1ST Case 5%-Next 4 Cases 10% each)

Final Project-One Case Resolution 30%

Final Project-One Case Presentation 10%


Total 100%

Forum 1-Autobiography (0%): Write a short description of yourself and let the facilitator know what

your expectations of the course are.

No APA required for this forum.

Participation – 10%

1. Attendance is mandatory. Failing to attend the class more than 3 times will automatically

fail you. You must always let the professor know in advance if you are not going to make

it to class; however, excusing yourself will not eliminate the attendance requirement.

1. Using your mobile or computer while the professor or your fellow students are

talking will be considered as attendance.

2. Leaving the class early is not as attendance.

2. Participation means that you must actively engage in all of the class activities. Just being

present in the classroom is not considered participation.

Rubric (10% for the entire course)

Points

per

session

Criteria

2 Attendance: The student showed up in time and remained in class throughout the class. Participation: The student read the material and actively participated, significantly

enhancing the learning experience for him/her and classmates. The student actively

listened to his/her peers and commented on their opinions.

1.5 Attendance: The student showed up in time but did not remain in class throughout

the class OR the student showed up late for class.

Participation: The student actively participated, significantly enhancing the learning

experience for him/her and classmates. The student actively listened to his/her peers and

commented on their opinions.

1 Participation: The student did not actively participate. Sometimes, the student was

distracted by electronic devices or by talking to other classmates.

0.5 Attendance: The student showed up in time and remained in class throughout the class OR

The student showed up late for class.

Team Case Studies 45% Total for 5 Cases

Your instructor will randomly form a group of and provide you with a case to be analyzed. All members of

the team will present the case to the class.

Case resolution and Presentation (10%) EACH Case (5% FIRST Case)

All team members will present the case findings. Everyone in the class will judge the team presentation. In

order to get full credit for the Case, the student must be present.

Case presentation rubric

CASE RESOLUTION AND PRESENTATION

TEAM: 10%

(5% First Case)

Item 100% 50% 0%

Findings and Discussion Total: 4% Awarded (2% First Case)

The team clearly presented the problems faced by the Organization.


The team did a poor job presenting the problem of the Organization.

When there was more than one problem, the team found and discussed the problems in priority.

There were more than one problem, but the team did not rank the problems in priority.

Introduction and Background Total: 2% Awarded (1% First Case)

The team clearly presented the background of the company.

The team presented the background of the company, but the information was not clear.

The team did not present the background of the company.

Conclusions Recommendations and Bibliography

Total: 2% Awarded (1% First Case)

The team presented at least three specific C onc lu s i ons a n d Recommendations for organization to follow.

The team presented recommendations, but they were extremely generic and lacked depth.

The team did not present any recommendations for the organization.

Presentation Skills in Power point and

Communication Total: 2%

(1% First Case)

All team members have excellent presentation skills: good voice projection, good posture, good command of the stage. The presenter did not have to read the slides.

Only one of the team members has excellent presentation skills: good voice projection, good posture, good command of the stage. The presenter read the slides, sometimes.

None of the team members have excellent presentation skills: bad voice projection, bad posture, bad command of the stage. The presenters read the slides most of the time.

Team work (10%) First Case 5%


FINAL CASE PRESENTATION

TEAM: 40%

Item 100% 50% 0%

Introduction and Background Total: 5% Awarded:




Findings and Discussion Total: 15%



The team did a poor job presenting the problem of The Organization



Conclusions, Recommendations and Bibliography Total: 5%




Presentation Skills in Power Point and Communication. Total: 10%

All team members have excellent presentation skills: good voice projection, good posture, and good command of the stage. The presenter did not have to read the slides.

Only one of the team members has excellent presentation skills: good voice projection, good posture, and good command of the stage. The presenter read the slides, sometimes.

None of the team members have excellent presentation skills: bad voice projection, bad posture, and bad command of the stage. The presenters read the slides most of the time.

Great Grammar, writing skills, relevant sources, excellent use of APA system. Total : 5%

Excellent presentation

Regular presentation

Poor Presentation

Team work (40%)

CEPA: Students should fill the online course evaluation, which is a reflection of the teaching-learning process

they are going through. This evaluation will be available on Blackboard during weeks 12 and 13 and is worth

5% of the grade.

BIBLIOGRAPHY:

Dessler, Gary. (2019) Fundamentals of Human Resource Management. Pearson. U.S.A. (Fifth Edition)

American Psychological Association. (2010). Publication Manual of the American Psychological Association. (6 Ed.). Washington, USA: Author

READING SOURCES:

DeNisi, A.S. & Griffin, R.W. (2011). Human Resources. Ohio, U.S.: Cengage Learning

Itika, Josephat S. (2011) Fundamentals of Human Resource Management, Emerging experiences from Africa, © University of Groningen, Holland / Mzumbe University, Tanzania.

Noe, Raymond, D. et al (2011) Fundamentals of Human Resource Management, (Fourth Edition) New York, USA, McGraw-Hill

The Association of Business Executives, ABE (2015) Human Resource Management, William House, London, U.K

Useful links:

• http://www.prenhall.com/dessler

• http://erc.msh.org/mainpage.cfm?file=hrm.htm&module=toolkit&language=spanish

• http://www.anri.org.ve/

• http://www.rrhhmagazine.com

• http://www.uch.edu.ar/rrhh/principal.htm

Academic dishonesty policy

ULACIT aims for the highest and most rigorous standards of academic life. In this course you are expected

to avoid dishonest conducts such as fraud or plagiarism. Fraud constitutes make up data, forge bibliography,

use projects done by another person, and obtain unauthorized help to do your course work. Plagiarism

includes copying textually from another source into your document; it includes phrases, sentences,

paragraphs obtained on the Internet, books or any other sources without the appropriate reference.

Paraphrasing without references is also considered plagiarism. Whether the fraud or plagiarism is

performed voluntarily or involuntarily, in an individual or group work, it will cause you to fail

the course immediately. In case the student is found guilty of fraud or plagiarism on a second course,

the student will be expelled from the institution.

Attention to diversity

The curricular approach at ULACIT focuses on the development of competencies through the completion

of projects, allowing students to fulfill the academic requirements based on their own learning styles, abilities,

and individual interests. The primary responsibility of learning is placed on the student; the instructor is

responsible for setting course expectations from start, offering the required support to satisfy them, and

awarding a level of flexibility that allows each student to choose how he or she will fulfill the course goals

and work at his own pace in the completion of the projects assigned. Furthermore, the instructor will provide

the required learning materials, along with continuous feedback using the rubrics designed for each project.

The feedback is of a qualitative as well as quantitative nature. The use of technological tools and collaborative

work allows the professor to tailor the educational process to the abilities of each student. If you have any

additional special educational needs, please contact [email protected]

Class Schedule

Week Content Teaching Strategy Learning

Activities

1 Course Introduction Individual reading of syllabus Instructor will describe the learning activities and evaluations. Human Resource Management Presentation.

Case Format Presentation.

Read Syllabus. Human Resource Management Presentation Discussion.

Case Format Presentation Discussion.

2 Human Resource Management Individual reading of material Introduction to human resource management

Managing Human Resources Today

Group discussion

Forum 1 Presentation-Individual

Chapter 1 Itika, Josephat S.,

and Chapter 1 Dessler, Gary

3 Managing Equal Opportunity and Diversity Human Resource Strategy and Performance

Individual reading of material Managing Equal Opportunity and Diversity Human Resource Strategy and Performance Strategic human resource management Group discussion CASE No. 1 PRESENTATION Group 1 HR in Action Case Incident 1 An Accusation of Sexual Harassment in Pro Sports (P.55)

Chapters 2 and 3 Dessler, Gary

and

Chapter 2 Itika, Josephat S.

Group 2 HR in Action Case Incident 2 A question of discrimination (P. 56)

4 Job Analysis and Talent Management Individual reading of material Job Analysis and Talent Management Group discussion. Writing Job Description (P.99, P.111))

Chapter 4 Dessler, Gary

5 Personnel Planning and Recruiting

Individual reading of material

Personnel Planning and Recruiting Chapter 5 Dessler, Gary

Group Discussion

CASE No. 2 PRESENTATION Group 1 HR in Action Case Incident 1 Finding People who are passionate about what they do (P.152)

Other Sources assigned by Professor

Group 2 HR in Action Case Incident 2 Getting better applicants (P. 153)

6 Selecting Employee Training and Developing Employees


Selecting Employee

Training and Developing Employees

Group discussion


7 Performance Management and Appraisal Today

Individual reading of material Performance Management and Appraisal Today


Group discussion CASE No. 3 PRESENTATION Group 1 HR in Action Case Incident 1 Appraising the Secretaries at Sweetwater U (P.258) Group 2 HR in Action Case Incident 2 The Performance Appraisal (P. 259)


8 Managing Careers Developing Compensation Plans


Managing Careers

Developing Compensation Plans Group discussion



9 Pay for Performance and Employee Benefits

Individual reading of material Pay for Performance and Employee Benefits Group discussion



10 Maintaining Positive Employee Relations

Individual reading of material Chapter 12 Dessler, Gary

Maintaining Positive Employee Relations

Group Discussion

CASE No. 4 PRESENTATION Group 1 HR in Action Case Incident 1 Enron, Ethics, and Organizational Culture (P.399)


Group 2 HR in Action Case Incident 2 Guaranteeing Fair Treatment (P. 400)

11 Labor Relations and Collective Bargaining

Individual reading of material Labor Relations and Collective Bargaining Group discussion

Chapter 13 Dessler, Gary Other Sources assigned by Professor

12 Improving Occupational Safety, Health, and Risk Management

Individual reading of material Chapter 14 Dessler, Gary

The Legal Environment, Costa Rica Labor Law

Improving Occupational Safety, Health, and Risk Management

and CR Labor Law

The Legal Environment, Costa Rica Labor Law

Group discussion

CASE No. 5 PRESENTATION Group 1 HR in Action Case Incident 1 The Office Safety and Health Program (P.466)


Group 2 HR in Action Case Incident 2 Motivating Safe Behavior (P. 400)

13 Holiday Managing Human Resources Globally Managing Human Resources in Small and Entrepreneurial Firms

Individual reading of material Managing Human Resources Globally

Part 6 Module A Dessler, Gary

Managing Human Resources in Small and Entrepreneurial Firms

Part 6 Module B Dessler, Gary

14 Holiday OPEN TOPIC

15 Final Case Presentations Teams will present their Final Case solutions Analysis of an Human Resources Department of a local Company

PRESENTATIONS

Introduction to Human Resource Management

https://slideplayer.com/slide/6688092/

Human Resource Management Lecture

https://www.youtube.com/watch?v=c8_avX9miag

Human Resource Management PPT Presentation

https://www.powershow.com/view/3cbea5- ZjQzM/Human_resource_management_powerpoint_ppt_presentation

Human Resource Management Evolution Presentation (HRM Evolution)

https://www.youtube.com/watch?v=DD9LqNVTNGI

Human Resource Development of Employees in Nonprofit Organizations

https://www.youtube.com/watch?v=O8LnkGVWfV8

English for Human Resources VV 43 - HR Management (1) | Business English Vocabulary

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

Speak like a Manager: Verbs 1

https://www.youtube.com/watch?v=TUSxq7KoTsM


Coursename InternationalPublicLawCoursecode 07-1009Credits 3Entryrequirements

N/A



Schedule Thursday,6:30-9:30pmClassroom/Lab N/AInstructor AnaMercedesGallegos

[email protected]


PURPOSEOFTHECOURSEThe coursehelps the student to operateadequately internationalpublic law inorder tocounsel,researchanddecideon international relations affairs that allowpromoting andstrengtheningworldharmony,stabilityandpeace.Withtheprofessor´sguidance,studentsarecapableofapplyingtheconceptsandregulatoryframeworkthatappliesofInternationalPublicLawadequatelyaswellascreativelythroughtheweeklyanalysisofcasesandtheirassessment in the log. In addition, through class discussion and case presentations, thestudentsdevelopnotonlyoralargumentativeskills,butalsothenecessaryskillstosustainanddefendtheirpointsofview,allof this foundedoncourse learning. Inthesameway,throughtheanalysisofthefinalcase,thestudentsapplycomprehensivelythesetoflearningaccumulatedthroughoutthecourse,inthiscase,throughaconflictsituationbetweenStates.Thisissupplementedwiththedevelopmentandpresentationofavideothatexplainsinanovel,creativeandtechnologicalmodernmannertheresolutionofthefinalanalysis case.This course allows the student to develop a comprehensiveprofessional exercise of thediscipline with sufficient foundations of the regulatory framework that regulates therelationsbetween thevarious subjects of the international system, thus guaranteeing amore solid contribution to the harmonious, stable and peaceful development ofinternationalrelations.COMPETENCESTraditionaleducationisbasedoncontent,butULACITusesacurriculummodelbasedoncompetences,which means that students will develop the ability to think and react asexperts in their discipline, and not only to understand its conceptual or theoreticalframework. The table specifies the disciplinary and general competences aswell as theperformancecriteriathatwillbedeveloped.



Adequately operateinternational publiclaw to counsel,research and decideon internationalrelations affairs thatallow promoting andstrengthening worldharmony,stabilityandpeace.

Analyze the main conceptualtheoretical developments thatmake International Public Law aswellasitscomponentsandinternallogic.

Analyzing in depth, with peersandtheprofessor,punctualcasesrepresentative of InternationalPublicLawissueseveryweek.Critically values the groupanalysisoftheweeklycases,withpeersandtheprofessor.Communicates effectively theapplication of InternationalPublic Law, with peers and theprofessor, through thepresentationanddiscussionofweeklycases.

Promote the development of theLawful Democratic States andworldpeacethroughtherespectofInternationalPublicLaw.

Resolves systematically andcreatively conflict situationsproper of International PublicLawthroughtheanalysisofthefinalcase.Communicates creatively andwith modern technology, beforepeers and the professor, theresolutionofthefinalcases.

Adequately operateinternational publiclaw to counsel,research and decideon internationalrelations affairs thatallow promoting andstrengthening worldharmony,stabilityandpeace.

Analyze the main conceptualtheoretical developments thatmake International Public Law aswellasitscomponentsandinternallogic.

Analyzing in depth, with peersandtheprofessor,punctualcasesrepresentative of InternationalPublicLawissueseveryweek.Critically values the groupanalysisoftheweeklycases,withpeersandtheprofessor.Communicates effectively theapplication of InternationalPublic Law, with peers and theprofessor, through thepresentationanddiscussionofweeklycases.

GENERALCOMPETENCES

Innovation Innovation competence involvesthe capacity to think in an open,criticalandpurposefulmanner; toexperience and reflect; inquire;synthesize and reorganizeinformation; generate new ideas;manage change; take risks andanticipate consequences; usetechnology; act independentlyandcollaboratewithothers,among

It uses technology to conductresearch, organize, evaluate andcommunicate informationthrough case analysis andresolution.Use creative thinking inproposing solutions to theproblems they face in everydaylifeby simulating

others. scenarios.

Entrepreneurship Entrepreneurship competenceinvolves the ability to plansystematically, show initiative,gearedtowardsquality,implementproblem solving skills, influence,reach agreements, communicate,manage information and otherresources, show self-confidenceandassertiveness,amongothers.


Integrity Integrity competence involves thecapacitytosponsorandapplyhighmoral and ethical principles,respect others, and be consistentwith their own values in difficultsituations,amongothers.

Collaborate and interact withothers effectively andrespectfully in class discussionsaround the conflicts andchallenges of interculturalcommunication.Considerandrespectotherformsof lifeandculturalpatterns thatare explored through readingsandindividualresearch.

PLANOFTHELEARNINGEXPERIENCEIn ULACIT, the learning experience is designed around generative topics, capable ofprovokingpolemicandwhichdemandthatthepupilsraisetheirownarguments.Thetopicsarebrokendowninspiralsofinvestigation,orquestions,whicharerelatedtoeachotherinordertohaveadeeperunderstandingofthetopic.Inthefuture,ifthestudentsarecuriousabout something, theywill have to look for the answers themselves. The real art of theeducationistobeabletopresentthecorrectquestions,interactingwiththestudentsandhelping them in their discovery process. Every teacher’s objective is to motivate thecuriosityofthestudents,whichistheemotionalincentivethatwillallowthemtowanttolearnmorealongtheirlives.Topic 1. International society and its legal ordering. Doctrinal introduction andsourcesofinternationalpubliclaw

• Theconceptofinternationalpubliclaw• Thesourcesofinternationalpubliclaw• Internationalcustomandunilateralactions• Internationaltreaties:• Thearrangementofinternationallawbyinternationalorganizations• Thereceptionofinternationallawofinternalorderings

Topic2.Internationalsocietyanditsmembers

• Internationalsubjectivity• Theimmunityofthestate• Thesuccessionofstates• Internationalsubjectivityofinternationalorganizations

Topic3.Statebodiesofinternationalrelations

• Classicortraditionaldiplomacy• Adhocdiplomacyanddirectdiplomacy

Topic4.Competences:theircontentsandlimits

• Statecompetences• Legalregimeofmarinespaces• Spacesofinternationalinterest• Thepersonalcompetenceofthestate:nationalityandaliens• Therightofasylumasaprotectinginstitutionofhumanlifeandfreedom.Territorial

asylumandrefugees.Diplomaticasylum.Thefightagainstodiouspractices.Topic5.Internationalcooperation

• Internationalprotectionofhumanrights• Economicinternationallaw• Internationalprotectionoftheenvironment

Topic6.Theapplicationofinternationallaw

• Internationalresponsibility• Applicationproceduresofinternationalregulations

Topic7.Thelawofarmedconflicts

• Theprincipleofprohibitionoftheuseofforce• Humanitarianinternationallawinarmedconflicts

LEARNINGENVIRONMENTTeachingmethodologyToensurethatthecourseiscompatiblewiththeneeds,interestsandstylesoflearningofalltheparticipants,weusethemethodologyof“reversedclassroom”,or"flippedclassroom":theassignments thatneedminor cognitiveeffort (rememberingandunderstanding)aredonebythestudentsoutoftheclassroom,andthosewhoneedmajorcognitiveeffort,suchasanalysis,synthesisandevaluation,aredoneindifferentscenariosintheclassrooms.Thecourseprovidesmaterialssuchasreadings,videos,narratedpresentationsandothers,viatheonlinelearningplatformofULACIT(i.e.Blackboard).Studentsbeforecomingtoclassare expected to prepare their participation in class, and study the theory at home. Thesessionsarereservedtopractice,reflectionanddiscussion.Theyrevolvearoundquestions,controversiesandissuesofrealbusinesslife.Withthisactive,reflectiveandparticipativemethodology, students are expected to develop inquiry, research and analytical skills.Moreover,theyareexpectedtodevelopadeepunderstandingofthesubject,participatingintheconstructionofknowledgesharedwithotherstudents,teachersandothermembersofsociety.

LearningresourcesThecoursehas the followingeducational resources to continually support the teaching-learningprocess:


integrateinteractions,animationsandnarrationssynchronized.BibliographyAmerican Psychological Association. (2010). Publication manual of the American

PsychologicalAssociation(6ta.Ed.).Washington,D.C.:APA.Glahn,G.(2017).LawAmongNations:anintroductiontopublicinternationallaw.(11ed.).

USA:RoutledgeEVALUATIONThecourseisgradedaccordingtothefollowingassessmentchart:

AssessmentActivity %Classparticipation 15%Moxie 20%Readingchecks 15%Caseanalysisreport 20%Caseanalysispresentation 10%Shortassignments 15%Courseassessment(CEPA) 5%Total 100%

Classparticipation(15%)Studentsareexpectedtocometoclassontimeandpreparethecorrespondingtaskseveryweek.Forinstance,studentsmustreadtheassignedrequiredreadingsbeforecomingtoanysession.Readingverificationswillbecarriedeveryweekbymeansofindividualquestions.Studentsareexpected tounderstandthe issuescoveredbyeachreading,do thereadingschemes, write down doubts, and carry further research before coming to any session.Duringthesessions,studentsshouldbeparticipatingandcollaboratingwithotherstudentsin a respectful manner, whether by voicing their questions and concerns, answeringquestions,and/orworkingontheassignedtasks.Ifthestudentisconsistentlydistractedandnotpayingattentioninclass,markswillbededucted.Ifthestudentisabsent,he/shelosesthe1%fortheweek.









Collaboration Cooperates with others,showing leadership, ethics,negotiationandinitiativeskills.


TOTAL Thetotaliscalculatedbasedon5pointsMoxie20%From 2020 and on, ULACITwill have its ownWeb channel, calledMoxie, produced bystudents,inalliancewithDelfino.cr.Thepurposeofthischannelistoprovidestudentswitha space to generate anddisseminate their ideas. It also serves as a showcase to exhibitstudents’academicprojectsnationwide.It'scalledMoxie-whichinurbanEnglishmeanshavingtheabilitytofacedifficultieswithintelligence,boldnessandcourage-inhonorofourstudents,whose"moxie"characterizesthem.Iftherewereprintedstudentpublicationsinthepast,nowtheseinitiativesaretransferredto the digital space, which allows our students to experiment, not only with digitalpublishing, but with audiovisual production, graphic design, digital marketing andwebtechnology,amongothers.This course contributes to the written and audiovisual content of the Moxie Channel.Studentsareexpectedtowriteanarticleof3000charactersor550wordsaboutproblemsordilemmasdefinedbytheprofessorinthepreviouslyselectedcourses.Theprojectconsistsof threeproducts,namely:article text,allusive image,andvideo fordeepening the content.The three components constitute the contribution, soonly thosecontributionsthatarecompletecanbequalified.Thefinalproductwillbeevaluatedaccordingtothefollowingrubric:



0.5Incomplete

0Fails



1 0,50 0

B.Title It has a title that suggests the

topicandprovokestheinterestofthereader

1 0,50 0


The author draws the reader'sattention by using one of thefollowingresources:tellsananecdote,presentsafact,makesametaphor,asksprovocativequestion,evokesafamousimage,sceneorphrase

1 0,50 0


1 0,50 0

Letthereaderknow:Whyitisimportanttoaddresstheproblemorthedilemma.Theoriginalityoftheperspectivewithwhichitdeals.It says explicitly, clearly andforcefully what his/her positionisaboutit.

1 0,50 0


In the first paragraph of thedevelopment, the authorpresentstheevidence(statisticaldata,proven facts,definitions ...)that supports his/her positionand makes it clear why it isadequate to respond to theproblem or dilemma andwhy itshouldbeacceptedbythereader.

1 0,50 0

In the second paragraph of thedevelopment, the authoranticipates the questions thatreaders could ask about his/herposition regarding the problemor dilemma. Therefore, thestudentsayswhatthosepossiblearguments could be against anddeclares to what extent theycouldberightortrue,andhowinspite of that his/her positionremainsvalid.

1 0,50 0


The conclusion is clear inaddressing how the evidenceprovided is the basis formaintaining the author'sposition-solution and whyreadersshouldacceptit.

1 0,50 0

It suggests that the solution you

propose:is an effective and feasible plan,which does not offer significantorunforeseeninconveniences,orjustifies that the balance isfavorable to the advantages, inrelationtothedisadvantages,orsuggestsresultsorconsequences,orstatesthatnosolutionisperfect,buttheoneitoffersisthebest.

1 0,50 0

G.Thedevelopmentmeets criteria ofstyleandform.

Thereadingofthearticleisfluidbecause ideas relate to eachother, making good use oftransitional words and phrases,aswellasacorrectpunctuation.

1 0,50 0

The author gives reason for theorigin of outside ideas and datawith which he supports hisposition, following the APAstandards(referencesinthetextandlistofreferences)

1 0,50 0




1 0,50 0


1 0,50 0


1 0,50 0

Theoriginalimageisattachedinaseparatehighresolution file inPNGorJPGformatat72dpi.

1 0,50 0


1 0,50 0

I.Audiovisual The audiovisual is a video, anoriginal audio podcast or aslideckcreatedbythestudentof

1 0,50 0

no more than 8 minutes withclarityinsoundandimage(ifitisa video), oriented directly todeepenthecontentofthearticle.Theformatoftheaudioandvideofiles is MP4, withoutcompression, 16-32 bits, with aresolution of 1,920 X 1,080 HDpixels (using H264 or H265compressor). WAV files arerecommended,whenpossible.

1 0,50 0

TOTAL Thisproducthasthreecomponents:thearticle,theimageandthevideo.Theabsenceofoneofthethree,excludesthecontributionbeingassessed,andresultsinthecompletelossoftheassignedscore.Readingchecks:15%Onaweeklybasis,checksbasedontheassignedreadingswillbecarriedout.Caseanalysis:20%Incollaborativeteams,thestudentsmustdevelopacomplexcasethatallowsthesystematicintegrationofallthelearningaccumulatedthroughoutthecourse.Thiscasewillbeprovidedbytheprofessorandwill includeat leastfiveguidelinequestionsthatthestudentsmustanswer. For the case resolution, the students must not only use the instruments ofinternationalpubliclawbutalsotherelevantjurisprudenceanddoctrinethatsustaintheiranalysis. The case resolution must have an introductory section where the studentssummarizeanddefinethelegalproblemofthecase,thefactorsofeconomiccontextsaswellassocialandculturalthatdeterminesthesituation,withclearreferencetothehistoricalbackgroundofthecase.Itwillalsoincludetheanalysisofasectionwheretheirproposalsforapproachandsolutionareformulatedinaccordancewiththeguidelinequestions,andwhichmakethegroup´spositionexplicitwithregardtothecaseproblemandtheirproposalforsolutionoraction.

RubricforCaseAnalysis

Criteria

1 2 3 4 5Did notcomply

Complieddeficiently

Compliedfairly

Compliedefficiently

Compliedexcellently

1 The reportadequately appliesthe theoretical andconceptual aspectsdevelopedthroughout thecourse.

2 The drafting of thereport is clear andcorrect inorthographicterms.

3 The report is

structured andordered logicallyand clearly, asrequested.

4 The report issufficientlysupported on thedocumentarylevel.

5 The report issufficientlysupportedquantitively.

6 Thereportisorallypresented in class,in a professionalmanner and withpresenceofallteammembers.

7 The report setsforth conclusionslogically anddirectly derivedfrom the findingsand are relevantto the topic of thecourse.

8 The reportcorrectly used theAPAstylemanual.

Total The score is calculated based on 40 points. No paper isapprovedwithscoresof1inanyofthecriteria.

Caseanalysispresentation10%Eachcollaborativeteammustpresenttheanalysisoftheirrespectivefinalcase.Forthis,they must use innovating and creative audiovisual resources, as well as effectivelycommunicatethegroupconclusionsandwhattheyproposeasasolutionforthecase.Itisassessedbasedonthefollowingrubric:

Criteria1 2 3 4 5Did notcomply

Complieddeficiently

Compliedfairly

Compliedefficiently

Compliedexcellently

1 Evidences aminimum durationof 5minutes and amaximumoneof15minutes.

2 Effectivelycommunicates the

arguments thatsupportthewrittenreport.

3 Correctly managesthe regulatoryframework thatserves as thefoundation for theanalysis.

4 Supports theirargumentscoherently.

5 Uses innovatingand creativeapproach andresources.

6 Employs thegrammaticalstructures andvocabulary in theEnglish languagecorrectly.

Total Thescoreiscalculatedbasedon30points.Nopresentationisapprovedwithscoresof1inanyofthecriteria.

Shortassignments:15%Therewillbe three short assignments.Exact instructionsandevaluation criteriawillbegivenwitheachassignment.Courseassessment(CEPA):5%Asanintegralactivityofthecourse,thestudentwillhavetheopportunityofassessingitsdifferent components: the didactic competencies of the professor, the quality of thematerials, the educational environment, the competencies of the ULACIT graduate, theeffectiveuseofBlackboard,theassessmentsystem,thelevelofchallengeandrequirement.Also,asacentralelementofTeachingforUnderstanding(TfU),theeducationmodelthatULACITprivileges,thestudentwillhaveaspacewiththeCEPAtoreflectonhis/herownperformance (self-assessment) and that of his/her classmates (co-assessment). Thisintellectualexerciseallowsthestudenttoidentifyhis/herstrengthsandweaknesses,andtoperformactionstocontinuouslyimprovehis/herprocessesofknowledgeconstruction.Whenassessinghis/herclassmates,thestudentassumesanactiveroleasamemberofalearning community, committed with the educational task. Because it is about a self-reflectionspacewithinthecourseandduetothevalueithasforacademicdecisionmaking,it is awarded a value of 5%within the final grade of the course. In order to earn thisevaluativecategory,thestudentisexpectedtotakehis/hertime,analyzingresponsiblyeachquestionandansweringthequestionnaireinfull.INSTITUTIONALPOLICIESAcademicHonestyPolicyULACITaimsforthehighestandmostrigorousstandardsofacademiclife. Inthiscourseyouareexpectedto avoiddishonest conducts suchas fraudorplagiarism.Fraud constitutes

making up data, forge bibliography, use projects done by another person, and obtainunauthorized help to do your course work. Plagiarism includes copying textually fromanothersourceintoyourdocument;itincludesphrases,sentences,paragraphsobtainedontheInternet,bookoranyothersourceswithouttheappropriatereference.Paraphrasingwithout references is also considered plagiarism. Whether the fraud or plagiarism isperformedvoluntarilyorinvoluntarily,inanindividualorgroupwork,itwillcauseyoutofailthecourseimmediately.Incasethestudentisfoundguiltyoffraudorplagiarismonasecondcourse,thestudentwillbeexpelledfromtheinstitution.CreatingacultureofrespectInULACIT,wesethighexpectationsforconductofmembersoftheuniversitycommunity.Therefore,weemphasizethevalueofmutualrespectandexpecteveryonetotreatothersastheywanttobetreated.Wedefinerespectastheconsiderationandappreciationwecanshowotherswithoutexceptions,sodonottoleratedisruptiveactionssuchas:



We ask teachers to take corrective measures to ensure a respectful coexistenceenvironment conducive to learning and habits of respect, fundamental to thecomprehensive and professional training of students. At the beginning of each period,studentsshouldconsultwiththeirfacultyforspecificregulationsandsanctionsthatcouldbeimplemented.AttentiontodiversityThecurricularapproachatULACITfocusesonthedevelopmentofcompetencesthroughthecompletionofprojects,allowingstudentstofulfilltheacademicrequirementsbasedontheirown learning styles, abilities, and individual interests. The primary responsibility oflearning is placed on the student; the instructor is responsible for setting courseexpectationsfromstart,offeringtherequiredsupporttosatisfythem,andawardingalevelofflexibilitythatallowseachstudenttochoosehowheorshewillfulfillthecoursegoalsandwork at his ownpace in the completion of the projects assigned. Furthermore, theinstructorwillprovide the required learningmaterials, alongwith continuous feedbackusing the rubrics designed for each project. The feedback is of a qualitative aswell asquantitative nature. The use of technological tools and collaborative work allows theprofessortotailortheeducationalprocesstotheabilitiesofeachstudent.Ifyouhaveanyadditionalspecialeducationalneeds,pleasecontactdiversidad@ulacit.ac.crClaimsULACITsafeguardsyourrightsasastudentandguaranteesdueprocessincasesofclaims

regarding grades, forwhich itmust follow theprocess establishedby theRegulationofStudentSystem,availableonthewebsite of ULACIT, Vice President of Student Services,StudentRegulations,chapter16.Checkthatthequalificationspostedinyouracademicrecordarethecorrectones.Todothis,youwillreceiveinyourmailaccount@ulacit.ed.crthereportcardfromthepreviousperiodinWeek1.Ifthegradeisnotthecorrectone,contactthecourseinstructor,whowithin3business daysmust justify your grading. If no response is given by the teacher, or thejustificationdoesnotsatisfyyou,addressthecomplainttotheDeanalongwiththeresponseof the teacher. The issue should be resolved within 3 business days and exhaustadministrativeregulations.Claimsregardingqualificationscanonlybereviewedduringthenextacademicperiod,soitisveryimportanttoassumeresponsibilityofthestrictcontrolofyourownqualifications.COURSESCHEDULEW Content LearningStrategies Assignedreadings Assignments

1 Topic 1.Internationalsociety and itslegalordering

Review of the coursesyllabus andestablishment of theperformanceexpectations of thestudents and theprofessor. Emphasis onthecourseexpectationsanditsusefulnessforthediscipline.

Glahn,G.(2017).LawAmongNations: an introduction topublic international law. (11ed.). USA: Routledge.Chapters1&2.

2 Topic 1.Internationalsociety and itslegalordering

Group analysis ofdoctrinal developmentand the sources ofinternational publiclaw.Opendiscussionon theimportance ofInternational PublicLaw for InternationalRelations.

Glahn,G.(2017).LawAmongNations: an introduction topublic international law. (11ed.). USA: Routledge.Chapters3&4.United Nations. (1969).ViennaConventiononthelawoftreaties.

Shortassignment

3 Topic 2.Internationalsociety and itsmembers

Group analysis of thedifferent players of theInternational Systemandtheirassessmentassubjects ofInternationallaw.


4 Topic 2.Internationalsociety and itsmembers

Group analysis of thenon-stateplayersoftheinternational systemandtheirregulationsbyInternationalLaw.

Glahn,G.(2017).LawAmongNations: an introduction topublic international law. (11ed.).USA:Routledge.Chapter8.

5 Topic 3. Stateentities ofInternationalRelations

Group analysis of thestate bodies ofinternational relationsaccording to classic ortraditional diplomacyand ad hoc and directdiplomacy.

Glahn,G.(2017).LawAmongNations: an introduction topublic international law. (11ed.). USA: Routledge.Chapters5

Shortassignment

6 Topic 3. Stateentities ofInternationalRelations

Group analysis of thecurrent dilemmas ofinternationalsubjectivity and thedifferentstatebodiesofinternationalrelations.

Glahn,G.(2017).LawAmongNations: an introduction topublic international law. (11ed.).USA:Routledge.Chapter14.Vienna Convention onDiplomaticRelations(1961)Vienna Convention onConsularRelations(1963)

Moxieaudiovisualproject

7 Topic 4.Competences:their contentsandlimits

Group analysis of thecontents and limits oftheStatecompetences.


8 Topic 4.Competences:their contentsandlimits

Group analysis of thelegal regime of marinespacesandthespacesofinternational interest,aswellastheinstitutionofasylumashumanlifeandfreedomprotection.

Glahn,G.(2017).LawAmongNations: an introduction topublic international law. (11ed.). USA: Routledge.Chapters11,12&13.

9 Topic 5.Internationalcooperation

Group analysis ofinternationalcooperation for theinternationalprotectionofhumanrights.

Glahn,G.(2017).LawAmongNations: an introduction topublic international law. (11ed.).USA:RoutledgeChapters15&16.

10 Topic 5.Internationalcooperation

Group analysis ofinternationalcooperation applied tothe internationaleconomic law and theinternationalenvironmentalprotection.


11 Topic 6. Theapplication ofinternational

Group analysis of theapplication ofinternationallawinthe

Glahn,G.(2017).LawAmongNations: an introduction topublic international law. (11

Shortassigment

law framework ofinternationalresponsibility.

ed.).USA:Routledge.Chapter11.

12 Topic 6. Theapplication ofinternationallaw

Group analysis of theapplication ofinternational lawregarding theapplication proceduresof internationalregulations.

Glahn,G.(2017).LawAmongNations: an introduction topublic international law. (11ed.).USA:Routledge.Chapter17

13 Topic7.Lawofarmedconflicts

Group analysis of thelaw of armed conflicts,theprincipleof theuseof force, humanitarianinternational law andthe principle of theResponsibility toProtect(RtoP).


Caseanalysis


Groupdiscussiononthegeneral contexts andelements of applicationof International PublicLawtothefinalcasesinthe framework ofarmedconflicts.

Glahn,G.(2017).LawAmongNations: an introduction topublic international law. (11ed.). USA: Routledge Chapter20.

CEPA


Group discussion onfinalcases.Systematization anddiscussion on the finalcourselearning.

Glahn,G.(2017).LawAmongNations: an introduction topublic international law. (11ed.).USA:Routledge

Case analysispresentation


CourseName InternationalRelationsTheoryCode 12-0006Credits 4Requirements NoneCo-requirements NoneModality VirtualNature Theoretical–practicalPeriod IIICO-2020Duration Four-monthterm,equivalenttofifteenschoolweeksSchedule W2:00-5:00PMClassroom N/AProfessor MariaFernandaBatista,M.A.

[email protected]

The University has a wireless network in campus and computerequipmentavailableinthecomputerlabs,sothatthestudentmayhaveaccesstothelibrarydatabasesandtheeducationalresourcesavailableontheeducationalplatformoftheinstitution.ThiscourseistaughtinEnglishandtheoralandwrittenacademicproductionmustbeinthislanguage.

PURPOSEOFTHECOURSE

Thepurposeof thiscourse is toanalyze the most important and modern theories andapproachesofthefieldofInternationalRelations.

Todoso,wewillusetheoreticalandanalyticaltoolsforthestudyandinterpretationofthemain phenomena of the discipline, such as theoretical matrices and comparative casestudies. In this context, the student develops analyzing,advising,andmakingdecisionsskills on issues related to the international system based on the interpretation of thebehaviorofitsactorsandtrendsunderlyingthem.

In the course, the student applies these tools individually and collaboratively, to casestudies, events and current problems in the international system, after analysis ofconcepts, ideas, theories and disciplinary approaches. The course offers studentsopportunitiesformakinginformeddecisionsontheuseofapproachesandtheoriesrelatedtointernationaldynamicsandtheireffect.Researchandanalysisinandoutofclasssupportlearningactivitiessuchasresearchanddebates.

COMPETENCES

Traditionaleducationisbasedoncontent,butULACITusesacurriculummodelbasedoncompetences, whichmeans that students will develop the ability to think and react asexperts in their discipline, and not only to understand its conceptual or theoreticalframework. The table specifies the disciplinary and general competences aswell as theperformancecriteriathatwillbedeveloped.

Competences



Analyze and makedecisions on issuesrelated totheinternational systembasedonthetheoreticalinterpretation of thebehavior of its actorsand interactions andtrendsunderlyingthem.

Differentiate the mainapproaches and contemporaryinternational relations theoryexplaining the dynamics of theinternationalsystem.

Chooseandsustaintheuseof the main approachesand theories ofinternational relations forthe analysis andinterpretationofcasesandphenomenapresent intheinternational systemthroughgroupworkinandoutsideclass.Critically evaluates thedifferent theoreticalperspectives with peersand the teacher throughcritical analysis discussedinclass.

Apply the main concepts,assumptions, and analyticaltoolsofthevarioustheoriesandcontemporary approaches tothe dynamics presented inInternationalRelations.

Applythemainapproachesand theories tothestudyof cases to be resolvedindividually, with theirpeersandteacherinclass.Theoretically justifies theapplicationofassumptionsandinstrumentspresentedin group discussions andcaseswithboththeteacherandwiththeirpeers.Applythemainelementsofanalysis of reviewedtheories to proposeexplanations of cause andpossible scenarios todiscuss the consequences

of such phenomenathroughresearch.Discusses with peers andargues personal positionswith peers and teacherexplanationsofcausesandconsequences of thescenarios studiedphenomena withtheoretical tools selectedby presenting a synthesisofhisresearch.

GENERALCOMPETENCES

Innovation Innovationcompetenceinvolvesthecapacitytothinkinanopen,criticalandpurposefulmanner;to experience and reflect;inquire; synthesize andreorganize information;generate new ideas; managechange;takerisksandanticipateconsequences; use technology;act independently andcollaboratewith others, amongothers.

It uses technology toconduct research,organize, evaluate, andcommunicate informationthrough case analysis andresolution.Use creative thinking inproposingsolutions to theproblems they face ineverydaylifebysimulatingscenarios.

CriticalThinking Critical thinking is theintellectually disciplinedprocessofactivelyandskillfullyconceptualizing, applying,analyzing, synthesizing, and/orevaluatinginformationgatheredfrom, or generated by,observation, experience,reflection, reasoning, orcommunication, as a guide tobeliefandaction.

Student shows andpresents evidence ofelaborate thinkingprocesses in the study ofclass subjects, debates,researchandcollaborativework.Student includes differentperspectives, scenariosandactorsintheiranalysisof internationalphenomena.Students incorporate theuseofthinkingroutinesaspartoftheirworkprocess.Students are able toproperly argument theirpositions and statementsutilizing valid scientificsourcesofinformation.

Integrity Integrity competence involvesthe capacity to sponsor andapply high moral and ethicalprinciples, respect others, andbe consistent with their ownvalues in difficult situations,amongothers.

Collaborate and interactwithotherseffectivelyandrespectfully in classdiscussions around theconflictsandchallengesofinterculturalcommunication.Considerandrespectotherforms of life, thought andcultural patterns that areexploredthroughreadingsandindividualresearch.

PLANOFTHELEARNINGEXPERIENCE

In ULACIT, the learning experience is designed around generative topics, capable ofprovokingpolemicandwhichdemandthatthepupilsraisetheirownarguments.Thetopicsarebrokendowninspiralsofinvestigation,orquestions,whicharerelatedtoeachotherinordertohaveadeeperunderstandingofthetopic.Inthefuture,ifthestudentsarecuriousabout something, theywill have to look for the answers themselves. The real art of theeducationistobeabletopresentthecorrectquestions,interactingwiththestudentsandhelping them in their discovery process. Every teacher’s objective is to motivate thecuriosityofthestudents,whichistheemotionalincentivethatwillallowthemtowanttolearnmorealongtheirlives.

Topic1.ImportanceoftheoryinInternationalRelations

• Purposeoftheoriesininternationalrelations• Internationalrelationsasasciencesubjecttotheorizing• Theoreticaldebatesininternationalrelations

Topic2.Firstdebateoninternationalrelations:liberalismvs.realism

• Historicalcontextofthedebate• Liberalism(liberalinstitutionalism)• Postulatesandtheoreticalproposals• Theoreticalandcriticalreferences• Mainpostulatesandpremises• Unitsofanalysisandstudyproblems• Mainreferencesofthetheory

Topic3.Traditionalismandscientism

• Historicalcontextofthedebate• Traditionalismanditsmainarguments• Scientismanditsmainarguments• Resultsofthedebate

Topic4.Thirddebateoninternationalrelations:theinterparadigmaticdebate:state-centered-globalism-structuralism

• Historicalcontextofthedebate• Statecentricparadigm• Transitionfromrealismto"neorealism"• Neoliberalismorneoliberalinstitutionalism• Globalistparadigm(transnationalism)• Structuralistparadigm(neo-Marxism)

Topic5.Thefourthdebateoninternationalrelations:rationalismvs.reflectivism

• Historicalcontextofthedebate• Rationalism:maincriticisms• Moderatereflectivism:constructivism• Radicalreflectivism• Resultsofthedebate• Theoryof internationalrelationsatthebeginningoftheseconddecadeoftheXXI

century

Topic6.NewtheoreticaldevelopmentsofInternationalRelationsintheXXIcentury

• Critical appraisal of the most relevant theoretical approaches to InternationalRelations.

• StrengthsofthetheoreticalbodyavailableinInternationalRelations.• WeaknessesandgapsinthefaceofnewtheoreticaldevelopmentsinInternational

Relations.

LEARNINGENVIRONMENT

Teachingmethodology

Toensurethatthecourseiscompatiblewiththeneeds,interestsandstylesoflearningofall the participants, we use the methodology of “reversed classroom”, or "flippedclassroom": the assignments that need minor cognitive effort (remembering andunderstanding)aredonebythestudentsoutoftheclassroom,andthosewhoneedmajorcognitiveeffort,suchasanalysis,synthesisandevaluation,aredoneindifferentscenariosintheclassrooms.

Thecourseprovidesmaterialssuchasreadings,videos,narratedpresentationsandothers,viatheonlinelearningplatformofULACIT(i.e.Blackboard).Studentsbeforecomingtoclassare expected to prepare their participation in class, and study the theory at home. Thesessionsarereservedtopractice,reflectionanddiscussion.Theyrevolvearoundquestions,controversiesandissuesofrealbusinesslife.Withthisactive,reflectiveandparticipativemethodology, students are expected to develop inquiry, research and analytical skills.Moreover,theyareexpectedtodevelopadeepunderstandingofthesubject,participatingintheconstructionofknowledgesharedwithotherstudents,teachersandothermembersofsociety.

Learningresources

Theuniversityhasthefollowingeducationalresourcestocontinuallysupporttheteaching-learningprocess:


integrateinteractions,animationsandnarrationssynchronized.

Bibliography

American Psychological Association. (2010). Publication manual of the AmericanPsychologicalAssociation(6ta.Ed.).Washington,D.C.:APA.

Viotti,P.R.&Kauppi,M.V.(2011).InternationalRelationsTheory.(5Ed.).Boston,USA:Logman

EVALUATION

Thecourseisgradedaccordingtothefollowingassessmentchart:

Participationinclass:15%

Studentsareexpectedtojoinallsynchronoussessionsontime,stayconnectedforthewholedurationof thesessionandprepare thecorresponding taskseveryweek.Studentsmustread the assigned required readings anddo the corresponding chapter exercisesbeforecoming to any session. Reading verifications will be carried every week by means ofindividualquestions,andthefulfillmentofchapterexerciseswillbechecked.

Studentsareexpectedtounderstandthe issuescoveredbyeachreading,do thereadingschemes, write down doubts, and carry further research before coming to any session.Duringthesessions,studentsshouldbeparticipatingandcollaboratingwithotherstudentsin a respectful manner, whether by voicing their questions and concerns, answeringquestions,and/orworkingontheassignedtasks.Ifthestudentisconsistentlydistracted,does not answer questions or engageswhen addressed by the professor,markswill bededucted.Ifthestudentisabsent,he/shelosesthe1%fortheweek.

EVALUATIONRUBRICOFCLASSPARTICIPATIONEVERYWEEK

CRITERIA 1Met

0Notmet

Punctuality Logsinontimetoclassandstaysinthevirtualclassroomfortheentiresessionperiod.

Arrives late to class anddoesnotstayintheclassroomfortheentiresessionperiod.

Preparation Comes prepared to class, havingschematized the readings andraiseddoubts.

Does not come prepared to class,does not schematize the readingsorraisedoubts.

Values Behavesinarespectfulmanner. Does not behave in a respectfulmanner.

Activity % Deadline

Participationinclass 15% OnGoing

Weeklyjournals 15% OnGoingResearchpaper 35% Week13andWeek14

LinkedincourseandLearningJournal 5% Week11

ParticipationinCOILproject:

5% Ongoing

ArticleforMoxie 20% Week9Courseevaluation(CEPA) 5% Week14

Total 100%

Participation Contributes to the class raisingcomments that encouragediscussion.

Participates onlywhen requestedby the teacher or does not getinvolvedatall.

Collaboration Cooperates with others, showingleadership, ethics, negotiation andinitiativeskills.

Doesnot demonstrate leadership,ethics, negotiation and initiativeskills.


WeeklyJournals:15%

Studentswillsubmitweeklyjournalentries.Theseareshort(4-6paragraphs)wheretheywillsummarizetheauthorsmainideas.Ifmultiplereadingsareassigned,theymaychooseone. They will also write a reflection from the previous class in terms of content andclassroomexperience.

Criteria Description ValueFormatting

Followsproperstyleandformattingsuitableforascholarlypaper.

1.5

ReadingSummary

Providesasuccinctyetcomprehensivesynopsisoftheauthor'smainpoints.

4.5

Analysis

Analyzestheauthor'spositions,providesanopinionandreflectsonthepreviousclasslearnings.

4.5

Grammar

Usespropergrammar,syntaxandstyle.

2.25

APAadherence

FollowsAPAguidelines

2.25

TOTAL 15

ResearchPaper:35%

StudentswillusetwooftheIRtheorieslearnedinclassasthefoundationoftheirconceptualframeworktoinvestigateandanalyzeinternationalphenomena.Papersshouldbe20to30pageslong.

Papers should include a matrix which states analysis categories for each the theorieschosen.ThePapershouldincludethefollowingcomponent:

• Cover• Introduction• TheoriesChosenwithmainproposals• DescriptionofInternationalPhenomenachosen• AnalysisMatrixwithcategories• AnalysisofPhenomenawiththeoreticalperspectives• Conclusions

• Recommendations• Bibliography• Annexesifany

Thepapershouldbepresentedinthefollowingformat:

• Font:Arial,size11• Spacing:1.5• Referencestyle:APA2016• Length:8-15pages(Coverandreferencesnotincluded)• Pagenumber

Rubricforresearchpaper

Criteria 1 2 3 4 51 Integrationofknowledge

Thepaperdemonstratesthattheauthorfullyunderstandsandhasappliedconceptslearnedinthecourse.Conceptsareintegratedintothewriter’sowninsights.Thewriterprovidesconcludingremarksthatshowanalysisandsynthesisofideas.

2 TopicfocusThetopicisfocusednarrowlyenoughforthescopeofthisassignment.Athesisstatementprovidesdirectionforthepaper,eitherbystatementofapositionorhypothesis.

3 DepthofdiscussionIn-depthdiscussion&elaborationinallsectionsofthepaper.

4 CohesivenessTiestogetherinformationfromallsources.Paperflowsfromoneissuetothenextwithouttheneedforheadings.Author'swritingdemonstratesanunderstandingoftherelationshipamongmaterialobtainedfromallsources.

5 ConclusionsSynthesizethefindingsandtheirpositionregardingthem.

6 StructureThedocumentcomplieswiththestructureandlengthrequested

7 WritingstyleDemonstratesexcellentabilitytoexpressclearlyinanacademicEnglish.

8 Spelling&grammarNospelling&/orgrammarmistakes.

9 SourcesNolessthan10sourcesareused,ofwhichatleast3arepeer-reviewjournalarticlesorscholarlybooks.Sourcesincludebothgeneralbackgroundsourcesandspecializedsources.Special-interestsourcesandpopularliteratureareacknowledgedassuchiftheyarecited.Allwebsitesutilizedareauthoritative.

10 CitationCitesalldataobtainedfromothersources.APAcitationstyleisusedinbothtextandbibliography.

Total.Thescoreiscalculatedonabasisof35points.Noworkwillbeapprovedwithassessmentof1inanyofthecriteria.

Note:1Didnot comply;2 complieddeficiently;3Complied fairly;4Compliedefficiently;5Compliedexcellently

Linked-InCourseandLearningJournal:5%

Aspartoftheeducationalresourcesforthiscourse,studentshaveaccesstotheLinkedInLearningplatform.TheLinkedInLearningplatformoffersfreeaccesstomorethan15,000virtualcourses,whichnotonlyallowthecoursecontenttobesupplemented,butalsooffersthepossibilitythatoncethecoursesontheplatformarecompleted,thestudent'sprofileisautomaticallyupdatedontheplatform.

For this course, studentsmust complete a LinkedIn Learning course,which is aimed atdevelopingtheskillsandcompetenciesnecessarytoexcelintoday'sjobmarket.Inaddition,a learning journal should be prepared where they make a synopsis of what they havelearnedandareflectiononhowtheythinktheycanbenefitfromthisknowledgeandskillsintheirprofessionalcareer.

Thecoursechosenforthissemesteris:“OvercomingyourFearofPublicSpeaking”

You can access it through the following link:https://www.linkedin.com/learning/overcoming-your-fear-of-public-speaking-2?trk=learning-serp_learning_search-card&upsellOrderOrigin=homepage-learning_learning-search-bar_search-submit

CollaborativeOnlineInternationalLearningInitiative(COIL):5%

Thiscoursehasavirtualinternationalexchangecomponent.WewillworkwithstudentsfromtheSalisburyUniversity inMaryland,USA,ondifferent tasks thisquarter.Youwillreceive instructions andmaterials for each activity. Youare expected toparticipate andengagewiththeinternationalstudentsandattendallactivitiesplanned.Gradewillbebasedonattendance.

ArticleforMoxie:20%

Asof2020,ULACIThasitsownWebchannel,calledMoxie,producedbythestudents, inalliancewiththejournalisticmediumDelfino.cr,inordertoprovidethemwithaspacetogenerate and disseminate their ideas, as well as serve as a showcase to exhibit theiracademicprojectsnationwide.

ItiscalledMoxie-whichinurbanEnglishmeanshavingtheabilitytofacedifficultieswithintelligence,boldnessandcourage-inhonorofourstudents,whose“moxie”characterizesthem.

Ifbeforetherewereprintedstudentpublications,nowtheseinitiativesaretransferredtothedigitalspace,whichallowsourstudentstoexperiment,notonlywithdigitalpublication,butwith audiovisual production, graphic design, digitalmarketing andweb technology,amongothers.

ThiscoursecontributestothewrittenandaudiovisualcontentoftheMoxieCanal,throughthepublicationofa550-wordarticle,aboutproblemsordilemmasdefinedbytheprofessorinthecoursespreviouslyselectedbytheacademicdirection.

Theprojectconsistsofthreeproducts,namely:articletext,allusiveimage,audio-visualin-depth content; The three components constitute the contribution, so only thosecontributionsthatarecompletecanbequalified.

Withtheaimofobtainingthebestproductionofthearticlesasasampleofcompetenceonthepartofthestudents,aGuideforteachersandstudentshasbeenelaborated:ElaborationofMOXIEbasedontheinstitutionalrubric”.

The students' productionmustbedelivered in the courses forweek10of the semester(November 9 to 13). The products selected by the professor must be delivered to theacademicdirectioninweek12(November23-27).

Withoutexception,thearticleforMOXIEmustbeevaluatedbasedonthefollowingrubricandassignedscoreofthefinalaverageinthecourse:


0.5Incomplete

0Fails

A. ExtensionandWriting

1. The article has an extension of 550words),distributed in fourparagraphs(1 introductory paragraph, 2development paragraphs, 1 conclusionparagraph).

1 0,50 0

B.Title 2. ItHas a title that suggests the topicandprovokestheinterestofthereader 1 0,50 0

C. Introductoryparagraph iswell written(paragraph1)

3.The author draws the reader'sattentionbyusingoneofthefollowingresources:tellananecdote,presentsafact,makeametaphor,aprovocativequestion,evokesafamousimage,sceneorphrase

1 0,50 0

4.Locateinthegeographic,politicalorsocial context the subject that itaddresses.

1 0,50 0

5.Letthereaderknow:Why it is important to address theproblemorthedilemma.Theoriginality of theperspectivewithwhichitdeals.It says explicitly, clearly and forcefullywhatyourpositionisaboutit.

1 0,50 0

D.Developmentof authorsposition(paragraph 2and3)

In the first paragraph of thedevelopment, the author presents theevidence(statisticaldata,proven facts,definitions...)thatsupporthispositionandmakesitclearwhyitisadequatetorespondtotheproblemordilemmaandshouldbeacceptedbythereader.

1 0,50 0

In the second paragraph of thedevelopment,theauthoranticipatesthequestionsthatreaderscouldaskaboutyourpositionregardingtheproblemordilemma. Therefore, the student sayswhatthosepossibleargumentscouldbeagainstanddeclarestowhatextenttheycouldberightortrue,andhowinspiteofthathis/herpositionremainsvalid.

1 0,50 0


8.Theconclusion isclear inaddressinghowtheevidenceprovidedisthebasisfor maintaining the author's position-solutionandwhyreadersshouldacceptit.

1 0,50 0

9. It suggest that the solution youpropose:isaneffectiveand feasibleplan,whichdoesnotoffersignificantorunforeseeninconveniences,orjustifiesthatthebalanceisfavorabletothe advantages, in relation to thedisadvantages,orsuggestsresultsorconsequences,or

1 0,50 0

statesthatnosolutionisperfect,buttheoneitoffersisthebest.

F. Thedevelopmentmeets criteriaof style andform.

10.The reading of the article is fluidbecause ideas relate to each other,makinggooduseof transitionalwordsand phrases, as well as a correctpunctuation.

1 0,5 0

11.The author gives reason for th3eorigin of outside ideas and data basedon which he supports his position,following the APA standards(references in the text and list ofreferences)andcriteriafromtheVERASrubric.

1 0,50 0

12.The source of the data you use issolidandprimarywhenavailable. 1 0,5 0

13.Uses professional vocabulary, notcolloquial. 1 0,50 0

14.Reflects linguistic economics,expressingwhatisnecessarytosaywiththeleastnumberofwords.

1 0,50 0

15.The writing has no spelling orgrammar mistakes (disagreementsbetweenperson,genderandnumber)

1 0,50 0

G.Image The image is a photograph orillustration, directly related to thecontent of the article, capable ofcommunicating the emotion andmessage.

1 0,50 0

The original image is attached in aseparatehigh-resolution file inPNGorJPGformatat72dpi.

1 0,50 0

The image has characteristics ofcomposition,depthoffieldandlighting,which facilitate its visualization andinterpretation.

1 0,50 0

H.Audiovisual 19.The audiovisual is a video,audiopodcast,oraslidedeckbetween4and8minuteswithclarityinsoundandimage(inthecaseofavideo)orientedtowardsgoingdeeperinthecontentofthearticle.

1

0.50

0

Theformatofthevideoandaudiofilesis MP4, uncompressed, of 16-32 bits,witharesolutionof1.920X1.080pixelsHD (using compressor H264 o H265).

1 0.50 0

WAV files are recommended, whenpossible.

Total Thisperformancehasthreecomponents:theopinionpiece,theimageand the video. The absence of one of the three, excludes theMOXIEcontributionfrombeingevaluated,andleadstothecompletelossofthescore.

CourseevaluationCEPA:5%

Asacomprehensiveactivityofthecourse,thestudentwillhavetheopportunitytoevaluateits various components: the teaching skills of the teacher, quality of materials, theeducationalenvironment, theskillsofULACITgraduates, theevaluationsystem,and thechallenging and demanding levels. Also, as a central element of the Teaching forUnderstanding(EpC),educationalmodelthatULACITimplements,thestudenthasaspaceintheCEPA,toreflectontheirownperformance(self-assessment)andthatoftheirpeers(co-evaluation) .Thisintellectualexerciseallowsstudentstoidentifytheirstrengthsandweaknesses, and take actions to continuously improve their processes of knowledgeconstruction.Whenassessingtheirpeers,studentstakeanactiveroleasmembersofthecommittedlearningcommunity.Beingaforumforreflectionwithinthecourseandduetothevalue ithas formakingacademicdecisions, it isgivenavalueof5%within the finalgrade.Forthisevaluationitem,thestudentisexpectedtotaketime,responsiblyanalyzeeachquestionandanswerthequestionnairecompletely.



ULACITaimsforthehighestandmostrigorousstandardsofacademiclife.Inthiscourseyouareexpectedtoavoiddishonestconductssuchasfraudorplagiarism.Fraudconstitutesmaking up data, forge bibliography, use projects done by another person, and obtainunauthorized help to do your coursework. Plagiarism includes copying textually fromanothersourceintoyourdocument;itincludesphrases,sentences,paragraphsobtainedontheInternet,bookoranyothersourceswithouttheappropriatereference.Paraphrasingwithout references is also considered plagiarism. Whether the fraud or plagiarism isperformedvoluntarilyorinvoluntarily,inanindividualorgroupwork,itwillcauseyoutofailthecourseimmediately.Incasethestudentisfoundguiltyoffraudorplagiarismonasecondcourse,thestudentwillbeexpelledfromtheinstitution.


ULACITisabilingualuniversity.Therefore,thedegreesthatincludeEnglish-taughtcoursesuseSpanishandEnglishlanguageresources,dependingonthelocationofthecourseinthe

curriculum. In the courses marked with the word "English" on the academic offering,students can submit their projects and other assignments in English. The courses inbilingual careers are completely taught in English. In the bachelor and postgraduatedegrees, readingEnglish literature is compulsory,although thecoursesmay incorporateadditionalreadingsinSpanish.


InULACIT,wesethighexpectationsforconductofmembersoftheuniversitycommunity.Therefore,weemphasizethevalueofmutualrespectandexpecteveryonetotreatothersastheywanttobetreated.Wedefinerespectastheconsiderationandappreciationwecanshowotherswithoutexceptions,sodonottoleratedisruptiveactionssuchas:



We ask teachers to take corrective measures to ensure a respectful coexistenceenvironment conducive to learning and habits of respect, fundamental to thecomprehensive and professional training of students. At the beginning of each period,studentsshouldconsultwiththeirfacultyforspecificregulationsandsanctionsthatcouldbeimplemented.

Attentiontodiversity

ThecurricularapproachatULACITfocusesonthedevelopmentofcompetencesthroughthecompletion of projects, allowing students to fulfill the academic requirements based ontheirownlearningstyles,abilities,andindividualinterests.Theprimaryresponsibilityoflearning is placed on the student; the instructor is responsible for setting courseexpectationsfromstart,offeringtherequiredsupporttosatisfythem,andawardingalevelofflexibilitythatallowseachstudenttochoosehowheorshewillfulfillthecoursegoalsandwork at his own pace in the completion of the projects assigned. Furthermore, theinstructorwill provide the required learningmaterials, alongwith continuous feedbackusing the rubrics designed for each project. The feedback is of a qualitative as well as

quantitative nature. The use of technological tools and collaborative work allows theprofessortotailortheeducationalprocesstotheabilitiesofeachstudent.Ifyouhaveanyadditionalspecialeducationalneeds,[email protected]

Claims

ULACITsafeguardsyourrightsasastudentandguaranteesdueprocessincasesofclaimsregarding grades, forwhich itmust follow the process established by theRegulation ofStudent System, available on thewebsite ofULACIT,VicePresident of Student Services,StudentRegulations,chapter16.

Checkthatthequalificationspostedinyouracademicrecordarethecorrectones.Todothis,youwillreceiveinyourmailaccount@ulacit.ed.crthereportcardfromthepreviousperiod inWeek1. If thegrade isnot thecorrectone, contact thecourse instructor,whowithin3businessdaysmustjustifyyourgrading.Ifnoresponseisgivenbytheteacher,orthe justification does not satisfy you, address the complaint to theDean alongwith theresponseoftheteacher.Theissueshouldberesolvedwithin3businessdaysandexhaustadministrativeregulations.

Claimsregardingqualificationscanonlybereviewedduringthenextacademicperiod,soitisveryimportanttoassumeresponsibilityofthestrictcontrolofyourownqualifications.

COURSESCHEDULE

Date ContentandClassWork Assignments DueDateWeek1:Jan18th

Presentationofthecourse,syllabus,andexpectations.IntroductionofInternationalRelationsasafieldofstudy

Week2:Jan25th

IntroductiontoIRTPresentationofCOILInitiativewithguestprofessorDr.SarahSurakfromSalisburyUniversityinMaryland.

StudyChapter1Viotti:ThinkingaboutIRTheoryCoordinateCulturalExchange1(DueFeb8th)

Jan25th

Week3:Feb1st

Theory1:RealismThestudyofpowerintheInternationalSystemReadingreview

StudyChapter2Viotti:Realism

Feb1rst

Week4:Feb8th

Matrixofanalysis1:Realism Homeworkinpreparationofmatrixwork

Feb8th

Week5:Feb15th

Theory2:LiberalismNeoliberalInstitutionalismGlobalGovernance

StudyChapter3Viotti:Liberalism

Feb15th

EconomicInterdependenceandPeaceReadingReview

Week6:Feb22nd

MatrixofAnalysis2:LiberalismvsRealismFirstdebatewithSUstudents(Morningschedule)

Homeworkinpreparationofmatrixwork

Feb22nd

Week7:March1st

Theory3:EconomicStructuralismDependencyTheoryCapitalistWorld-TheoryChangeandGlobalization.Post-ColonialismReadingReview

StudyChapter4Viotti:EconomicStructuralism

March1rst

Week8:March8th

Theory4:RationalismandtheEnglishSchoolofThoughtReadingReview

StudyChapter5Viotti:Rationalism

March8th

Week9:March15th

Theory5and6:ConstructivismandPostModernismReadingReviewGuestLecturebyDr.SarahSurak

StudyChapter6Viotti:InterpretativeUnderstandingsIArticleforMoxie

March15th

Week10:March22nd

Theories7and8:PositivismandCriticalTheoryReadingReviewSeconddebatewithSUstudents(Afternoonschedule)

StudyChapter7Viotti:InterpretativeUnderstandingsIICoordinateCulturalExchange2(DueApril5th)

Week11:March29thNosynchronoussession

LinkedInCourseandLearningJournal.AnalysisMatrix3Homework

April4th

Week12:April5th

Theory9and10:FeminismandNormativeTheoryReviewofMatrixHomeworkReadingReview

April5th

Week13:April12th

PresentationofFinalResearchDay1 FinalResearchdocumentandoralexpo.

April12th

Week14:April19th

PresentationofFinalResearchDay2TheoreticalgapsinthefieldThefutureofIRT

Lastculturalexchange

April25th


Course InternationalTradeCode 20-1006Credits 3Requisites NoneMode RegularType TheoryandPracticeAdministrativeInstructions


Purposeofthecourse

Howdoprofessionalinternationaleconomiststhink?Whichisthebestwaytoapproachimportantpolicy problems in the international arena?What are the important theorems of internationaltrade?Whydobusinessesdiffer inothercultures?Whyareproducts thesame(ordifferent) incountries? This course will analyze the causes and consequences of international trade andinvestment.Wewillinvestigatewhynationstrade,whattheytrade,andwhogains(ornot)fromthistrade.Wewillthenanalyzethemotivesforcountriesororganizationstorestrictorregulateinternationaltradeandstudytheeffectsofsuchpoliciesoneconomicwelfare.Topicscoveredwillincludetheeffectsoftradeoneconomicgrowthandwageinequality,multinationalsandforeigndirectinvestment,internationaltradeagreementsandcurrenttradepolicydisputes.Wewillalsospendsome timediscussingaspectsof the currentdebateon "globalization" suchas theuseofinternationallaborstandards,interactionsbetweentradeandenvironmentalconcerns.Thecoursewillheavilyrelyoneconomicmodelingtohelpusunderstandtheseevents.

Uponcompletionofthiscourse,youwillbeabletodefinethenatureofinternationaltradeandtheenvironmentsinwhichitisconducted;thecontinuingimportanceofinternationalorganizationsandtheinternationalmonetarysystem,andhowitaffectsbusiness.Youwillbeabletoanalyzetheefficacyoftradepolicy,consideringbothintendedandunintendedconsequencesofpolicychoiceswithparticular attentionpaid to the changing geopolitical environment inwhich thesepoliciesexist.

CompetencesUnitsof

CompetenceElementsofCompetence Contextinwhichthe

competenceisappliedDisciplinaryCompetence:

Thestudentwillbeableto: The student shows themasteringofthecompetenceinlearningactivitiessuchas:

Tocomprehendtheroleoftrade,protectionism,andmonetarymarketsintheglobaleconomy.

§ Explainthevalueofstudyinginternationaltrade.

§ Identifysomepresenttrendsandhowtheyareaffectingtheworldeconomyandinternationaltrade.

§ Applybasicconceptsofinternationaltradetoyourdailylifeaswellasspecificsituations.

Comprehend the mainenvironments affectinginternationaltrade.§ Understandtheimportance

andcharacteristicsoftheworldeconomicgeography.

§ Understandgeographic,natural,political,andculturaldifferences.

§ Identifybasictradeconceptsusedindailynewspapers,magazines,radioandTVbroadcasts.

Explain basic events andphenomena related internationaltradethattakeplacedaily.§ Explainthepurposeand

importanceofinternationaltradeandinvestmenttheory.

§ Comprehendtheargumentsforimposingtraderestrictions.

§ Understandthemainaspectsofthehistoryofinternationaltrade.

Analyze the present trends ineconomicthoughtwithregardto

• Caseanalysis.

theworldeconomyandtrade.

§ Identifythekeyelementsoftheglobalmonetarysystem.

§ ExplainthedevelopmentsshapingtheworldmonetarysystemfromtheendofWorldWarIItothepresent.

§ Understandthebalanceofpayments.

Locate, organize, and analyzetrade data to get insightfulconclusions. Such data includeexports and imports either inaggregate terms or for specificgoodsandservices for individualcountries, trade patterns for theUS and other countries, tradedeficits,andtariffrates.§ Focusontheglobalcompany

perse.Critically evaluate the claims ofpoliticians and otherpolicymakers regarding thewelfareeffectsoftheirproposalsofinternationaltrade.

GeneralCompetence

To showcompetence forlearning and forlooking forpersonal andprofessionaleffectiveness.,

Creativethinking • Uses his/her creativity inapplying solving businessadministration problemsfaced in every daymanagerialsituations.

Communication. • Communicates verbally,non-verbally and inwritingwith his/her peers,professor and generalpublic, inavarietyof formsandcontexts.

Collaborate. • Collaborates and interactswith others witheffectivenessandrespect.

Reasoning. • Uses reasoning when

synthesizing information,

establishing arguments,evaluation alternatives andestablishingconclusions,when communicating withpeersandprofessors.

Usesinformationtechnologyandcommunication.

• Uses informationtechnology andcommunications to doresearch, to organize,evaluateand communicateinformation.

Usesscientificmethodsandtools. • Uses scientific methodswhendoingresearch andbefore arriving toconclusions.

Personaleffectiveness • En su desempeño einteracciónconotrosen lasactividades de aprendizajedel curso, muestrainiciativa, responsabilidad,ética, liderazgo yproductividad así comocapacidadesdeautogestión,y disposiciones hacia elcambio.

TeachingMethodology

SOCRATIGDIALOGUE:Mostofthesessionswillfollowanopendiscussionformatunder

theSocraticdialogue,inwhichtheprofessorassumestheconductingroleofthe


ONLINEEDUCATION:ThestudentwilllearnthroughReadingthematerial,the

interactionwiththeprofessorandstudentsinclass,andthroughelectronicmeans.






Activity %Participation 15%InClassReadingComprehensionandHomeworks

20%

Forums(4) 20%Courseproject 40%Courseevaluation(CEPA) 5%

Total 100%• Participation15%

1. Attendanceismandatory.Failingtoattendtheclassmorethan3timeswill

automaticallyfailyou.Youmustalwayslettheprofessorknowinadvanceif

youarenotgoing tomake it toclass;however,excusingyourselfwillnot

eliminatetheattendancerequirement.

1. Usingyourmobileor computerwhile theprofessororyour fellow

studentsaretalkingwillcountisnotconsideredasattendance.


2. Participation means that you must actively engage in all of the classactivities. Just being present in the classroom is not considered

participation.

Rubric(2%persession)

Points

per

session

Criteria

2 Attendance:Thestudentshowedupintimeandremainedinclassthroughout

theclass.

Participation: The student read the material and actively participated,

significantlyenhancingthelearningexperienceforhim/herandclassmates.The

studentactivelylistenedtohis/herpeersandcommentedontheiropinions.

1.5 Attendance: The student showed up in time but did not remain in class

throughouttheclassORthestudentshoweduplateforclass.

Participation: The student actively participated, significantly enhancing the

learningexperienceforhim/herandclassmates.Thestudentactivelylistenedto

his/herpeersandcommentedontheiropinions.

1 Attendance:Thestudentshowedupintimeandremainedinclassthroughout

theclass.

Participation:Thestudentdidnotactively participate. Sometimes,the

studentwasdistractedbyelectronicdevicesorbytalkingtootherclassmates.

0.5 Attendance:Thestudentshowedupintimeandremainedinclassthroughout

theclass.

Participation:Thestudentdidnotactivelyparticipate. Allthetime,the


0.25 Attendance:Thestudentshowedupintimebutdidnotremaininclass

throughouttheclassORthestudentshoweduplateforclass.

Participation:Thestudentdidnotactivelyparticipate. Allthetime,the


• In-classReadingComprehensionandHomeworks20%Everyotherweektheinstructorwillapplyareadingcomprehensionquizinordertomake

surethatthestudentsaredevelopingtheappropriatecompetenceduringthecourse.In

order to prepare for each class, the studentmust read the chapters ahead and do the

exercisesfromthetextbook.

Theinstructorwillassignahomeworkforthestudenttopracticetheconceptsdeveloped

duringtheweeks.ThehomeworksmustbesubmittedviaBlackboard,unlessotherwise

specifybytheinstructor.

Courseevaluation(CEPA)5%

Students should fill the online course evaluation,which is a reflection of the teaching-

learningprocesstheyaregoingthrough.ThisevaluationwillbeavailableonBlackboard

duringweeks12and13andisworth5%ofthegrade.

ACADEMICHONESTY

ULACITendorseshighidealsandrigorousstandardsofacademiclife.Fortheeffects

ofthiscourse, it isexpectedthatparticipantsavoiddishonestbehaviorsuchasfraudor

plagiarism. Fraud includes making up data, falsifying bibliography, using projects

elaboratedbythirdparties,obtainingunauthorizedhelpinclassifiedtasksorforother

persons to do your work. Plagiarism includes literally copying phrases, sentences,

paragraphsandfragmentsofprintedmaterials,Internet,andothersources,withoutgiving

credittotheoriginalauthor;aswellasparaphrasingwithoutcitingthesource.Plagiarism

willmakeyouimmediatelyfailthecourse.


The curricular approachatULACIT focuseson thedevelopmentof competencies

throughthecompletionofprojects,allowingstudentstofulfilltheacademicrequirements

based on their own learning styles, abilities, and individual interests. The primary

responsibilityoflearningisplacedonthestudent;theinstructorisresponsibleforsetting

courseexpectationsfromstart,offeringtherequiredsupporttosatisfythem,andawarding

alevelofflexibilitythatallowseachstudenttochoosehowheorshewillfulfillthecourse

goalsandworkathisownpaceinthecompletionoftheprojectsassigned.Furthermore,

theinstructorwillprovidetherequiredlearningmaterials,alongwithcontinuousfeedback

using the rubrics designed for each project. The feedback is of a qualitative aswell as

quantitative nature. The use of technological tools and collaborative work allows the

professortotailortheeducationalprocesstotheabilitiesofeachstudent.Ifyouhaveany

additionalspecialeducationalneeds,pleasecontactShirleyGarita,DirectoroftheCenter

of Student Counseling and Psychology, writing an e-mail to the following address:

[email protected]

Thecoursehasthefollowingeducationtechnologytocontinuouslysupporttheteaching-

learningprocess:

a) On-line education platformBlackboard,which includes tools for synchronic and

asynchronic communication between the professor and the students, aswell as

areastomakeavailabletostudentsgrades,files,webpagesandevaluations.

b) PrintedresourcesintheAlbertoCañasEscalanteLibrary.

c) VirtualEBSCOLibrary,fromwhichitispossibletoaccessscientificpapersinfull

textforresearchpapers.

d) ComputerwithInternetaccessandsoftwarefordoingprojects.

Bibliography:

Mandatory:Peng,Mike(2010).Global2010Edition.Ohio:2011SouthWestern,CengageLearning

Suggested:

Hill,Charles,WL(2007).NegociosInternacionalesCompetenciaenunmercadoGlobal.

(6ªed.).México:McGraw-Hill/InteramericanadeMéxico.

Bhagwati,J.N.FreeTradeToday,PrincetonUniversityPress,January2002.Caves,Frankel,andJones,WorldTradeandPayments,9thedition,Addison-Wesley,2002.

Daniels,John,ErnestOgram,Jr.andLeeRadebaugh.InternationalBusiness,Environments

andOperations.Reading,Mass.Addison-WesleyPublishingCompany.

DeMelo,JaimedeandDavidTarr,AGeneralEquilibriumAnalysisofUSTradePolicy,MIT

Press,1992

EBSCOsources.ULACIT.Fisher,R.C.O.GokcekusandE.Tower.“’Steeling’HouseVotesatLowPricesfortheSteel

Import Quota Bill of 1999.” Duke Economics DepartmentWorking Paper, On theDuke

economicswebpage.July2002.

Finger,J.M.ed.Antidumping:HowitWorksandWhoGetsHurt,UniversityofMichiganPress,

1993

Gibbs,R.,O.GokcekusandE.Tower,“Istalkcheap?BuyingCongressionalTestimonywith

Campaign Contributions.” Duke Economics Department Working Paper, On the Duke

economicswebpage.July2002.

Hartigan and Tower, "Trade Policy and the American Income Distribution," Review of

EconomicsandStatistics,May1982,261-70.

Husted&Melvin,InternationalEconomics,5thedition,Addison-Wesley,2000.J.N.Bhagwati,A.PanagariyaandT.N.Srinivasan,LecturesonInternationalTrade,2nd

edition,MITPress,1998.(B-S)

JamesBovard,TheFairTradeFraud,St.MartinsPress,1991Kaempfer, W. H., E. and T.D. Willett, “Trade Protectionism.” Forthcoming in The

EncyclopediaofPublicChoice.Also,aworkingpaperontheDukeeconomicswebsite.

Leland Yeager and David G. Tuerck, Trade Policy and the Price System, International

TextbookCompany,1966.

Loo,T.andTower,E.,"AgriculturalProtectionismandtheLessDevelopedCountries:The

Relationship Between Agricultural Prices, Debt Servicing Capacities and the Need for

DevelopmentAid,"Chapter2ofAndrewB.Stoeckel,DavidVincentandSandyCuthbertson,

(eds.),MacroeconomicConsequencesofFarmSupportPolicies,DukeUniversityPress,1989,

64-93.Summarizedonp.59ofTheEconomist,June4,1988.

Rosenberg,JerryM.DictionaryofBusinessandManagement.NewYork:JohnWileyand

Sons,Inc.,1992.

Salvatore,InternationalEconomics,6thedition,PrenticeHall,1998.Tosini,S.andE.Tower,"TheTextileBillof1985:Determinants of Congressional

VotingPatterns,"PublicChoice,May1987,399-402.

Tower,E.andT.Loo,"AgriculturalLiberalization,Welfare,RevenueandNutritioninLDCs,"

chapter 11 of Ian Golden and Odin Knudsen, (eds.) Agricultural Trade Liberalization:

ImplicationsforDevelopingcountries.OECD/WorldBank,1990,307-42.

Tower, E., "TheOptimumQuota andRetaliation,"Reviewof Economic Studies,October

1975,623-30.

Tower,E.,H.BaasandA.Sheer,"TariffWarfare"W.CharlesSawyer,RichardL.Sprinkle.InternationalEconomics.PrenticeHall,2006.

Yarbrough&Yarbrough,TheWorldEconomy,5thedition,TheDrydenPress,2000.

ClassScheduleWEEK CONTENT TeachingStrategy LearningActivity

1 CourseDescription

GlobalizingBusiness

Individualreadingof

syllabus.

Individualreadingof

chapter.

ReadCourseSyllabus

2 UnderstandingPolitics,Lawsand

Economics.

EmphasizingCultures,Ethics&

Norms

Individualreadingof

chapter.

Individualpreparation

forinclassdiscussion.

Groupdiscussion.

Read:Chapter1

Read:Chapter2

3 TradingInternationally

InvestingAbroadDirectly

Grouppreparationfor

inclassdiscussion.

Groupdiscussion.

Read:Chapter3

Read:Chapter4

4 FORUM#1



Groupdiscussion.

5 Dealingwithforeignexchange

CapitalizingonGlobal&Regional

Integration

Individualreadingof

chapter.



Groupdiscussion.

Read:Chapter5

Read:Chapter6

6 CapitalizingonGlobal&Regional

Integration–II

Growing&Internationalizingthe

EntrepreneurialFirm

EnteringForeignMarkets

Individualreadingof

chapter.



Groupdiscussion.

Read:Chapter7Read:Chapter8

7

FORUM#2



Groupdiscussion.

8 CostaRica’sFreeTrade

Agreementsdiscussion

Individualreadingof

chapter.



Groupdiscussion.

Read:Chapter9

Read:Chapter10

9 Individualreadingof

chapter.



Groupdiscussion.

Read:Chapter11

Read:Chapter12

10 FORUM#3



Groupdiscussion.

11 Documentaryanalysis Individualreadingof

chapter.



Groupdiscussion.

Read:Chapter13

12

FORUM#4

13 Teamswillpresent

finalcaseanalysisand

recommendations.

14

HOLIDAY(EASTERWEEK)

NOCLASSES

15 Wrapup Teamswillpresent

finalcaseanalysisand

recommendations.


Coursename LatinAmericanCulturalIdentityCoursecode 03-0129Credits 3Entryrequirements

N/A

Modality Virtual

Nature Theoretical-practicalDurationandfrequency


Schedule Wednesday,6:30-9:30pmClassroom/Lab N/AInstructor PhD.JacoboSchifter

[email protected]

Instructions

ThiscourserequiresanintensiveuseoftheInternetandtheelectronicdatabasesforresearch(EBSCO),whichmakesitnecessaryforstudentstohaveaccesstothistoolfromtheirhome.

PURPOSEOFTHECOURSE

TheLatinAmericanCulturalIdentitycoursecriticallyassessesthesignificance,influenceandimpactofourcultureandidentityinthehumananddemocraticdevelopmentoftheregion.Thiscourseallowsstudentstounderstandhowtheoriginsandevolutionofourculturalheritagehavedeeplymarkedthecurrentstateofourdevelopment.Furthermore,thiscourseaimstofosteracomprehensivesocialdevelopmentwhichrespectsandpromotestheculturaldiversitythatcharacterizesLatinAmerica.

COMPETENCES

Traditional education is based on content, but ULACIT uses a curriculummodel based oncompetences,whichmeansthatstudentswilldeveloptheabilitytothinkandreactasexpertsin theirdiscipline,andnotonly tounderstand its conceptualor theoretical framework.Thetablespecifies thedisciplinaryandgeneralcompetencesaswellas theperformancecriteriathatwillbedeveloped.

Competencies Subcompetencies Performancecriteria

DISCIPLINARYCOMPETENCY

Critically evaluate the Toanalyzetheevolutionand Discussing with peers and

influence of Latin Americancultural identity in thehuman and democraticdevelopmentoftheregioninordertopromotetheintegraldevelopmentofoursocietiesrespecting and promotingthe cultural diversity thatcharacterizestheregion.

distinctive features of theLatin American culturalidentity.

the instructor, throughweekly classroom activities,the evolution of the LatinAmerican cultural identityand its meaning and valuetoday.

Creatively communicatetheir ideas regarding thedevelopment processes ofthe Latin American identitythroughgroupdiscussions.

Determine the relevance ofLatin American culturalidentity and its relationshipwith socioeconomic andpolitical development andcurrentandfuture.

Develops creative andinnovative ways tocommunicate criticalanalysis of disputes overculturalidentityintheregionthrougharesearchproject.

Promotes critical discussionofpossible trendsof changeto the Latin Americanculturalidentity.

GENERALCOMPETENCE

Show competencies for life,learning, and personal ylaboreffectiveness.

Thinkcreatively Employing creativity toanalyze the most relevantcases of poverty andovercoming in the region,through oral and writtenproposals.

Communicate Communicating visually,orally, nonverbally, and inwriting with peers, theprofessor, and the generalpublic, in a variety of waysandcontexts.

Collaborate Collaboratingandinteractingwith effectiveness andrespect, during class andround table discussions, aswell as in the generalcollaborativeactivities.

Reason Employing reasoning whensynthesizing information

and analyzing argumentsregarding the evolution anddevelopmentperspectivesofLatinAmerica.

Utilize communication andinformationtechnologies.

Utilizingcommunicationandinformation technologies toinvestigate, organize,evaluate, and communicateinformation related to thefinalessay.

Utilize scientific methodsandtools.

Using scientific methods,approaches, and concepts,particularly researchtechniques in empiricalanalysiscases.

Perform with personaleffectiveness.

During their performanceand interaction with others,in the course learningactivities, showing initiative,responsibility, ethics,leadership,andproductivity,as well as self-managementskills and openness tochange.


Topic1.Anthropology,LatinAmericaandtheCaribbean

• WhystudyanthropologyinLatinAmericaandtheCaribbean• Disputes:thecultureofpovertyand“thepoor”perspective

Topic2.IntroductiononLatinAmericaandtheCaribbean

• DelimitingandimaginingLatinAmerica:ideas,spacesandplaces• Countriesandpopulation• CitiesandMigration• Languages• Landscapes,cultureandsociety

Topic3.SocietyandculturebeforeEuropeans

• PhasesoftheemergenceofsocialcomplexityinLatinAmericaandtheCaribbean.• TheIncaandAztecstates

Topic4.Conquest,Colonyandresistance

• TheEuropeanconquerors

• Thecolonialperiod• Coloniallegacies,independenceandtheCoalescenceoftheNation-States

Topic5.Culturalpolicyofraceandethnicity

• RacialcategoriesandracialfluidityinLatinAmerica• Colonialism,EmpireandtheinventionofRace• Mestizosandmestizaje:class,raceandnation• Theriseofethnicityandethnicmovements• Ethnicity,NationalismandGender

Topic6.Culturalconstructionsofgenderandsexuality

• Pre-Europeangendersystems• Theconquestandcolonialperiod• GenderandconsolidationofNation-states• Femininityandmasculinity

Topic7.Religionanddailylife

• PopularCatholicism• ThespreadofProtestantism• TheAfricanheritage:Candomblé,SanteriaandVodou

Topic8.Strivingforhealthandcopyingwithillness

• MedicalAnthropology• PoorhealthinLatinAmericaandtheCaribbean• TheExpressiveandhealthybody• Religionandhealing

Topic9.Food,cuisineandculturalexpression

• FoodandCulture• Communicatinggenderandsexualitythroughfood• Kitchen,cookbooksandNation-building

Topic10.PerspectivesonGlobalization

• Tourism,craftsandculturalauthenticity• TransnationalProductionandlabor• Globalinterestsandtheenvironment

Topic11.Manifestationsofpopularculture

• Whatispopularculture?• Carnivalandpopularcelebrations• Musicanddance• TelevisionandTelenovelas

Topic12.Violence,memoryandstrivingforajustworld

• ViolenceandMemory• TheCentralAmericancivilwars• Argentina’sdirtywar

• ViolenceinColombia• TheMexicanZapatistas• ShiningPathinPeru

THELEARNINGENVIRONMENT

Teachingmethodology

Tomakethecoursecompatiblewiththeneeds,interestsandlearningstylesofallstudents,weusetheinvertedclassroomteachingmethodology,or"flippedclassroom".Theassignmentsthatrequire less cognitive effort (those of remembering and understanding) are undertaken bystudents outside the classroom, and those that require more cognitive effort, such asapplication,analysis,synthesisandevaluation,areconductedwithintheclassroom.

Thecourseprovidesmaterials,suchasreadings,videos,narratedpresentationsandothers,viathe online learning management system used by ULACIT (Blackboard). Students shouldprepare their participation in the classroom, studying the theory at home. The face-to-facesessionsarereservedforpractice,reflectionanddiscussion.Theyrevolvearoundquestions,controversiesand real-life issues.Withthisactive,reflectiveandparticipatorymethodology,students are expected to develop the general competencies that this course proposes. Inaddition,theyareexpectedtodevelopadeepunderstandingofthesubject,participatinginthesharedconstructionofknowledgewithotherstudents,teachersandothermembersofsociety.

Educationalresources

The course has the following educational resources to continuously support the teaching-learningprocess:

• Classroomsequippedwithcomputers,projectionequipmentandInternetaccess.• Blackboardonlineeducationplatform(Bb).• Repositoryofdocuments.• Recordingandsoundamplificationequipment.• EBSCOvirtuallibrary,fromwhichyoucanaccessarticlesinfulltext.• Clickers,wirelesspersonalresponsesystems.• ComputerlaboratorieswithInternetaccessandcomputerapplicationsforresearch.

EVALUATIONMETHODOLOGY

Thequalificationofthecourseisdistributedinthefollowingevaluativeactivities:

Activity Percentage

Readingchecks 20%

Discussionforums 30%

Paper 30%

Classparticipation 15%

CEPA 5%

Total 100%

Readingcheck20%

Students are required toanswer comprehensionquestionsbasedon the readingsand classlectures.Readingcheckswillconsistofmultiplechoicequestionsthathavetobeansweredinalimitedtime.

Discussionforums30%

It isnecessarythatstudentsdothereadingsassignedanddemonstratetheyunderstandthetopicsandconceptsthroughclassandonlineparticipationinvirtualforums.Therefore,eachstudentwillparticipateindividuallyin3virtualforumsof5%each.

Rubricfortheevaluationofvirtualforums

Criteria 1 2 3 4 5

Demonstrationofanunderstandingofthetopicofdiscussionthroughcriticalthinking,higher-orderthinking,anduniquenessofcontribution.

Communitybuildingthroughcollaborationandinteractionwithotherstudentsbymakingatleast2replies.

PropernetiquetteandmechanicsofwritinginEnglish.

Timelinessandparticipationwithposts/replies.

TOTAL

Note:1.Poor,2.Sufficient,3.Satisfactory,4.Good,5.Excellent.

Paper:30%

TheresearchpapermainobjectiveistoanalyzeapastandcurrenteventsinthelightofLatinAmericanCulturalIdentity.Thetopicforthispaperis:THEHIVANDCOVID19EPIDEMICSINLATINAMERICA.

Rubricfortheresearchpaper

Criteria Expert(4) Proficient(3) Apprentice(2)

Novice(1)

Integrationofknowledge

The paperdemonstrates thatthe author fullyunderstands andhas appliedconcepts learnedinthe course.Concepts areintegrated into thewriter’s owninsights.Thewriterprovidesconcludingremarksthat show analysisand synthesis ofideas.

The paperdemonstratesthattheauthor,forthemost part,understands andhas appliedconcepts learnedin the course.Some of theconclusions,however, are notsupported in thebodyofthepaper.

The paperdemonstratesthattheauthor,to a certainextent,understandsand hasappliedconceptslearned in thecourse.

The paper doesnotdemonstratethat the authorhas fullyunderstoodandappliedconceptslearned in thecourse.

Topicfocus Thetopicisfocusednarrowly enoughforthescopeofthisassignment. Athesis statementprovides directionforthepaper,eitherby statement of aposition orhypothesis.

The topic isfocused but lacksdirection. Thepaper is about aspecific topic butthewriterhasnotestablished aposition.

Thetopicistoobroad for thescope of thisassignment.

Thetopic isnotclearlydefined.

Depth ofdiscussion

In-depthdiscussion&elaboration inallsections of thepaper.

In-depthdiscussion &elaboration inmost sections ofthepaper.

Thewriter hasomittedpertinentcontent orcontent runs-on excessively.Quotationsfrom othersoutweigh thewriter’s own

Cursorydiscussioninallthe sections ofthe paper orbrief discussionin only a fewsections.

ideasexcessively.

Cohesiveness Ties togetherinformation fromall sources. Paperflows from oneissue to the nextwithout the needfor headings.Author's writingdemonstrates anunderstanding ofthe relationshipamong materialobtained from allsources.

Forthemostpart,ties togetherinformation fromall sources. Paperflows with onlysomedisjointedness.Author's writingdemonstrates anunderstanding ofthe relationshipamong materialobtained from allsources.

Sometimestiestogetherinformationfrom allsources. Paperdoesnotflow-disjointednessis apparent.Author'swriting doesnotdemonstrateanunderstandingof therelationshipamongmaterialobtained fromallsources.

Does not tietogetherinformation.Paper does notflow andappears to becreated fromdisparateissues.Headings arenecessary tolink concepts.Writing doesnotdemonstrateunderstandinganyrelationships.

Spelling &grammar

No spelling &/orgrammarmistakes.

Minimal spelling&/or grammarmistakes.

Noticeablespelling &grammarmistakes.

Unacceptablenumber ofspelling and/orgrammarmistakes.

Sources Morethan5currentsources,ofwhichatleast 3 are peer-review journalarticlesorscholarlybooks. Sourcesinclude bothgeneralbackgroundsources andspecializedsources.Special-interest

5currentsources,ofwhichatleast2are peer-reviewjournal articles orscholarly books.All web sitesutilized areauthoritative

Fewer than 5currentsources, orfewerthan2of5 are peer-reviewedjournalarticlesor scholarlybooks. All websites utilizedarecredible.

Fewer than 5currentsources,or fewerthan2of 5 are peer-reviewedjournal articlesor scholarlybooks. Not allweb sitesutilized arecredible,

sources andpopular literatureare acknowledgedas such if they arecited. All web sitesutilized areauthoritative.

and/or sourcesarenotcurrent.

Citation Cites all dataobtained fromother sources. APAcitationstyleisusedin both text andbibliography.

Cites most dataobtained fromother sources.APA citation styleisusedinbothtextandbibliography.

Cites somedata obtainedfrom othersources.Citationstyleiseitherinconsistent orincorrect.

Does not citesources.

Classparticipation:15%

Students are expected to come to classon timeandprepare the corresponding tasks everyweek.Forinstance,studentsmustreadtheassignedrequiredreadingsbeforecomingtoanysession.Reading verificationswill be carried everyweekbymeans of individual questions.Students are expected to understand the issues covered by each reading, do the readingschemes,writedowndoubts,andcarryfurtherresearchbeforecomingtoanysession.Duringthe sessions, students should be participating and collaborating with other students in arespectfulmanner, whether by voicing their questions and concerns, answering questions,and/orworkingontheassignedtasks.Ifthestudentisconsistentlydistractedandnotpayingattentioninclass,markswillbededucted.Ifthestudentisabsent,he/shelosesthe1%fortheweek.



1. Punctuality Arrives on time to class andstays in the classroom for theentiresessionperiod.

Arriveslatetoclassanddoesnotstay in the classroom for theentiresessionperiod.

2. Preparation Comespreparedtoclass,havingschematized the readings andraiseddoubts.

Doesnotcomepreparedtoclass,does not schematize thereadingsorraisedoubts.

3. Values Behavesinarespectfulmanner. Doesnotbehave inarespectfulmanner.

4. Participation Contributes to the class raising

comments that encouragediscussion.

Participates only whenrequestedbytheteacherordoesnotgetinvolvedatall.

5. Collaboration Cooperates with others,showing leadership, ethics,negotiationandinitiativeskills.



Courseevaluation(CEPA):5%

As part of every course, students will have the opportunity to evaluate all of its differentcomponents: the didactic competencies of the professor, the quality of the materials, thelearningenvironment,thecompetenciesofULACIT’sgraduates,theeffectiveuseofBlackboard,thegradingsystem,andthedegreetowhichstudentsarechallengedandpushedtoreachtheirfull potential. Additionally, as a core element of ULACIT’s signature educational model,TeachingforUnderstanding(EpC),studentswillhaveanopportunitywithinCEPAtoreflectontheirownperformance(self-assessment),aswellasthatoftheirclassmates(peerassessment).Thisintellectualexerciseallowsstudentstoidentifytheirstrengthsandweaknessesandmakeadjustments, in order to continuously improve his knowledge-building strategy. Whenevaluatingtheirpeers,studentsbecomeactivemembersofalearningcommunitycommittedtoeducationalexcellence.Sincethisisaself-assessmentsegmentwithinthecourse,andduetoitsimportancefortheuniversity’sacademicdecisions, thisactivity isworth5%of the finalgrade.Toearnthispercentage,studentsareexpectedtotaketheirtimetopondereachquestioncarefullyandanswerthequestionnairecompletely.

COLLABORATIVEPROJECTCONTRACT

Thecollaborativeprojectisawayofarticulatingtheworkactivitiesofahumangrouparoundasetofgoals,objectivesandresults tobeachieved.This impliesanactive interdependencebetweenthemembersofagroupthatshareandassumeaworkmission.

As a learning methodology for ULACIT students, collaborative projects value interaction,collaborationandsolidarityamongmembers,aswellasnegotiationskillstoreachagreementsandfacepotentialconflicts.

Amongthecharacteristicsofacollaborativeproject is thesmoothcommunicationchannels,basedonrelationshipsoftrustandmutualsupport.Itfocusesonthegoalssetinaclimateoftrustandreciprocalsupportamongitsmembers,wherethemovementsaresynergistic.

Therefore,theultimategoalofacollaborativeprojectistoobtainresultswithgreaterimpact,wherethewholeisgreaterthanthecontributionofeachmember.Inthisway,aspartoftheprocessofcreativityandinnovationineducation,foreachcollaborativeprojectstudentsmustcreate,negotiateanddrawupaworkcontractamongthemembersofthegroup.

Noevaluablecollaborativeprojectcanbestarteduntilallthemembersofthegrouphavesignedtheworkcontract.OntheBLACKBOARDplatformstudentscanfindaguidetoformulatetheirowncontract.



ULACITaimsforthehighestandmostrigorousstandardsofacademiclife.Inthiscourseyouareexpectedtoavoiddishonestconductssuchasfraudorplagiarism.Fraudconstitutesmakingupdata,forgebibliography,useprojectsdonebyanotherperson,andobtainunauthorizedhelptodoyourcoursework.Plagiarismincludescopyingtextuallyfromanothersourceintoyourdocument; it includesphrases, sentences,paragraphsobtainedon the Internet,bookoranyother sources without the appropriate reference. Paraphrasing without references is alsoconsidered plagiarism. Whether the fraud or plagiarism is performed voluntarily orinvoluntarily,inanindividualorgroupwork,itwillcauseyoutofailthecourseimmediately.Incasethestudentisfoundguiltyoffraudorplagiarismonasecondcourse,thestudentwillbeexpelledfromtheinstitution.


ULACITisabilingualuniversity.Therefore,thedegreesthatincludeEnglish-taughtcoursesuseSpanish and English language resources, depending on the location of the course in thecurriculum.Inthecoursesmarkedwiththeword"English"ontheacademicoffering,studentscansubmittheirprojectsandotherassignmentsinEnglish.Thecoursesinbilingualcareersarecompletely taught in English. In the bachelor and postgraduate degrees, reading Englishliteratureiscompulsory,althoughthecoursesmayincorporateadditionalreadingsinSpanish.


In ULACIT,we set high expectations for conduct ofmembers of the university community.Therefore,weemphasizethevalueofmutualrespectandexpecteveryonetotreatothersastheywanttobetreated.Wedefinerespectastheconsiderationandappreciationwecanshowotherswithoutexceptions,sodonottoleratedisruptiveactionssuchas:



Weaskteacherstotakecorrectivemeasurestoensurearespectfulcoexistenceenvironmentconducive to learning and habits of respect, fundamental to the comprehensive and

professionaltrainingofstudents.Atthebeginningofeachperiod,studentsshouldconsultwiththeirfacultyforspecificregulationsandsanctionsthatcouldbeimplemented.


ThecurricularapproachatULACITfocusesonthedevelopmentofcompetencesthroughthecompletionofprojects,allowingstudentstofulfilltheacademicrequirementsbasedontheirownlearningstyles,abilities,andindividualinterests.Theprimaryresponsibilityoflearningisplacedonthestudent;theinstructorisresponsibleforsettingcourseexpectationsfromstart,offeringtherequiredsupporttosatisfythem,andawardingalevelofflexibilitythatallowseachstudenttochoosehowheorshewillfulfillthecoursegoalsandworkathisownpaceinthecompletion of the projects assigned. Furthermore, the instructor will provide the requiredlearningmaterials,alongwithcontinuousfeedbackusingtherubricsdesignedforeachproject.Thefeedbackisofaqualitativeaswellasquantitativenature.Theuseoftechnologicaltoolsandcollaborativeworkallowstheprofessortotailortheeducationalprocesstotheabilitiesofeachstudent. If you have any additional special educational needs, please [email protected]

Claims

ULACIT safeguards your rights as a student and guarantees due process in cases of claimsregardinggrades,forwhichitmustfollowtheprocessestablishedbytheRegulationofStudentSystem, available on the website of ULACIT, Vice President of Student Services, StudentRegulations,chapter16.

Checkthatthequalificationspostedinyouracademicrecordarethecorrectones.Todothis,youwillreceiveinyourmailaccount@ulacit.ed.crthereportcardfromthepreviousperiodinWeek1.Ifthegradeisnotthecorrectone,contactthecourseinstructor,whowithin3businessdaysmustjustifyyourgrading.Ifnoresponseisgivenbytheteacher,orthejustificationdoesnotsatisfyyou,addressthecomplainttotheDeanalongwiththeresponseoftheteacher.Theissueshouldberesolvedwithin3businessdaysandexhaustadministrativeregulations.


BIBLIOGRAPHY

Requiredtext:

AmericanPsychologicalAssociation.(2020).PublicationmanualoftheAmericanPsychologicalAssociation(7th.Ed.).Washington,D.C.:APA.

Garrard,V.,Henderson,P.V.N.&McCann,B.(2019).LatinAmericaintheModernWorld.USA:OxfordUniversityPress.

Sanabria,H. (2007).TheanthropologyofLatinAmericaandtheCaribbean.Boston.PearsonEducationInc.

Additionalreadings:

Chalk,Peter.(2011).LatinAmericandrugtrade:scope,dimensions,impact,andresponse.SantaMonica:RandCorp.,

Frank,A.G.,Chew,S.C.,&Denemark,R.A. (1996).Theunderdevelopmentofdevelopment:

essaysinhonorofAndreGunderFrank.ThousandOaks:SagePublications

GangsofCentralAmerica:Causes,Costs,andInterventions.SmallArmsSurvey.

GómezMeza,J.O.(2011).LuchasmaricasyderechoshumanosenAméricaLatina.SANRAFAEL,CostaRica:GómezMeza,JuanOlivier

PatiñoFranco,JoséUriel,1964-.(2002).LaIglesiaenAméricaLatina:unamiradahistóricaalprocesoevangelizadoreclesialenelcontinentedelaesperanza:siglosXV-XX.Bogotá:SanPablo,

Paz, Octavio, 1914-1998. (1972). El laberinto de la soledad. México: Fondo de CulturaEconómica,

Schifter,Jacobo,(2014).LoveandLust.AmericanMeninCostaRica.CreatespaceIndependentPub;Edición:LargePrint(25demarzode2014).

Schifter,Jacobo.(2000).ThesexualconstructionofLatinoyouth:implicationsforthespreadofHIV/AIDS.NewYork:HaworthHispanic/LatinoPress,

Skidmore, T. E., & Smith, P. H. (1992). Modern Latin America. 3rd ed. New York: OxfordUniversityPress.

Wade,P.(2010).RaceandethnicityinLatinAmerica.Secondedition.London;NewYork:NewYork:PlutoPress.

LatinAmericanUniversityofScienceandTechnology

SchoolofInternationalRelationsCoursename Managementofnon-profitorganizations

Coursecode 12-0008Credits 4Requirements N/AModality VirtualNature Theoretical-practicalPeriodandduration Quarter,equaltofifteenclassweeksSchedule Thursday,2-5pmClassroom/Lab VirtualclassProfessors MBALuisDumani

[email protected]

This course requires an intensiveuseof the Internetand the electronic databases for research (EBSCO),whichmakesitnecessaryforstudentstohaveaccesstothistoolfromtheirhome.

PURPOSEOFTHECOURSEIn this course studentsdevelop thenecessary skills tomanagenon-profitorganizations,aiming to fulfill their reason for existence, their mission. Professionals in InternationalRelations must be equipped to be part of these organizations, whether in positions ofleadership,orasspecialistsandconsultants.Theymustpossessdetailedknowledgeofthemainaspectsforitssuccessfuloperation.Throughoutthecourse,studentswillcarryoutaseries of activities to prepare them to lead and be part of the highest levels of theseorganizations.Thisisachievedthroughgroupdiscussion,areflectionblog,andbycreatinganddefendingtheprofileofaprojectseekingfundingfromadonor,accordingtotherulesfordevelopmentwitheffectivecooperation.Furthermore,bymeansoftheresearchreport,theywillanalyzethebestpracticesforfulfillingthemissionofnon-profits,bystudyingthistypeoforganization,atanationalorregionallevel.Thus,forthefutureprofessionalsinInternationalRelations,thiscoursenotonlyprovidestheknowledgeofthekeycomponentstosuccessfullymanageanonprofitorganization,inthemidst of today’s challenges for international cooperation for development, but alsohonestheirskillsinpreparingprojectproposalsrequiringfunding,aswellasassessingtheperformanceoftheseentities,bothnationallyandregionally.COMPETENCESTraditionaleducationisbasedoncontent,butULACITusesacurriculummodelbasedoncompetences, whichmeans that students will develop the ability to think and react asexperts in their discipline, and not only to understand its conceptual or theoretical

framework. The table specifies the disciplinary and general competences aswell as theperformancecriteriathatwillbedeveloped.Competences



Successfullymanagenonprofitorganizationstowards theirmission, andaccording to thehighest standardsand internationaltrends.

Lead the organization’s activitybasedonitsmissionstatement.

Gauging the importance ofaligning the organization’sactivities with its mission,throughtheprojectprofileandthe research report, beforepeersandtheprofessor.Determining, together withpeersand the professor, if anorganization’s actions are inharmony with its mission,throughcaseanalysis.

Promote accountability and organizationaltransparency,ensuringanethicaland transparent handling offunds and delivery of socialproductsandservices.

Defending the importance andbenefitofmanaginganonprofitunder the principle ofaccountability, in the caseanalysis and the researchreport,togetherwithpeersandthe professor, in order toensurefuturesustainability.

Promote good governmentpractices and organizationalmanagement, utilizing newtechnologieswisely.

Gauging the existence of goodgovernment practices andorganizationalmanagement ofa nonprofit, by way of caseanalysis, the reflectionslogbook, and the researchreport, before peers and theprofessor.Defendingthewiseapplicationofmodern technologies in thecase analysis, the projectprofile, and the researchreport, before peers and theprofessor.

Promote the financial

empowerment of theorganization, diversifying itsfunding through traditional andnontraditionalsources.

Proposingmarketingstrategiesin the project profile, beforepeers and the professor, toguarantee the financialsustainability of theorganization.Formulating successful projectprofiles, to be submitted todifferent agencies and/orindividual donors, anddefending them before peersandtheprofessor.

GENERALCOMPETENCES

Innovation Innovation competence involvesthecapacitytothinkinanopen,critical and purposeful manner;to experience and reflect;inquire; synthesize andreorganizeinformation;generatenew ideas;managechange; takerisks and anticipateconsequences; use technology;act independently andcollaborate with others, amongothers.

It uses technology to conductresearch, organize, evaluateand communicate informationthrough case analysis andresolution.Use creative thinking inproposing solutions to theproblemstheyfaceineverydaylifebysimulatingscenarios.

Entrepreneurship Entrepreneurship competenceinvolves the ability to plansystematically, show initiative,geared towards quality,implement problem solvingskills, influence, reachagreements, communicate,manage information and otherresources, show self-confidenceandassertiveness,amongothers.

Choose the best optionaccording to the context usingthe information from thereadingsinthediscussionsandsimulations.Build an implementation planfor your Shark Tank businessidea.

Integrity Integrity competence involvesthecapacitytosponsorandapplyhighmoralandethicalprinciples,respectothers,andbeconsistentwiththeirownvaluesindifficultsituations,amongothers.

Collaborate and interact withothers effectively andrespectfully in classdiscussions around theconflicts and challenges ofinterculturalcommunication.

Consider and respect other

forms of life and culturalpatterns that are exploredthrough readings andindividualresearch.

PLANOFTHELEARNINGEXPERIENCEIn ULACIT, the learning experience is designed around generative topics, capable ofprovokingpolemicandwhichdemandthatthepupilsraisetheirownarguments.Thetopicsarebrokendowninspiralsofinvestigation,orquestions,whicharerelatedtoeachotherinordertohaveadeeperunderstandingofthetopic.Inthefuture,ifthestudentsarecuriousabout something, theywill have to look for the answers themselves.The real art of theeducationistobeabletopresentthecorrectquestions,interactingwiththestudentsandhelping them in their discovery process. Every teacher’s objective is to motivate thecuriosityofthestudents,whichistheemotionalincentivethatwillallowthemtowanttolearnmorealongtheirlives.Topic1:Essentialaspectsofcurrentnonprofitorganizations

• Originofthenonprofitworld• Threeessentialprinciplestobetterunderstandnonprofitorganizations• Relationshipbetweennonprofitorganizationsandtheirfundingpartners• Challengesandtrendsinthenonprofitorganizationenvironment• Characteristicsofasuccessfulnonprofitorganizations

Topic2:Themissionstatementoftheorganizationasitsrationale

• Themissionstatementasapermanentsignpostofallorganizationalactivity• Howtowriteupanorganization’smissionstatementproperly• Requiredskillsformissiondrivenmanagers

Topic3:Ethicalconsiderationsfornonprofitorganizations

• Ethicalbehavior• Accountabilityinnonprofitorganizations• Transparency

Topic4:Thegovernanceofnonprofitorganizations

• TheBoardofDirectors• Effectivenessofboardsofdirectors• DividinguptherolesamongtheBoardmembersandthestaff• Corporategovernanceappliedtononprofitorganizations

Topic5:Leadinganonprofitorganization

• Effective leadership in a rapidly changing world, in an information driven

environment• Theroleofcommunication,assessment,andcompensations.

Topic6:Strengtheningthemissionstatementwithtechnology

• Betterservice• Bettermanagement• Bettercommunications• Bettermarketing

Topic7:Creatingsocialentrepreneurship

• Howtodeveloparisk-takingcultureresponsiblyonbehalfofthepeopleitserves?• Criteriatodeterminesocialentrepreneurship• Focusingonitsessentialcompetenciesinaflexiblemanner

Topic8:Marketinginanonprofitorganization

• Aligningtheteamwiththemarketingprocess• Identifyingtruemarketingandsatisfyingitsneeds• Characteristicsofamarketingdriven,missionbasedorganization

Topic9:Financialsustainabilityinanonprofitorganization

• Nonprofit,yetnotpronetobankruptcy• Judicialregulationoffinancesinanonprofit• Goodaccountingandfinancialpractice• Voluntaryandmandatorycontrols• Howtoachievefinancialsustainability• Returnoninvestmentintermsoffinanceandthemission

Topic10:Fundraisingfornonprofitorganizations• Typesandcharacteristicsoffundraisingfornonprofitorganizations• Differencesbetweenprivateandpublicfunding• Typesofprivateandpublicfunding• Goodstrategiesandfundraisingpracticesfornonprofitorganizations

Topic11:Internationalcooperation

• Evolutionandcurrentstatusofinternationalcooperation• Trendsininternationalcooperation• Internationalcooperationfordevelopingcountries• InternationalcooperationflowandtrendsforLatinAmericaandCentralAmerica• TheParisDeclaration

Topic12:Nonprofitorganizationsofthe21stCentury

• Planningforthefuture.• Tenchallengestoachievethemissionofnonprofitorganizationsinthe21stCentury• Newtrendsininternationalcooperation

LEARNINGENVIRONMENTTeachingmethodologyToensurethatthecourseiscompatiblewiththeneeds,interestsandstylesoflearningofalltheparticipants,weusethemethodologyof“reversedclassroom”,or"flippedclassroom":theassignments thatneedminorcognitiveeffort (rememberingandunderstanding)aredonebythestudentsoutoftheclassroom,andthosewhoneedmajorcognitiveeffort,suchasanalysis,synthesisandevaluation,aredoneindifferentscenariosintheclassrooms.Thecourseprovidesmaterialssuchasreadings,videos,narratedpresentationsandothers,viatheonlinelearningplatformofULACIT(i.e.Blackboard).Studentsbeforecomingtoclassare expected to prepare their participation in class, and study the theory at home. Thesessionsarereservedtopractice,reflectionanddiscussion.Theyrevolvearoundquestions,controversiesandissuesofrealbusinesslife.Withthisactive,reflectiveandparticipativemethodology, students are expected to develop inquiry, research and analytical skills.Moreover,theyareexpectedtodevelopadeepunderstandingofthesubject,participatingintheconstructionofknowledgesharedwithotherstudents,teachersandothermembersofsociety.LearningresourcesThecoursehas the followingeducational resources to continually support the teaching-learningprocess:Classrooms-enabledcomputers,projectionequipmentandInternetaccess.

• Onlineeducationplatform:Blackboard(Bb).• DocumentCamera.• Recordingequipmentandsoundamplification.• VirtualLibrary:EBSCO,fromwhichyoucanaccessfull-textarticles.• Clickers,wirelesspersonalresponsesystems.• ComputerlabswithInternetaccessandapplicationsforresearch.• ArticulatePresenter,atoolthatconvertsPowerPointpresentationstoFlashandcan

integrateinteractions,animationsandnarrationssynchronized.BibliographyRequiredtexts:American Psychological Association. (2010). Publication manual of the American

PsychologicalAssociation(6th.Ed.).Washington,D.C.:APA.Brinckerhoff,P.(2009).Missionbasedmanagement.Leadingyournot-for-profitinthe21st

century(3rd.Ed.).USA:JohnWiley&Sons,Inc.Czinkota,M.,Ronkainen,I.yMoffet,M.(2011).Internationalbusiness.USA:JohnWiley&

SonsInc.Kerin,R.,Hartley,S.yRudelius,W.(2009).Marketing.MexicoCity:McGrawHill.Suggestedreadings:

Igoe, F., Neylon, S. y Kelly, M. (2010, August). Experiences of a non-governmental

organization(NGO)dedicatedtotheconservationofArcticcharSalvelinusalpinusin Ireland.Hydrobiologia,650(1),213222.Taken fromAcademicSearchPremierdatabase.

Raval,H.,Mckenney,S.yPieters,J.(2010,November).Aconceptualmodelforsupportingpara-teacherlearninginanIndiannon-governmentalorganization(NGO).Studiesin Continuing Education, 32(3), 217-234. Taken from Academic Search Premierdatabase.

Takahashi,K. (2009,November).AssessingNGOempowerment inhousingdevelopmentframeworks: Discourse and practice in the Philippines. International Journal ofJapaneseSociology,18(1),112-127.TakenfromAcademicSearchPremierdatabase.

Vanclay,J.K.(2010,November).Hallmarksofaneffectivenon-governmentalorganization:theformationandmanagementofAustralia'sWentworthGroup.Science&PublicPolicy(SPP),37(9),719722.TakenfromAcademicSearchPremierdatabase.

Yoshida,K.K.,Parnes,P.,Brooks,D.yCameron,D.(2009,April).Acasestudyofthechangingnatureofanon-governmentorganisation:a focusondisabilityanddevelopment.Disability&Rehabilitation,31(8),675-683.TakenfromAcademicSearchPremierdatabase.

EVALUATIONThetotalcoursegradeisdistributedamongthefollowingactivities:

Activity %

Caseanalysis 15%

Projectdesign:GeneralprofileoftheprojectCompleteprojectprofileProjectpresentation

20%5%10%5%

MoxieProject 20%

Reflectionslogbook 15%

Research:ResearchadvancedraftResearchreportPresentationofresearchresults

25%5%15%5%

Courseevaluation(CEPA) 5%

Caseanalysis:15%Aimingforstudentstoachievecoursecompetencies,asagrouptheymustdeveloponeoutof five cases presented by the professor, according to the program content. Such casesexhibit situational paradigms and challenges of nonprofit organizations that acted inaccordance with their mission or, conversely, acted inconsistently with their missionstatement.Beginningonweek2,theprofessorwillgiveeachgroup,oneweekinadvance,acasetobeanalyzedaccordingtotheaccumulatedcontentcoveredthroughoutthecourse.Eachgroupwillpresentitscaseanalysistotheirpeers,stressingthetopicthatcorrespondstotheweekof thepresentation.Theprofessorwillpromoteand facilitateabroaddiscussionby thewholegroup.Each group must submit a two-page report with the corresponding case analysis,incorporating the most relevant components of the discussion that sprung from thepresentation.Thus,theywillsubmititviaBlackboard,oneweekafterthepresentation.

Rubricforassessingcaseanalysis

1 2 3 4 5

Criteria Didnotfulfill

Deficientfulfillment

Regularfulfillment

Efficientfulfillment

Excellentfulfillment

1The analysis correctlyapplies the contentstudieduptothatpointinthecourse.

2Theanalysisidentifiesthecritical aspects for thecasetobeconsistentwiththecourseproposal.

3The document is writtenclearly and correctly intermsofspelling.

4Theanalysis isstructuredand organized logicallyandclearly.

5Theanalysisissufficientlysupported theoreticallyandpractically.

6The group presented anddefendedthecaseanalysisadequately.

7The group answered thequestions frompeersandthe professorappropriately.

8The group presented areport with the requiredformat and contentelements.

9The report accuratelyfollows the APA stylemanual.

Total Calculatedbasedon25totalpoints.Anyworkwithagradeofonly1pointunderanycriteriawillnotbeacceptedasapassinggrade.

Generalprofileoftheproject:5%Throughoutthequarter,studentswillputtogetheraprojectprofiletobesubmittedtoadonor. This project profilewill aim to fulfill themission statement of amock nonprofitorganization, to be defined freely by eachwork group. At least one of the groupsmustpresenttheirprofiletothefollowingpotentialdonors:

• acompany,• aphilanthropist,• thegovernment• aninternationalcooperationagency

Accordingly,studentsmustpresentthefollowingadvancedrafts:Week4:generalprofileoftheproject.Week10:completeprofileoftheproject.

Week11:presentationoftheprojecttotheevaluationcommittee.Thegeneralprofileoftheproject,tobesubmittedonweek4,mustcontainthefollowingcomponents:Arationalefortherelevanceoftheproject,withregardtotheobjectivesofthedonor.One-pagelong.Theoverallobjectiveandatleastthreespecificobjectivesfortheproject.The target population and the project beneficiaries, as well as the geographical andtemporalscopeoftheproject.Duringtheweekfollowingeachdelivery,studentswillreceivefeedbackfromtheprofessor.Topreparethegeneralprofile,aswellasthecompleteprofile,studentsmustrefertothereference text of Sergeant (2010) in detail. The general profile of the project is gradedaccordingtothefollowingrubric:

Rubricforevaluatingthegeneralprojectprofile

1 2 3 4 5



Regularfulfillment



1 Thegeneralprofileoftheproject contains therequired sections andlength.

2 The document shows abroad theoretical andpractical knowledge ofthe concepts analyzed inthecourse.

3 The document is writtenclearly and correctly intermsofspelling.

4 The document isstructuredandorganizedlogicallyandclearly.

5 The document issufficiently supportedwithliterature.

6 The document issufficiently supportedquantitatively.

7 The document correctlyenunciatestheobjectivesoftheproject.

8 The project profile isrelevant for the coursecontent and thecooperation fordevelopment.

9 The report accuratelyfollows the APA stylemanual.

Total Calculatedbasedon50totalpoints.Anyworkwithagradeofonly1pointunderanycriteriawillnotbeacceptedasapassinggrade.

Completeprojectprofile:10%Duringweek10eachgroupmustpresentthecompleteprojectprofile, incorporatingtheobservationsmade by the professor, after presenting the general profile. The completeprojectprofilemustnotbelongerthan10pages,andwillinclude,inadditiontothesamesectionsofthegeneralprofilepresentedduringweek4,thefollowingcomponents:

• Thegeneralimplementationstrategyfortheproject.• Ageneraldescriptionoftheactionstobecarriedout.• Ageneralcalendarofimplementation,ononepage.

Thisdocumentwillbegradedaccordingtothefollowingrubric:

Rubricforevaluatingthecompleteprojectprofile

1 2 3 4 5



Regularfulfillment



1The project profilecontains the requiredsectionsandlength.

2The document shows abroad theoretical andpractical knowledge oftheconceptsanalyzedinthecourse.

3Thedocumentiswrittenclearly and correctly intermsofspelling.

4The document isstructured andorganized logically andclearly.

5The document issufficiently supportedwithliterature.

6The document issufficiently supportedquantitatively.

7The implementationstrategyoftheprojectisreasonable, viable, andfeasible.

8Theactionstobecarriedout show a logic anddirect relationship withthe

objectives, and areproposedinalogicorderofimplementation.

9The implementationtimeline is easy tointerpret and thorough,and shows a logicrelationship betweentheactions.

10The report accuratelyfollows the APA stylemanual.

Total Calculatedbasedon50totalpoints.Anyworkwithagradeofonly 1 point under any criteria will not be accepted as apassinggrade.

Projectpresentation:5%During week 11 each group will present their project profile before an EvaluationCommittee,previouslyassembledbytheprofessor.EachweektherewillbeanEvaluation

Committee,madeupoffourstudents,whoarenotpartofthegrouppresenting,togetherwiththeprofessor.Attheendofthepresentations,theEvaluationCommitteewillcommunicatetheirdecisionto fund each project totally or partially. Thus, they can make recommendations forimprovingtheprojectprofile,beforeitsfinalapproval.Likewise,theEvaluationCommitteemaydecidenottofundtheprojects.

Rubricforevaluatingtheresearchreportpresentation

1 2 3 4 5



Regularfulfillment



1The student, withhis/her group, used acreative, well designedaudiovisual resource tosupport his/herpresentation.

2Thestudentpresentedaproportionally relevantpartoftheresultsoftheresearch, showing aproper distribution, bythegroup,ofthevariouselements of thepresentation.

3The student defendedthevirtuesoftheprojectprofile strongly andconvincingly.

4The student answeredthe questions of theEvaluation Committeesatisfactorily.

5The student orallycommunicated ideasusing pertinentvocabulary and properspokenlanguage.


Reflectionslogbook:15%Studentswillkeepablogabouttheconclusionsofeverycoursetopic,theprojectprofilespresented,andtheresearchreports.Accordingly,theywillmaintainadetailedregisterofeachweek’stopic,reflectingontherelevancesuchconclusions,asfaraslearningandthedevelopmentoftheexpectedcourseskills.Thus,inawrite-upof250to300words,theywillpresentalternativeapproaches(regardingthetopics,projectprofilesandresearchfindings)tothosepresentedbytheirclassmates.

Rubricforevaluatingtheblog

1 2 3 4 5



Regularfulfillment



1Critically assessed thecorresponding topic indepth.

2Critically assessed therelationship betweenthe topic and thediscipline.

3Critically assessed theimplicationsofthetopicfortheprofessionaldevelopment of thediscipline.

4Offered criticalalternative approachesregardingthetopic.

5Theassessmentnotonlyincluded thepresentation of theprofessorandpeers,butalsothecontributionsofotherintheclass.

6Restricted his/herparticipationtobetween250and300words.


Researchprogressreport:5%Collectively, students must carry out an investigation including an in-depth analysisaccording to thecourse topic, foranationalor regionalnonprofitorganization, selectedfreely.Thisorganizationmustideallyhaveitsmissionfocusedondevelopment,inordertoberelevanttoInternationalRelations.TheresearchreportmustfollowtheresearchstandardsofULACIT,andmustbeginwitharesearchquestionformulatedbythesamegroup. Itshallbeaquantitative investigation,withanemphasisondocumentanalysis,wherestudentsareexpectedtouseobservationsheets, questionnaires (managed or self-managed), as well as in-depth interviews toorganizational staff. Furthermore, problems are expected to be sufficiently supportedquantitativelywithrelevantdata,andcorrectlypresentedandanalyzed.Students will have intense and permanent consultation available from the professor,regarding the design and instruments of the investigation, as well as their application,systematizing,and interpretingtheresults. Inordertoensurethattheresearch isdonewithintheexpectedcompetenciesandperformanceofthecourse,eachgroupmustsubmita5-pageadvancedraftoftheresearchduringweek6,andhavingthefollowingelements:Therationaleforselectingtheorganization,regardingtheprogramcontentofthecourse.Itmustshowtherelevanceofthisstudyforthefield.Thiswillbe2pageslong.Adescriptionofthegeneralaspectsoftheorganization,stressingitsorigin,mission,andorganizationalstructure.Itmustbenolongerthan2pages.An assessment of foreseen opportunities, challenges, and difficulties for a successfulinvestigation,whichwillbedescribedinonepage.Aworkplanstatingspecificactionstocarryouttheresearch,includingwhoisresponsibleforeachspecificone.ThisadvancedraftmustbesubmittedanduploadedtoBlackboardduringweek6atleast48hoursbeforetheclass.Duringtheclass, theprofessorwillmeetwitheachgroupandhighlightthepositiveaspects,aswellasneededimprovementsintheresearchdesign.Oneweekafterthissession,eachgroupmustuploadtheadjustedversionoftheresearchadvancetoBlackboard, includingtheprofessor’sobservationsandsuggestions.Thiswillallowapermanentexchangebetweentheprofessorandtheresearchgroups,toensurethatthe report compliesnot onlywith the expectations as far as formand content, but alsodevelopingthecoursecompetenciesaccordingtotheexpectedperformancestandards.Theeditedadvancedraftisgradedaccordingtothefollowingrubric:

Rubricforevaluatingtheresearchprogressreport

1 2 3 4 5



Regularfulfillment



1The report contains therequired sections andlength.

2The rationale shows aclear relationshipbetween the purposes,contents, andcompetencies of thecourse,andtheresearchproblem.

3The rationale clearlydiscusses the relevanceof researching theselectedorganization.

4Theadvancedraftclearlydetails the relevance,opportunities,challenges,and foreseendifficulties to carry outtheinvestigation.

5The advance draftpresents a work planthat is easy tounderstandandtofollowup on the proposedactions, aswell as thoseresponsible.

6Thedocumentiswrittencorrectly,demonstratinglanguageproficiency.

7The document followstheprescribed style andformat, according to theAPAmanual.

8The advance draftincludes the professor’ssuggestions andrecommendations.


Researchreport:15%Duringweek13eachgroupmustsubmittheresearchreport,whichmustbebetween15and20pages long.This reportmustbeuploaded toBlackboardno later than24hoursbeforetheymustsubmittheirreport,sotheprofessorandtherestofthegroupcanpreparethecorrespondingdiscussion.Theprofessorwillgive thereportanoverall score,whichmust be distributed among the group members, and they must inform the professoraccordingly.Thereportmustcontainatleastthefollowingsections:

• A description of the general aspects of the organization: origins, mission,organizationalstructure,andothersofasimilarnature.

• Internalethicalregulationsoftheorganization.• Governancemodeloftheorganization.• Useoftechnologytofulfillthemission.• Marketingstrategiesandfundraisingfortheorganization.• Financialsustainabilitystrategiesfortheorganization.• General conclusions, stressingmission fulfillment, organizational leadership, and

management.• Recommendationstoimprovemissionfulfillment.

Rubricforevaluatingtheresearchreport

1 2 3 4 5



Regularfulfillment



1The report contains therequired sections andlength.

2The report analyzes theorganization, andapplies the coursecontentwiththeoreticalandpracticalexpertise.

3Thedocumentiswrittencorrectly and clearly,showing spellingaccuracy.

4Thereportisstructuredand organized logicallyandclearly.

5Thereportissufficientlysupported withliterature.

6Thereportissufficientlysupportedquantitatively.

7The report usesscientific research techniquesadequately.

8The report offersconclusions andrecommendationslogically and directlyderived from thefindings, and arerelevant to the coursetopic.

9The report follows theAPA style formatcorrectly.

10The report includes a bibliographysection.


Presentationoftheresearchresults:5%Duringweeks13and14eachgroupmustpresent,fornolongerthan10minutes,themainfindings,conclusions,andrecommendationsoftheirresearch.ThispresentationmustbedonebywayofavideouploadedtoYoutube,oranyothereasyaccessplatform.Itmustbe

a creative and dynamic presentation, using the audiovisual resources adequately.TraditionalPowerPointpresentationswillnotbeallowed.Allstudentsinthegroupmustparticipateinthepresentation,forwhichtheywilldistributetheir allotted time reasonably, proportionately, and intelligently. Likewise, all groupmembersmustanswerquestionsfromtheprofessorandtherestofthegroup.Thegradeforthereportpresentationwillbeawardedindividuallytoeachgroupmember.

Rubricforevaluatingtheoralpresentationofthereportonvideo

Criteria 4 3 2 1

1. Logic ofthepresentation

The presentationis based on anargumentativeconclusion,persuasivelysupported withstatementsbacked by solidevidence.

Thepresentationis based on anargumentativeconclusion, butnot allstatementssupport it, andsomeevidenceisquestionable.

The presentationpresents anargumentativeconclusion, butsome statementsare not supportedbyevidence,orarehighlyquestionable.

Noargumentativeconclusion waspresented, thatwas justifiedwith statementsorevidence.

2. Clarity ofthe oralexpression

Speaks clearlyand distinctivelyall (100-95%)thetime,andhasno badpronunciation.

Speaks clearlyanddistinctivelyall (100-95%)the time, butwith badpronunciation.

Speaks clearly anddistinctively most(94-85%) of thetime. Does nothave badpronunciation.

Slurs often orcannot beunderstood, orhas badpronunciation.

3. Bodyposture andeyecontact

Has goodposture, looksrelaxed and self-confident.Makes eyecontact witheveryone in theroom during thepresentation.

Has goodposture andmakes eyecontact witheveryone in theroomduring thepresentation.

Sometimes hasgood posture andmakeseyecontact.

Has bad postureand/or does notlook at peopleduring thepresentation.

4.Volume

The volume isloud enough tobe heard by thewhole audiencethroughout theentirepresentation.

The volume isloud enough tobe heard by thewhole audienceat least 90% ofthetime.

Thevolumeisloudenoughtobeheardby the wholeaudience at least80%ofthetime.

The volume isoften too weakto be heard bythe wholeaudience.

5. Completesentences

Speaks incompletesentences(99100%)always.

Mostly(80-98%)speaks usingcompletesentences.

Sometimes(7080%) speaksusing completesentences.

Rarely speaksusing completesentences.

6.PowerPoint

Projects a slideevery 20seconds; theslides have littletext,withatleasta 30-point fontsize; thepresentation isverypleasantandinformative, andthe student doesnotreadit.

Projects a slideafter more than21 seconds, butunder oneminute; theslideshave little text,butwithsmallerthan a 30-pointfont size; thepresentation isvery pleasantand informative,and the studentdoesnotreadit.

Projects a slideabout every 2minutes; someslides have toomuch text, withsome letterssmaller than a 30-pointfontsize;thepresentation doesnot flow naturallyand the studentsometimes readshis/hernotes.

Takes too muchtime betweenslides;placestoomuch text inthem; readsdirectlyfromthepresentation;uses smallerthan a 30-pointfontsize; it is clearthat the studentdidnotpractice.

7.Vocabulary

Uses appropriatevocabulary forthe audience.Increases thevocabulary forthe audience bydefining wordsthatcouldbenewforthem.

Usesappropriatevocabulary forthe audience.Includes 1-2wordsthatcouldbenew formostof the audience,but does notdefinethem.

Uses appropriatevocabulary for theaudience.Doesnotincludevocabularythat could be newfortheaudience.

Uses several (5or more) wordsor phrases thatare notunderstood bytheaudience.

8.Content

Shows acompleteunderstanding ofthetopic.

Shows a goodunderstandingofthetopic.

Shows a goodunderstanding ofpartsofthetopic.

Doesnotseemtounderstand thetopicverywell.

9.Tone

The tone usedexpressesemotionsappropriately.

The tone usedsometimesexpressesemotionsappropriatelyforthecontent.

The tone usedexpressesemotionsinappropriatelyforthecontent.

No tone wasused to expressemotions.

10.Enthusiasm

Facialexpressions andbody languagegenerateastronginterest andenthusiasmaboutthetopic.

Facialexpressionsand bodylanguagesometimesgenerate astrong interestand enthusiasmaboutthetopic.

Facial expressionsandbodylanguageare used to try togenerateenthusiasm, butappeartobefaked.

Very little facialexpressions orbody language.The way thetopic ispresented doesnot generatemuchinterest.

12. Videoimages

Thequalityofthevideo images isoptimal.

The quality ofthevideoimagesisgood.

The quality of thevideo images isaverage.

The quality ofthevideoimagesisbad.

13. Videosound

Thequalityofthevideo sound isoptimal.

The quality ofthe video soundisgood.

The quality of thevideo sound isaverage.

The quality ofthe video soundisbad.

14. Durationofthevideo

Thevideois8:00to10:00minuteslong.

Thevideois6:00to 7:59 minuteslong.

Thevideois4:00to5:59minuteslong.

Thevideoisonly2:00 to 3:59minutes long orlonger than 10minutes.

TOTALCalculatedbasedon52totalpoints.Anyworkwithagradeofonly1pointunderanycriteriawillnotbeacceptedasapassinggrade.

Moxie(20%)From2020,ULACITwillhaveitsownWebchannel,calledMoxie,producedbystudents,inalliancewiththejournalisticmediumDelfino.cr,withthepurposeofprovidingthemwithaspacetogenerateanddisseminatetheirideas,aswellasserveasashowcasetoexhibittheiracademicprojectsnationwide.It'scalledMoxie-whichinurbanEnglishmeanshavingtheabilitytofacedifficultieswithintelligence,boldnessandcourage-inhonorofourstudents,whose"moxie"characterizesthem.Ifbeforetherewereprintedstudentpublications,nowtheseinitiativesaretransferredtothedigitalspace,whichallowsourstudentstoexperiment,notonlywithdigitalpublishing,butwith audiovisual production, graphic design, digitalmarketing andweb technology,amongothers.ThiscoursecontributestotheaudiovisualcontentoftheMoxieCanal,throughapublicationofanarticleofabout3000charactersaroundproblemsordilemmasdefinedbytheteacherinthepreviouslyselectedcourses.TheprojectmustbedeliveredbeforeOctober30,2019(week8ofthesemester)andwillbeevaluatedaccordingtothefollowingrubric:MOXIERubric

Criteria DescriptionofCriteria 1 0.5 0

Meets Incomplete Fails


1.Thearticlehasanextensionof550words), distributed in fourparagraphs (1 introductoryparagraph, 2 developmentparagraphs,1conclusionparagraph).

1 0,50 0

B.Title 2.ItHasatitlethatsuggeststhetopicand provokes the interest of thereader

1 0,50 0

C. Introductoryparagraph is wellwritten(paragraph1)

3.The author draws the reader'sattention by using one of thefollowingresources:tellananecdote,presentsafact,makeametaphor,aprovocativequestion,evokes a famous image, scene orphrase

1 0,50 0

4.Locate in thegeographic,politicalor social context the subject that itaddresses.

1 0,50 0

5.Letthereaderknow:Why it is important to address theproblemorthedilemma.The originality of the perspectivewithwhichitdeals.It says explicitly, clearly andforcefullywhatyourpositionisaboutit.

1 0,50 0

D. Development ofauthors position(paragraph2and3)

In the first paragraph of thedevelopment, the author presentstheevidence(statisticaldata,provenfacts,definitions ...) thatsupporthispositionandmakesitclearwhyitisadequatetorespondtotheproblemordilemmaand shouldbe acceptedbythereader.

1 0,50 0

In the second paragraph of thedevelopment, theauthoranticipatesthequestionsthatreaderscouldaskabout your position regarding theproblemordilemma.Therefore, thestudent says what those possiblearguments could be against anddeclarestowhatextenttheycouldberightortrue,andhowinspiteofthathis/herpositionremainsvalid.

1 0,50 0


8.The conclusion is clear inaddressing how the evidenceprovidedisthebasisformaintainingthe author's position-solution andwhyreadersshouldacceptit.

1 0,50 0

9. It suggest that the solution youpropose:is an effective and feasible plan,which does not offer significant orunforeseeninconveniences,orjustifiesthatthebalanceisfavorableto theadvantages, in relation to thedisadvantages,orsuggestsresultsorconsequences,orstatesthatnosolutionisperfect,buttheoneitoffersisthebest.

1 0,50 0

F. The developmentmeets criteria of styleandform.

10.Thereadingof thearticle is fluidbecause ideas relate to each other,making good use of transitionalwords and phrases, as well as acorrectpunctuation.

1 0,5 0

11.Theauthorgives reason for th3eoriginofoutsideideasanddatabasedon which he supports his position,following the APA standards(references in the text and list ofreferences) and criteria from theVERASrubric.

1 0,50 0

12.Thesourceofthedatayouuseissolidandprimarywhenavailable. 1 0,5 0

13.Usesprofessionalvocabulary,notcolloquial. 1 0,50 0

14.Reflects linguistic economics,expressingwhat is necessary to saywiththeleastnumberofwords.

1 0,50 0

15.The writing has no spelling orgrammar mistakes (disagreementsbetween person, gender andnumber)

1 0,50 0

G.Image The image is a photograph orillustration, directly related to thecontent of the article, capable ofcommunicating the emotion andmessage.

1 0,50 0

The original image is attached in aseparate high-resolution file in PNGorJPGformatat72dpi.

1 0,50 0


1 0,50 0

H.Audiovisual 19.The audiovisual is a video,audiopodcast,oraslidedeckbetween4and8minuteswithclarityinsoundand image (in the case of a video)orientedtowardsgoingdeeperinthecontentofthearticle.

1

0.50

0

The format of the video and audiofilesisMP4,uncompressed,of16-32bits, with a resolution of 1.920 X1.080 pixels HD (using compressorH264 o H265). WAV files arerecommended,whenpossible.

1 0.50 0

Total Thisperformancehasthreecomponents: theopinionpiece, the imageand the video. The absence of one of the three, excludes the MOXIEcontributionfrombeingevaluated,andleadstothecompletelossofthescore.

VERASrubricforinformationevaluationUsetherubricbelowtoevaluateyoursources.Answerthequestionsappropriatelyandthenrateeachofthe5partsfrom1to10(1=poor,10=excellent).Addallthepointstodetermineifyoushouldusethissource.CRITERIOS PTS.Validity:Currentinformation •Doyouspecifyapublicationdate?•Whenwastheinformationpublished?•Wastheinformationreviewedorupdatedbyanauthorityinthefield?•Istheinformationcurrentordoesitcontainoutdateddata?

Accuracy:theveracityandreliabilityoftheinformation Wheredoestheinformationcomefrom?Isthesourceacademic,specializedorscientific?Istheinformationsupportedbyevidence?Doestheauthorcitereliablesources?Wastheinformationvalidatedbyapanelofexperts?Isthetoneobjectiveandunbiased?Doesthetextfullycomplywiththerulesofgrammar,spelling,andotherqualitiesofwrittenlanguage?

Relevance:therelevanceoftheinformationtoyourneeds Istheinformationrelevanttothetopicanddirectlyrelatedtoyourresearchquestion?Whataudienceareyoutargeting?Istheinformationappropriatetothelevelofthereader?Didyoulookforothersourcesbeforechoosingthecurrentone?

Couldyousaythatthesourcerepresentstheidealoptiontosupportyourpointsofview?Authority:thesourceoftheinformation Whoistheauthor/publisher/source/sponsor?Whatarethecredentialsoftheauthororpublisher?Aretheypublished?Doestheauthorhaveotherpublicationsonthesametopic?Doestheauthorworkinarecognizedorganization,universityorcompany?Istherecontactinformation,suchasemail?DoestheURLrevealinformationabouttheauthororsource?

Meaning:thepurposeofexistinginformation Whatwastheauthor'spurposeinpublishingtheinformation?Dotheauthorsorpromotersstatetheirintentionstransparently?Istheinformationmadeupoffacts?Opinions?Propaganda?Dotheviewsseemobjectiveandunbiased?Doesitreflectpolitical,ideological,cultural,religious,institutionalorpersonalbiases?


Courseassessment(CEPA):5%Asanintegralactivityofthecourse,thestudentwillhavetheopportunityofassessingitsdifferent components: the didactic competencies of the professor, the quality of thematerials, the educational environment, the competencies of the ULACIT graduate, theeffectiveuseofBlackboard,theassessmentsystem,thelevelofchallengeandrequirement.Also,asacentralelementofTeachingforUnderstanding(TfU),theeducationalmodelthatULACITprivileges,thestudentwillhaveaspacewiththeCEPAtoreflectonhis/herownperformance (self-assessment) and that of his/her classmates (co-assessment). Thisintellectualexerciseallowsthestudenttoidentifyhis/herstrengthsandweaknesses,andtoperformactionstocontinuouslyimprovehis/herprocessesofknowledgeconstruction.Whenassessinghis/herclassmates,thestudentassumesanactiveroleasamemberofalearning community, committed with the educational task. Because it is about a self-reflectionspacewithinthecourseandduetothevalueithasforacademicdecisionmaking,it is awarded a value of 5%within the final grade of the course. In order to earn thisevaluativecategory,thestudentisexpectedtotakehis/hertime,analyzingresponsiblyeachquestionandansweringthequestionnaireinfull.COLLABORATIVEPROJECTCONTRACTThe collaborative project is away of articulating thework activities of a human grouparound a set of goals, objectives and results to be achieved. This implies an activeinterdependencebetweenthemembersofagroupthatshareandassumeaworkmission.Asa learningmethodology forULACITstudents,collaborativeprojectsvalue interaction,collaboration and solidarity among members, as well as negotiation skills to reachagreementsandfacepotentialconflicts.Amongthecharacteristicsofacollaborativeprojectisthesmoothcommunicationchannels,basedonrelationshipsoftrustandmutualsupport.Itfocusesonthegoalssetinaclimateoftrustandreciprocalsupportamongitsmembers,wherethemovementsaresynergistic.

Therefore, the ultimate goal of a collaborative project is to obtain results with greaterimpact,wherethewholeisgreaterthanthecontributionofeachmember.Inthisway,aspartoftheprocessofcreativityandinnovationineducation,foreachcollaborativeprojectstudentsmustcreate,negotiateanddrawupaworkcontractamongthemembersofthegroup.Noevaluablecollaborativeprojectcanbestarteduntilallthemembersofthegrouphavesigned the work contract. On the BLACKBOARD platform students can find a guide toformulatetheirowncontract.INSTITUTIONALPOLICIESAcademicHonestyPolicyULACITaimsforthehighestandmostrigorousstandardsofacademiclife. Inthiscourseyouareexpectedtoavoiddishonest conducts suchas fraudorplagiarism.Fraudconstitutesmaking up data, forge bibliography, use projects done by another person, and obtainunauthorized help to do your course work. Plagiarism includes copying textually fromanothersourceintoyourdocument;itincludesphrases,sentences,paragraphsobtainedontheInternet,bookoranyothersourceswithouttheappropriatereference.Paraphrasingwithout references is also considered plagiarism. Whether the fraud or plagiarism isperformedvoluntarilyorinvoluntarily,inanindividualorgroupwork,itwillcauseyoutofailthecourseimmediately.Incasethestudentisfoundguiltyoffraudorplagiarismonasecondcourse,thestudentwillbeexpelledfromtheinstitution.CreatingacultureofrespectInULACIT,wesethighexpectationsforconductofmembersoftheuniversitycommunity.Therefore,weemphasizethevalueofmutualrespectandexpecteveryonetotreatothersastheywanttobetreated.Wedefinerespectastheconsiderationandappreciationwecanshowotherswithoutexceptions,sodonottoleratedisruptiveactionssuchas:



We ask teachers to take corrective measures to ensure a respectful coexistenceenvironment conducive to learning and habits of respect, fundamental to thecomprehensive and professional training of students. At the beginning of each period,

studentsshouldconsultwiththeirfacultyforspecificregulationsandsanctionsthatcouldbeimplemented.AttentiontodiversityThecurricularapproachatULACITfocusesonthedevelopmentofcompetencesthroughthecompletionofprojects,allowingstudentstofulfiltheacademicrequirementsbasedontheirown learning styles, abilities, and individual interests. The primary responsibility oflearning is placed on the student; the instructor is responsible for setting courseexpectationsfromstart,offeringtherequiredsupporttosatisfythem,andawardingalevelofflexibilitythatallowseachstudenttochoosehowheorshewillfulfilthecoursegoalsandworkathisownpaceinthecompletionoftheprojectsassigned.Furthermore,theinstructorwillprovide the required learningmaterials, alongwith continuous feedback using therubrics designed for eachproject. Thefeedbackisofaqualitativeaswellasquantitativenature.Theuseoftechnologicaltoolsandcollaborativeworkallowstheprofessortotailortheeducationalprocesstotheabilitiesofeachstudent.Ifyouhaveanyadditionalspecialeducationalneeds,pleasecontactdiversidad@ulacit.ac.crClaimsULACITsafeguardsyourrightsasastudentandguaranteesdueprocessincasesofclaimsregarding grades, forwhich itmust follow theprocess establishedby theRegulationofStudentSystem,availableonthewebsite of ULACIT, Vice President of Student Services,StudentRegulations,chapter16.Checkthatthequalificationspostedinyouracademicrecordarethecorrectones.Todothis,youwillreceiveinyourmailaccount@ulacit.ed.crthereportcardfromthepreviousperiodinWeek1.Ifthegradeisnotthecorrectone,contactthecourseinstructor,whowithin3business daysmust justify your grading. If no response is given by the teacher, or thejustificationdoesnotsatisfyyou,addressthecomplainttotheDeanalongwiththeresponseof the teacher. The issue should be resolved within 3 business days and exhaustadministrativeregulations.Claimsregardingqualificationscanonlybereviewedduringthenextacademicperiod,soitisveryimportanttoassumeresponsibilityofthestrictcontrolofyourownqualifications.

UniversidadLatinoamericanadeCienciayTecnología

BachelorofScienceinBusinessAdministration

Nameofcourse ManagerialDecisionModeling

Code 13-2001

Credits 3

AdministrativeInstructions ThecourserequiresanextensiveuseoftheInternetand

electronicdatabases(EBSCO).Itisrequiredforthestudent

tohaveAccesstointernetconnection.

PURPOSEOFTHECOURSE

Whatarethebasicprinciplesandtechniquesofappliedmathematicalmodelingfordecision-making?Whyitisimportanttouseanalyticmethods?Howdowerecognizetheirassumptionsandlimitations?Whendoweemploythemindecision-makingmodels?Inthiscourse,youwillusethefeaturesofMicrosoftExceltostudyproductcosts,determinepricing,andtrackpayroll.Theywillbuildspreadsheetmodelstohelpmakeinformedbusinessdecisions.Thecoursecloseswith theMonteCarlo simulation, a tool forunderstanding theeffectofuncertaintyonbusinessdecisions.Upon completion of the course, youwill: developmathematicalmodels that can be used to improvedecisionmakingwithinanorganization,sharpenyourabilitytostructureproblemsandtoperformlogicalanalyses,practicehowtotranslatedescriptionsofdecisionproblemsintoformalmodels,andinvestigatethosemodelsinanorganizedfashion.Theemphasiswillbeonanalyzingmodelsthatarewidelyusedindiverseindustriesandfunctionalareas,includingfinance,operations,andmarketing.

Competences

UnitsofCompetence ElementsofCompetence Contextinwhichthecompetenceisapplied

Disciplinary Thestudentwillbeableto: ThestudentshowsthemasteringCompetence: ofthecompetenceinlearning

activitiessuchas:Toanalyzefinancialdata Usespreadsheetsto setup,analyze • MasteringExcelfunctions.influencedbyinternal dataandmakebusinessdecisions. • Mastering sensitivityandexternalfactorsin analysis.ordertomakeshort-termandlong-term • Settingupaspreadsheetfordecisions. modelingscenarios.

• BecomefamiliarwiththeMonteCarlosimulation.

GeneralCompetenceTo showcompetence forlearning and forlookingforpersonalandprofessionaleffectiveness.,

Creativethinking • Uses his/her creativity inapplying solving businessadministrationproblemsfacedin every day managerialsituations.

Communication. • Communicates verbally, non-verbally and in writing withhis/her peers, professor andgeneral public, in a variety offormsandcontexts.

Collaborate. • Collaboratesandinteractswithothers with effectiveness andrespect.

Reasoning. • Uses reasoning whensynthesizing information,establishing arguments,evaluation alternatives andestablishingconclusions,whencommunicatingwithpeersandprofessors.

Usesinformation technologyand • Usesinformation technologycommunication. andcommunicationsto do

research,toorganize,evaluateandcommunicateinformation.

Usesscientificmethodsandtools. • Usesscientificmethodswhendoingresearchandbeforearrivingtoconclusions.

CourseTopics:

• TheExcelEnvironment • Workingwithdata:BasicTechniques • IncreasingSpreadsheetReadability • ExcelFormulas • AdvancedExcelFormulas • Charts • ImportingdataintoExcel • TheArtofSpreadsheetModeling • UsingExcelSolver • ThreeDimensionalFormulas • MonteCarloSimulation

TeachingMethodology

SOCRATICDIALOGUE:MostofthesessionswillfollowanopendiscussionformatundertheSocratic

dialogue,inwhichtheprofessorassumestheconductingroleofthediscussionbetweenhim/herand

thestudent,orasamediatorbetweenstudents.

ONLINEEDUCATION:ThestudentwilllearnthroughReadingthematerial,theinteractionwiththe

professorandstudentsinclass,andthroughelectronicmeans.

CASEMETHODOLOGY:Thestudentwillreadandanalyzethecase,individuallyoringroups,inorder

toacquireknowledgeaboutthetopic,andtobecapableofmakingdecisionsonscenarioswherenot

alltheinformationisavailable.



Activity %

Homeworks (10 – 5% each) 30%

Term project 40%

Forum (3 – 8.33% each) 25%

CEPA 5%

Total 100%

Attendance

Attendanceismandatory.Failingtoattendtheclassmorethan3timeswillautomaticallyfailyou.You

must always let the professor know in advance if you are not going tomake it to class; however,

excusingyourselfwillnoteliminatetheattendancerequirement.

Rubricforinclassattendance(2%perlivesession)

Points

per

session

Criteria

2 Attendance:Thestudentshowedupintimeandremainedinclassthroughouttheclass.Participation:Thestudentreadthematerialandactivelyparticipated,significantlyenhancingthelearning

experienceforhim/herandclassmates.Thestudentactivelylistenedtohis/herpeersandcommentedontheir

opinions.





1 Attendance:Thestudentshowedupintimeandremainedinclassthroughouttheclass.Participation:Thestudentdidnotactivelyparticipate.Sometimes,thestudentwasdistractedby








Rubricforinonlinecheckin(1%peronlinesession)

Points

per

session

Criteria

1 Attendance:Thestudentcheckedinduringtheweek.Participation:Thestudentpostedhisgoals,learningexperiencesordifficultiesoftheweek.

0.5 Attendance:Thestudentcheckedinduringtheweek,BUTHE/SHEDIDNOTParticipation:Thestudentpostedhisgoals,learningexperiencesordifficultiesoftheweek.

0 Attendance:Thestudentdidnotcheckinduringtheweek.NORParticipation:Thestudentpostedhisgoals,learningexperiencesordifficultiesoftheweek.

Homeworks(10of3%)

Afterindividuallystudyingeachchapter,anddiscussingyourlearningwiththeinstructor,thestudent

will practicehis/hernew learned skills.Using the linkprovidedby the instructor, the studentwill

complete the online homeworks. After completing the homework, the student will automatically

receive a score. On the next session, the student will discuss the homework exercises with the

instructoR

DiscussionForums(3of8.33%each)

RubricforForum1:Autobiographyandcourseobjectives.

Points Criteria

5% Post:Thestudentsubmittedaparagraphpresentinghimselftotheinstructor:fullname,placeofbirth,place

of work, as well next academic and professional objectives. The student submitted a second paragraph

describingthenatureofhisinternshipproject.

Form:Thestudentparticipatedintheforumonatimelymanner,alwaysusingascholarlytoneappropriate

foranUlacitbusinessstudent.

4% Thestudentdoesnotcomplywithoneofthefollowingitems:Post:Thestudentsubmittedaparagraphpresentinghimselftotheinstructor:fullname,placeofbirth,place





3% Thestudentdoesnotcomplywithtwoofthefollowingitems:Post:Thestudentsubmittedaparagraphpresentinghimselftotheinstructor:fullname,placeofbirth,place



Form:Thestudentparticipatedintheforumonatimelymanner,alwaysusingascholarlytoneappropriatefor

anUlacitbusinessstudent.

2% Post:Thestudentsubmittedalateparticipationontheforum.

1% Thestudentdoesnotcomplywiththreeofthefollowingitems:Post:Thestudentsubmittedaparagraphpresentinghimselftotheinstructor:fullname,placeofbirth,place





0% Thestudentdoesnotparticipateontheforum.

RubricforForum2:LeadershipandEthics

Points Criteria

5% Post:ThestudentanswersthequestiontothecaseusinganarticlefromEbsco.Thearticleisclearly

relevanttothecoursesubject.ThestudentprovidesthereferencesinAPAstyleformat.



4% Post:Thestudentanswersthequestionusinganothersource,otherthanEbsco.Thearticleisclearlyrelevant

tothecoursesubjectandcreatedinterestintherestoftheclassmates.Thestudentprovidesthereferencesin

APAstyleformat.



3% Post:Thestudentdoesnotanswerthequestionappropriately.ThestudentprovidesthereferencesinAPA

styleformat.



2% Post:Thestudentsubmittedalateparticipationontheforum.

1% Post:Thestudentdoesnotanswerthequestionappropriately.Thestudentprovidesnoreferences.

0% Thestudentdoesnotparticipateontheforum.

LearningReflections:(3total–5%each)

Description:Attheendofspecificperiods,createa150-200wordreflectivestatementdescribing

howthelearningduringthereadingperiodhasaffectedyourthoughtprocesses,development,and

professionaldisposition.Thisstatementshouldbeaforumforyoutoreflectonyourpersonal

learningprocess—challenges,momentsofdiscovery,lifeexperiences,readings,andinteractions.

LearningReflectionRubric

5% 4% 3% 2% 1% 0%

The reflection shows

a deep

understanding of the

material and an

honest self-

assessmentonhow

thelearningshave

impacted the

student’slife.

The reflection

includesreferences.

Thereflectionwas

submittedontime.

Thereflectionshows

a deep


material and an

honest self-

assessment on how

the learnings have

impacted the

student’slife.

The reflection does

NOT include

references.

ORThe reflection was

NOT submitted on

time.

The reflection shows

a deep


material and an

honest self-

assessment on how

the learnings have

impacted the

student’slife.

The reflection does

NOT include

references.

ANDThe reflection was

NOTsubmittedon

Theparagraphisa

synthesis of the

materialreviewed

during the last

weeks. There is

not auto

assessment in the

process. It

includes a

reference.

Theparagraph

isasynthesis

ofthematerial

reviewed

duringthelast

weeks. There

is notauto

assessmentin

the process.

Does not

include a

reference

Nolearning

reflection

wasposted.

CEPA(5%):Studentsshould fill theonlinecourseevaluation,which isareflectionof theteaching-

learningprocesstheyaregoingthrough.ThisevaluationwillbeavailableonBlackboardduringweeks

12and13andisworth5%ofthegrade.

ACADEMICHONESTY

ULACITendorseshigh idealsandrigorousstandardsofacademic life.For theeffectsof this

course, it isexpectedthatparticipantsavoiddishonestbehaviorsuchas fraudorplagiarism.Fraud

includesmakingupdata,falsifyingbibliography,usingprojectselaboratedbythirdparties,obtaining

unauthorizedhelpinclassifiedtasksorforotherpersonstodoyourwork.Plagiarismincludes

literally copying phrases, sentences, paragraphs and fragments of printedmaterials, Internet, and

othersources,withoutgivingcredittotheoriginalauthor;aswellasparaphrasingwithoutcitingthe

source.Plagiarismwillmakeyouimmediatelyfailthecourse.


ThecurricularapproachatULACITfocusesonthedevelopmentofcompetenciesthroughthe

completion of projects, allowing students to fulfill the academic requirements based on their own

learningstyles,abilities,andindividualinterests.Theprimaryresponsibilityoflearningisplacedon

the student; the instructor is responsible for setting course expectations from start, offering the

requiredsupporttosatisfythem,andawardingalevelofflexibilitythatallowseachstudenttochoose

howheorshewillfulfillthecoursegoalsandworkathisownpaceinthecompletionoftheprojects

assigned. Furthermore, the instructor will provide the required learning materials, along with

continuousfeedbackusingtherubricsdesignedforeachproject.Thefeedbackisofaqualitativeaswell

asquantitativenature.Theuseoftechnologicaltoolsandcollaborativeworkallowstheprofessorto

tailor the educational process to the abilities of each student. If you have any additional special

educationalneeds, please contac the, Director of the Center of StudentCounseling and Psychology,

writingane-mailtothefollowingaddress:[email protected].

InstructorLuisCarlosFournierMBA

Iamaprofessionalwithmorethan20yearsofexperienceinFinanceandBanking.Ihadtheopportunity

to work in Retail, Corporate, Second Tier and Investment Banking and accumulate experience in

Structuring,FinancialModelling,BusinessValuationandCountryAnalysis.

Contactinformation:Email:

[email protected]

Mobile:8980-7253(SMS/WA/Calls)

EducationalResources

The course has the following education technology to continuously support the teaching-learning

process:

a) On-lineeducationplatformBlackboard,whichincludestools forsynchronicandasynchronic

communicationbetweentheprofessorandthestudents,aswellasareastomakeavailableto

studentsgrades,files,webpagesandevaluations.


c) Virtual EBSCO Library, fromwhich it is possible to access scientific papers in full text for

researchpapers.

BIBLIOGRAPHY:

Required• McClave,Jamesetal(2017).StatisticsforBusinessandEconomics13thEdition.Pearson

• HarvardBusinessQuantitativeMethodsOnlineCourse.Retrievefrom

http://cb.hbsp. harvard.edu/cb/product/3252-HTM-ENG Harvard

• BusinessSchoolSpreadsheetModelingOnlineCourse.(2012).

http://courseware.hbs.edu

Suggested

• Soubeiga,Eric(2013).MasteringFinancialModelling(1stEdition)McGraw-HillEducation

• AmericanPsychologicalAssociation.(2009).PublicationmanualoftheAmericanPsychological

Association(6thed.).Washington,D.C.:Author.

ClassSchedule

Week Content TeachingStrategy LearningActivities

1 CourseIntroduction

TheExcelEnvironment

Mode l s

Individualreviewof

syllabus.

Discussionwith

professorregardingthe

syllabusandcourse

objectives.

Readsyllabus

Term project

discussion

2 Modelstructure Individualreviewof

syllabus.

Discussionwith


syllabusandcourse

objectives.

Homework

no1

3 Modelstructure Individualreviewof

syllabus.

Discussionwith


syllabusandcourse

objectives.

1stDraftdue– Termproject.

4 TheExcelEnvironment Individualreviewof

syllabus.

Discussionwith


syllabusandcourse

objectives.

Homeworkno

2

5 Workingwithdata:Basic

Techniques

Individualstudyof

lesson.

Individualcompletion

ofexercises.

Discussionwithtutor.

Reviewlesson

Performquantitativeexercises.

6 Increasingspreadsheetreadability Individualstudyof

lesson.


ofexercises.


Homeworkno3

7 ExcelFunctions Individualstudyof

lesson.


ofexercises.


Reviewlesson

2ndDraftdue– Termproject.

8 AdvancedExcelFunctions Individualstudyof

lesson.


ofexercises.


Homeworkno4

9 AdvancedExcelFunctions Individualstudyof

lesson.


ofexercises.


10 Charts

ImportingDataintoExcel

Individualstudyof

lesson.


ofexercises.


Homeworkno5

11 TheArtofSpreadsheetModeling Individualstudyof

lesson.


ofexercises.


FinalDraftdue– Termproject.

12 UsingExcelSolver Individualstudyof

lesson.


ofexercises.


Homeworkno6

13 ThreeDimensionalFormulas Individualstudyof

lesson.


ofexercises.


14 MonteCarloSimulation

H O L I D A Y

E A S T E R W E E K

Individualstudyof

lesson.


ofexercises.


Homewokno7

15 Wrapup Individualstudyof

lesson.


ofexercises.


Termprojectdelivery


Course MathforBusinessandEconomicsCode 18-0029Credits 3Requisites NoneMode RegularType InclassPeriodandlength 1stQuarter–15WeeksSchedule Monday6:30pmto9:30pmRoom Professor LuisRiveraMBAAdministrativeInstructions

The course uses the Internet extensively, as well as the digitaldatabase,EBSCO,thereforeitismandatoryforthestudenttohaveinternetaccessfromhome.

PurposeofthecourseWhatistheimportanceofmathematicsinthestudyofeconomicsandbusinesstoday?Whyisitisrequiredforyoutobefamiliarwithawidevarietyofmathematicalconcepts?

Throughoutthiscourse,youwilllearntosolvelinearandquadraticequations;solvesometypesofrationalandradicalequations;graphpolynomial,rational,piece-wise,exponentialandlogarithmicfunctions;findintegerrootsofpolynomialequations;solveexponentialandlogarithmequations;understand the inverse relations between exponential and logarithm equations, and computevaluesofexponentialandlogarithmexpressionsusingbasicproperties.

Uponcompletionofthiscourse,youwillbeabletocovermathematicaltopicsincollegealgebra,withanemphasisonfunctions,asthiscourseisdesignedtohelpprepareyoutoenrollinafirstsemestercourseinsinglevariablecalculus.

CompetencesUnitsof

CompetenceElementsofCompetence Contextinwhichthecompetence

isappliedDisciplinaryCompetence:

Thestudentwillbeableto: Thestudentshowsthemasteringofthecompetenceinlearningactivitiessuchas:

Tocomprehendtheuseofmathematicsinbusinessapplications.

Applythemathematicalmodelsinconcretesettings.

•

GeneralCompetenceTo showcompetence forlearning and forlooking forpersonaland professionaleffectiveness.,

Creativethinking • Uses his/her creativity inapplying solving businessadministrationproblemsfacedin every day managerialsituations.

Communication. • Communicates verbally, non-verbally and in writing withhis/her peers, professor andgeneral public, in a variety offormsandcontexts.

Collaborate. • Collaborates and interactswithotherswitheffectivenessandrespect.

Reasoning. • Uses reasoning whensynthesizing information,establishing arguments,evaluation alternatives andestablishingconclusions,whencommunicatingwithpeersandprofessors.

Usesinformationtechnologyandcommunication.

• Uses information technologyand communications to doresearch,toorganize,evaluateandcommunicateinformation.

Usesscientificmethodsandtools. • Uses scientific methods whendoing research and beforearrivingtoconclusions.

Personaleffectiveness • Ensudesempeñoeinteracciónconotrosenlasactividadesdeaprendizajedelcurso,muestrainiciativa, responsabilidad,ética, liderazgo yproductividadasí como

CourseTopics:Functionsandtheirgraphs

PolynomialandRationalFunctions

ExponentialandLogarithmicFunctions

Trigonometry

AnalyticTrigonometryAdditionalTopicsinTrigonometry

SystemsofEquationsandInequalities

MatricesandDeterminants

Sequences,SeriesandProbability

TopicsinAnalyticGeometry

TeachingMethodologySOCRATIGDIALOGUE:Mostofthesessionswillfollowanopendiscussionformatunder



ONLINEEDUCATION:ThestudentwilllearnthroughReadingthematerial,the

interactionwiththeprofessorandstudentsinclass,andthroughelectronicmeans.




EvaluationMethodologyThecoursegradingisdividedaccordingtothefollowingitems:

capacidadesdeautogestión,ydisposicioneshaciaelcambio.

Activity %

Participation 30%

In Class Reading Comprehension (6 – 5% each) 30%

Homework (5 – 7% each) 35%


Total 100%

Participation

1. Attendance is mandatory. Failing to attend the class more than 3 times willautomaticallyfailyou.Youmustalwayslettheprofessorknowinadvanceifyouare

not going tomake it to class; however, excusing yourselfwill not eliminate the

attendancerequirement.

1. Usingyourmobileorcomputerwhiletheprofessororyourfellowstudents

aretalkingwillcountisnotconsideredasattendance.


2. Participationmeansthatyoumustactivelyengageinalloftheclassactivities.Justbeingpresentintheclassroomisnotconsideredparticipation.

Rubric(2%persession)

Points

per

session

Criteria

2 Attendance:Thestudentshowedupintimeandremainedinclassthroughouttheclass.Participation: The student read the material and actively participated, significantly enhancing the

learning experience for him/her and classmates. The student actively listened to his/her peers and

commentedontheiropinions.





1 Attendance:Thestudentshowedupintimeandremainedinclassthroughouttheclass.

Participation:Thestudentdidnotactivelyparticipate.Sometimes,thestudentwasdistractedby








In-classReadingComprehension(6of5%each)Everyotherweektheinstructorwillapplyareadingcomprehensionquizinordertomakesure

thatthestudentsaredevelopingtheappropriatecompetenceduringthecourse.Inordertoprepare

foreachclass,shestudentmustreadthechaptersaheadanddotheexercisesfromthetextbook.

Homeworks(5of5%each)Theinstructorwillassignahomeworkforthestudenttopracticetheconceptsdevelopedduring

theweeks.Thehomeworksmustbe submittedviaBlackboard,unlessotherwise specifyby the

instructor.

DiscussionForums(2of5%each)Welivemathemathicseveryday,duringtheforums,the instructorwillaskyoutoapplyaclass

concepttoacurrentsituationandcommentonit.Moredetailsregardingthisassignmentduring

thecourse.

CEPA(5%):Studentsshouldfilltheonlinecourseevaluation,whichisareflectionoftheteaching-

learningprocesstheyaregoingthrough.ThisevaluationwillbeavailableonBlackboardduring

weeks12and13andisworth5%ofthegrade.

ACADEMICHONESTY

ULACITendorseshighidealsandrigorousstandardsofacademiclife.Fortheeffectsofthis

course,itisexpectedthatparticipantsavoiddishonestbehaviorsuchasfraudorplagiarism.Fraud

includes making up data, falsifying bibliography, using projects elaborated by third parties,


includes literally copying phrases, sentences, paragraphs and fragments of printed materials,






own learning styles, abilities, and individual interests.Theprimary responsibilityof learning is

placed on the student; the instructor is responsible for setting course expectations from start,


student to choose how he or shewill fulfill the course goals andwork at his own pace in the

completionoftheprojectsassigned.Furthermore,theinstructorwillprovidetherequiredlearning

materials,alongwithcontinuousfeedbackusingtherubricsdesignedforeachproject.Thefeedback

isofaqualitativeaswellasquantitativenature.Theuseoftechnologicaltoolsandcollaborative

workallowstheprofessortotailortheeducationalprocesstotheabilitiesofeachstudent.Ifyou

haveanyadditionalspecialeducationalneeds,pleasecontactShirleyGarita,DirectoroftheCenterof

Student Counseling and Psychology, writing an e-mail to the following address:

[email protected].

InstructorLuisRivera;[email protected];lriverav@gmail.comEducationalResourcesThecoursehasthefollowingeducationtechnologytocontinuouslysupporttheteaching-learning

process:

a) On-line education platform Blackboard, which includes tools for synchronic and

asynchroniccommunicationbetweentheprofessorandthestudents,aswellasareas to

makeavailabletostudentsgrades,files,webpagesandevaluations.


c) VirtualEBSCOLibrary,fromwhichitispossibletoaccessscientificpapersinfulltextfor

researchpapers.

d) Fixedvisualslikewhiteboardandmarkers.

e) A multimedia center where overhead projectors, slide projectors, recorded media like

audioandvideotapes,videodisc,cameras,CDsandDVDsareavailable.

ComputerlaboratorieswithInternetaccessandsoftwarefordoingprojects.Bibliography:Mandatory:

Larson,R.,(2010).Precalculus(8thedition).

ClassSchedule

Week Content TeachingStrategy LearningActivities

1

Functionsandtheirgraphs CourseIntroduction

2

Functionsandtheirgraphs Individualreadingofchapter.Individualpractice.Preparetoapplyconceptsinclasspractice.

ReadChapter1:Functionsandtheirgraphs.Chapterexercises

3

PolynomialFunctions

and Rational Individualreadingofchapter.Individualpractice.Preparetoapplyconceptsinclasspractice.

ReadChapter1:Functionsandtheirgraphs.ChapterexercisesHomework1

4

PolynomialFunctions

and Rational Individualreadingofchapter.Individualpractice.Preparetoapplyconceptsinclasspractice.

ReadChapter2:PolynomialandRationalFunctions

ChapterexercisesReadingComprehension1

5


Individualreadingofchapter.Individualpractice.Preparetoapplyconceptsinclasspractice.

ReadChapter3:ExponentialandLogarithmicFunctions

Chapterexercises

Homework2

6


Individualreadingofchapter.Individualpractice.Preparetoapplyconceptsinclasspractice.

ReadChapter3:ExponentialandLogarithmicFunctions

ChapterexercisesReadingComprehension2

7

Trigonometry Individualreadingofchapter.Individualpractice.Preparetoapplyconceptsinclasspractice.

ReadChapter4:TrigonometryChapterexercisesHomework3

8

Trigonometry Individualreadingofchapter.Individualpractice.Preparetoapplyconceptsinclasspractice.

ReadChapter4:TrigonometryChapterexercisesReadingComprehension3

AnalyticTrigonometry Individualreadingofchapter. ReadChapter5and6:Analytic

9 Individualpractice.

Preparetoapplyconceptsinclasspractice.

TrigonometryChapterexercises

Homework4 MatricesandDeterminants Individualreadingofchapter. ReadChapter7:Matricesand Individualpractice.

PreparetoapplyconceptsinDeterminants

10 classpractice. Chapterexercises

ReadingComprehension4

11

Sequences,Probability

Series and Individualreadingofchapter.Individualpractice.Preparetoapplyconceptsinclasspractice.

ReadChapter8:Sequences,SeriesandProbability

Homework5

Chapterexercises

12

Sequences,Probability

Series and Individualreadingofchapter.Individualpractice.Preparetoapplyconceptsinclasspractice.

ReadChapter8:Sequences,SeriesandProbabilityChapterexercisesReadingComprehension5

13

TopicsinAnalyticGeometry Individualreadingofchapter.Individualpractice.Preparetoapplyconceptsinclasspractice.

ReadChapter9:AnalyticGeometry

Chapterexercises

Topics in

14

EASTERWEEK NOCLASS

TopicsinAnalyticGeometry Individualreadingofchapter. ReadChapter10:Topicsin

15 Individualpractice.

Preparetoapplyconceptsinclasspractice.

AnalyticGeometryChapterexercises

ReadingComprehension6


Coursename Peace&WarinInternationalRelationsCoursecode 12-2003Credits 4Entryrequirements

N/A



Schedule Monday,2:00-5:00pmClassroom/Lab N/AInstructor SergioRivero

[email protected]


PURPOSEOFTHECOURSEThecoursecreatesaspaceforstudentstoanalyzethehistoricaldevelopmentofstrategicstudiesincontextsofpeaceandwarandits impactontheinternationalorder.Fromtheinterpretationofthehistoricaldevelopmentofstrategicstudiesandtheirimplicationsforinternationalrelationsstudentscanproposestrategicactions.Thecoursefacilitatesstudentdevelopmenttocontributetothepromotionofpeacefulrelationsintheinternationalarena,throughlearningactivitiesthatpromoteunderstandingofgreattechnologicaladvancesandtheirincorporationintothedefinitionsofstrategiesofthemajorpowersandtheirimpactinthedevelopmentofthewarandachievingpeace.COMPETENCESTraditionaleducationisbasedoncontent,butULACITusesacurriculummodelbasedoncompetences,which means that students will develop the ability to think and react asexperts in their discipline, and not only to understand its conceptual or theoreticalframework. The table specifies the disciplinary and general competences aswell as theperformancecriteriathatwillbedeveloped.



Contribute to thepromotion of peacefulrelations in theinternational arenathrough theconceptual, historicalandcriticalassessmentof the impact of warand peace ininternationalrelations,formulatinginnovativeproposals,whichfosterworldpeace.

Contrast the different historicalstagesofevolutionofthestrategyin contextsofwar andpeace andits impact on the internationalorder.

Critically interpret theevolutionary stages of strategicstudies through the analysis ofthereadings.Explains the impact of thecontextsofpeaceandwarintheinternational order and theevolutionof theconceptsof thestrategywithintheframeworkofround tables exchangedargumentswiththeteacherandpeers.

Formulatealternativeapproachesand objectives in the conceptualdevelopment of strategies for thedefenseofnationalinterests.

Develops critical andcomparative defense strategiesof states in different contextsanddevelopmentstagesthroughresearch and analysisroundtables.Proposes actions for redefiningstate defense strategies andinterests based on historicaldevelopments andchallengesinthe information age raises thecurrent international order,through research, roundtablesandfinaltesting.

Analyze the main challenges andcontemporary patterns ofevolution in strategic studies andthe impact of the currenttransformation of theinternationalorder.

Identifies current trends ininternational political,ideological, environmental,economic and technologicalfields, explaining the possibleinfluences that these trends instrategicstudiesandpeaceintheinternationalorder.

GENERALCOMPETENCES

Innovation Innovation competence involvesthe capacity to think in an open,criticalandpurposefulmanner;toexperience and reflect; inquire;synthesize and reorganizeinformation; generate new ideas;manage change; take risks andanticipate consequences;usetechnology;actindependentlyand collaborate with others,

It uses technology to conductresearch,organize,evaluateandcommunicate informationthrough case analysis andresolution.Use creative thinking inproposing solutions to theproblems they face in everydaylifeby simulating

amongothers. scenarios.

Entrepreneurship Entrepreneurship competence involves theability to plan systematically,show initiative, geared towardsquality, implement problemsolving skills, influence, reachagreements, communicate,manage information and otherresources, show self-confidenceandassertiveness,amongothers.


Integrity Integritycompetenceinvolvesthecapacitytosponsorandapplyhighmoral and ethical principles,respect others, and be consistentwith their own values in difficultsituations,amongothers.

Collaborate and interact withothers effectively andrespectfully in class discussionsaround the conflicts andchallenges of interculturalcommunication.Consider and respect otherforms of life and culturalpatterns that are exploredthroughreadingsandindividualresearch.

PLANOFTHELEARNINGEXPERIENCEIn ULACIT, the learning experience is designed around generative topics, capable ofprovokingpolemicandwhichdemandthatthepupilsraisetheirownarguments.Thetopicsarebrokendowninspiralsofinvestigation,orquestions,whicharerelatedtoeachotherinordertohaveadeeperunderstandingofthetopic.Inthefuture,ifthestudentsarecuriousabout something, theywill have to look for the answers themselves.The real art of theeducationistobeabletopresentthecorrectquestions,interactingwiththestudentsandhelping them in their discovery process. Every teacher’s objective is to motivate thecuriosityofthestudents,whichistheemotionalincentivethatwillallowthemtowanttolearnmorealongtheirlives.Topic1.PeaceandWar:anintroductionfromCarlVonClausewitz’svision

• Themesandhistoricalcontextsofthestrategy• Clausewitz’stheoryofwar

Topic2.Limited intensitywartothenationalwar:TheFrenchRevolutionandtheNapoleonicroutefortheconductofwar

• LimitedWarandGreatWar• Therevolutionandwar• TheNapoleonicArtofWar• Politicalandstrategicfailures

Topic3.Thenineteenthcentury:strategy,technology,warandinternationalorder

• AmericanCivilWar• Theimplicationsoftheindustrialrevolution

• Weaponsandwar• Thepolicyandstrategy

Topic4.FirstWorldWar:controversiesandmodernwarfare

• Criticalreviewofthefacts,decisionsandresultsofconflict• Thecourseofthewar• Modernwarfare

Topic5.Thearmisticeof20years(1919-1939)andmechanizationofwar

• TheTreatyofVersaillesandtheGreatWar• Thechangingpoliticalcontext:strategicimplications• Mechanizationofwar:land,seaandair

Topic6.SecondWorldWar

• Thestructureandcourseofthewar• Hitler'sWar• War(1939-1945)• JapanandthePoliticsofEmpire• TheJapanesebidforEmpire• TheUS-Japanrelations• JapaneseStrategy• USStrategy

Topic7.TheColdWar:Ideology,politicsandnuclearweapons

• TheconsequencesofWorldWarII• FromcoldpeacetotheColdWar• Thestrategicchallenge:thenuclearbomb

Topic8.WarandPeaceaftertheColdWar

• A"unipolar"world• Newandoldwars:abloodydecade

Topic9.TheterroristattacksofSeptember11

• OnSeptember11:WorldWarIII?• ThewarinIraqandAfghanistan

Topic10.Warandirregularwarfare:guerrillainsurgencyandterrorist

• ModernWar:fromtheindustrialagetotheinformationage• GuerillaWarfare:insurgencyandterrorism• TerrorismandCounterterrorism• AlQaedaandthe"newterrorism"

Topic11.GeographyandStrategy

• Thefiveareasofwar• Geography,technologyandtactics• Geographicallocationandresources

• GeopoliticsandgeostrategyTopic12.War,peaceandinternationalorder

• Thenewworldorders• TheinternationalorderoftheColdWarandtheUnitedNations• OnSeptember11andapossiblehegemonicorder• Thefutureofthestrategy

LEARNINGENVIRONMENTTeachingmethodologyToensurethatthecourseiscompatiblewiththeneeds,interestsandstylesoflearningofalltheparticipants,weusethemethodologyof“reversedclassroom”,or"flippedclassroom":theassignments thatneedminor cognitiveeffort (rememberingandunderstanding)aredonebythestudentsoutoftheclassroom,andthosewhoneedmajorcognitiveeffort,suchasanalysis,synthesisandevaluation,aredoneindifferentscenariosintheclassrooms.Thecourseprovidesmaterialssuchasreadings,videos,narratedpresentationsandothers,viatheonlinelearningplatformofULACIT(i.e.Blackboard).Studentsbeforecomingtoclassare expected to prepare their participation in class, and study the theory at home. Thesessionsarereservedtopractice,reflectionanddiscussion.Theyrevolvearoundquestions,controversiesandissuesofrealbusinesslife.Withthisactive,reflectiveandparticipativemethodology, students are expected to develop inquiry, research and analytical skills.Moreover,theyareexpectedtodevelopadeepunderstandingofthesubject,participatingintheconstructionofknowledgesharedwithotherstudents,teachersandothermembersofsociety.LearningresourcesThecoursehas the followingeducational resources to continually support the teaching-learningprocess:

• Classrooms-enabledcomputers,projectionequipmentandInternetaccess.• Onlineeducationplatform:Blackboard(Bb).• DocumentCamera.• Recordingequipmentandsoundamplification.• VirtualLibrary:EBSCO,fromwhichyoucanaccessfull-textarticles.• Clickers,wirelesspersonalresponsesystems.• ComputerlabswithInternetaccessandapplicationsforresearch.

BibliographyAmerican Psychological Association. (2010). Publication manual of the American

PsychologicalAssociation(6ta.Ed.).Washington,D.C.:APA.Gray,C.(2012).War,peaceandinternationalrelations.Abingdon:Routledge.Suggestedreadings:Bigand,K. (2010,december).Frenchhistoriographyof theEnglishRevolutionunder the

restoration.European JournalofEnglishStudies,14(3),249-261.Retrieved fromAcademicSearchPremierdatabase.

Hantke,M.ySpoerer,M.(2010,november).TheimposedgiftofVersailles:thefiscaleffectsofrestrictingthesizeofGermany'sarmedforces,1924-9.EconomicHistoryReview,63(4),849-864.RetrievedfromBusinessSourcePremierdatabase.

Pach, C. (2010, june). “Our worst enemy seems to be the press”: TV news, the Nixon

administration, and U.S. troop withdrawal from Vietnam, 1969–1973. RetrievedfromAcademicSearchPremierdatabase.

Perovic, S. (2012, october). Other people's lives: Exemplary history and the FrenchRevolution. Literature & History, 21(2), 16-31. Retrieved from Academic SearchPremierdatabase.

Riga,L.yKennedy,J.(2009,july).Tolerantmajorities,loyalminoritiesand‘ethnicreversals’:constructingminorityrightsatVersailles1919.Nations&Nationalism,15(3),461-482.RetrievedfromAcademicSearchPremierdatabase.


Classparticipation:15%Studentsareexpectedtocometoclassontimeandpreparethecorrespondingtaskseveryweek.Forinstance,studentsmustreadtheassignedrequiredreadingsbeforecomingtoanysession.Readingverificationswillbecarriedeveryweekbymeansofindividualquestions.Studentsareexpected tounderstandthe issuescoveredbyeachreading,do thereadingschemes, write down doubts, and carry further research before coming to any session.Duringthesessions,studentsshouldbeparticipatingandcollaboratingwithotherstudentsin a respectful manner, whether by voicing their questions and concerns, answeringquestions,and/orworkingontheassignedtasks.Ifthestudentisconsistentlydistractedandnotpayingattentioninclass,markswillbededucted.Ifthestudentisabsent,he/shelosesthe1%fortheweek.









Activity PercentageClassParticipation 15%Readingchecks 15%Documentaryanalysis 15%Researchpaper 30%Moxie 20%Courseevaluation(CEPA) 5%Total 100%

Collaboration Cooperates with others,

showing leadership, ethics,negotiationandinitiativeskills.


TOTAL Thetotaliscalculatedbasedon5pointsReadingchecks15%In order to evaluate the comprehension of the readings and the lectures, students willcompletereadingcheckswithmultiplechoicequestionswithingashorttimeframe.Atotalof3readingchecksandwillbeannouncedone-weekpriortheevaluation.Documentaryanalysis15%Incollaborativegroups,studentsmustpresentacriticalanalysisofthedocumentary¨Warmadeeasy¨wheretheywillanalyzethediscourseofwarandtheresponsibilityofthemediainthejustificationofwar.Thiscriticalanalysisof3500wordsconsistsoftwoparts:

• Documentary summary: the firsthalfof thedocument isa summaryof themainfindingsofthedocumentaryanditscontext.Therefore,thissummarydoesnotallowanyquotationorreferencetothedocumentary.

• Critical analysis: in the second part of the document, should make a criticalassessmentofthedocumentary,answering,amongothers,thefollowingquestions:What is therelationshipbetween thedocumentaryand thecourse?Whoare thepoliticalactors(governments,organizations,media,civilsociety)representedinthedocumentaryandtherelationshipbetweenthem?Whatistherelationshipbetweenthe documentary with the evolution of the strategy and theory in internationalrelations?

Thedocumentisgradedaccordingtothefollowingassessmentchart:

Documentaryanalysisrubric Criteria 1 2 3 4 51 Delivers in time and with excellent presentation the

documentasrequestedbytheprofessor.

2 Research regarding thetopicand analysis areevidentandadequate.

3 The document demonstrates the comprehension of thetheoriesstudiedinclass.

4 Thedocumentrespectsgrammarandspellingrules. 5 ThedocumentfollowstherulesoftheAPAeditorialstyle. Total The score is calculated

on25points.Note:1.Poor,2.Sufficient,3.Satisfactory,4.Good,5.Excellent.Researchpaper30%The research paper main objective is to analyze a current international event from aperspectiveofthetheoriesofPeaceandWarinInternationalRelations.Thetopicforthispaperis:biologicalwarfare.Thestudentswillpresentafirstdraftonweek9andthefinalpaperonweek14.

Rubricfortheresearchpaper Expert Proficient Apprentice Novice

Integrationofknowledge

The paperdemonstrates thatthe author fullyunderstands andhas appliedconcepts learnedin the course.Concepts areintegratedintothewriter’s owninsights. Thewriter providesconcludingremarksthatshowanalysis andsynthesisofideas.

The paperdemonstratesthat the author,forthemostpart,understands andhas appliedconcepts learnedin the course.Some of theconclusions,however,arenotsupported in thebody of thepaper.

The paperdemonstratesthat theauthor, to acertain extent,understandsand hasappliedconceptslearned in thecourse.

The paperdoes notdemonstratethat theauthor hasfullyunderstoodand appliedconceptslearned in thecourse.

Topicfocus The topic isfocused narrowlyenough for thescope of thisassignment. Athesis statementprovides directionfor the paper,either bystatement of aposition orhypothesis.

The topic isfocusedbutlacksdirection. Thepaper is about aspecifictopicbutthe writer hasnotestablishedaposition.

The topic istoo broad forthe scope ofthisassignment.

The topic isnot clearlydefined.

Depth ofdiscussion

In-depthdiscussion &elaboration in allsections of thepaper.

In-depthdiscussion &elaboration inmost sections ofthepaper.

Thewriterhasomittedpertinentcontent orcontent runs-onexcessively.Quotationsfrom othersoutweigh thewriter’s ownideasexcessively.

Cursorydiscussion inallthesectionsofthepaperorbriefdiscussion inonly a fewsections.

Cohesiveness Ties together

information fromall sources. Paperflows from oneissue to the nextwithout the needfor headings.Author's writingdemonstrates anunderstanding ofthe relationshipamong materialobtained from allsources.

For the mostpart, tiestogetherinformationfromallsources.Paperflows with onlysomedisjointedness.Author's writingdemonstrates anunderstandingofthe relationshipamong materialobtainedfromallsources.

Sometimesties togetherinformationfrom allsources.Paperdoesnotflow-disjointednessis apparent.Author'swriting doesnotdemonstrateanunderstandingof therelationshipamongmaterialobtained fromallsources.

Does not tietogetherinformation.Paper doesnot flow andappears to becreated fromdisparateissues.Headings arenecessary tolink concepts.Writing doesnotdemonstrateunderstandinganyrelationships.

Spelling &grammar

No spelling &/orgrammarmistakes.

Minimal spelling&/or grammarmistakes.

Noticeablespelling &grammarmistakes.

Unacceptablenumber ofspellingand/orgrammarmistakes.

Sources More than 5currentsources,ofwhichatleast3arepeer-reviewjournal articles orscholarly books.Sources includeboth generalbackgroundsources andspecializedsources. Special-interest sourcesand popularliterature areacknowledged assuch if they arecited.Allwebsitesutilized areauthoritative.

5 currentsources,ofwhichat least 2 arepeer-reviewjournal articlesor scholarlybooks. All websites utilized areauthoritative

Fewer than 5currentsources, orfewer than 2of 5 are peer-reviewedjournalarticles orscholarlybooks.Allwebsites utilizedarecredible.

Fewer than 5currentsources, orfewer than 2of 5 are peer-reviewedjournalarticles orscholarlybooks. Not allweb sitesutilized arecredible,and/orsources arenotcurrent.

Citation Cites all data

obtained fromothersources.APAcitation style isused in both textandbibliography.

Cites most dataobtained fromother sources.APA citationstyle is used inboth text andbibliography.

Cites somedata obtainedfrom othersources.Citation styleis eitherinconsistentorincorrect.

Does not citesources.

Moxie20%From 2020 and on, ULACITwill have its ownWeb channel, calledMoxie, produced bystudents,inalliancewithDelfino.cr.Thepurposeofthischannelistoprovidestudentswitha space to generate anddisseminate their ideas. It also serves as a showcase to exhibitstudents’academicprojectsnationwide.It'scalledMoxie-whichinurbanEnglishmeanshavingtheabilitytofacedifficultieswithintelligence,boldnessandcourage-inhonorofourstudents,whose"moxie"characterizesthem.Iftherewereprintedstudentpublicationsinthepast,nowtheseinitiativesaretransferredto the digital space, which allows our students to experiment, not only with digitalpublishing, but with audiovisual production, graphic design, digital marketing andwebtechnology,amongothers.This course contributes to the written and audiovisual content of the Moxie Channel.Studentsareexpectedtowriteanarticleof3000charactersor550wordsaboutproblemsordilemmasdefinedbytheprofessorinthepreviouslyselectedcourses.Theprojectconsistsof threeproducts,namely:article text,allusive image,andvideo fordeepening the content.The three components constitute the contribution, soonly thosecontributionsthatarecompletecanbequalified.Thefinalproductwillbeevaluatedaccordingtothefollowingrubric:

EVALUATIONRUBRICFORMOXIEPROJECT20%Criteria DescriptionofCriteria 1

Meets0.5Incomplete

0Fails



1 0,50 0

B.Title It has a title that suggests thetopicandprovokestheinterestofthereader

1 0,50 0


The author draws the reader'sattention by using one of thefollowingresources:tellsananecdote,presentsafact,makesametaphor,asksprovocativequestion,evokesafamousimage,sceneor

1 0,50 0

phrase


1 0,50 0

Letthereaderknow:Whyitisimportanttoaddresstheproblemorthedilemma.Theoriginalityoftheperspectivewithwhichitdeals.It says explicitly, clearly andforcefully what his/her positionisaboutit.

1 0,50 0


In the first paragraph of thedevelopment, the authorpresentstheevidence(statisticaldata,proven facts,definitions ...)that supports his/her positionand makes it clear why it isadequate to respond to theproblem or dilemma andwhy itshouldbeacceptedbythereader.

1 0,50 0

In the second paragraph of thedevelopment, the authoranticipates the questions thatreaders could ask about his/herposition regarding the problemor dilemma. Therefore, thestudentsayswhatthosepossiblearguments could be against anddeclares to what extent theycouldberightortrue,andhowinspite of that his/her positionremainsvalid.

1 0,50 0


The conclusion is clear inaddressing how the evidenceprovided is the basis formaintaining the author'sposition-solution and whyreadersshouldacceptit.

1 0,50 0

It suggests that the solutionyoupropose:is an effective and feasible plan,which does not offer significantorunforeseeninconveniences,orjustifies that the balance isfavorable to the advantages, inrelationtothedisadvantages,or

1 0,50 0

suggestsresultsorconsequences,orstatesthatnosolutionisperfect,buttheoneitoffersisthebest.

G.Thedevelopmentmeets criteria ofstyleandform.

Thereadingofthearticleisfluidbecause ideas relate to eachother, making good use oftransitional words and phrases,aswellasacorrectpunctuation.

1 0,50 0

The author gives reason for theorigin of outside ideas and datawith which he supports hisposition, following the APAstandards(referencesinthetextandlistofreferences)

1 0,50 0




1 0,50 0


1 0,50 0


1 0,50 0

Theoriginalimageisattachedinaseparatehighresolution file inPNGorJPGformatat72dpi.

1 0,50 0


1 0,50 0

I.Audiovisual The audiovisual is a video, anoriginal audio podcast or aslideckcreatedbythestudentofno more than 8 minutes withclarityinsoundandimage(ifitisa video), oriented directly todeepenthecontentofthearticle.

1 0,50 0

Theformatoftheaudioandvideofiles is MP4, withoutcompression, 16-32 bits, with aresolution of 1,920 X 1,080 HDpixels (using H264 or H265compressor). WAV files arerecommended,whenpossible.

1 0,50 0

TOTAL Thisproducthasthreecomponents:thearticle,theimageandthevideo.Theabsenceofoneofthethree,excludesthecontributionbeingassessed,andresultsinthecompletelossoftheassignedscore.Courseassessment(CEPA):5%Asanintegralactivityofthecourse,thestudentwillhavetheopportunityofassessingitsdifferent components: the didactic competencies of the professor, the quality of thematerials, the educational environment, the competencies of the ULACIT graduate, theeffectiveuseofBlackboard,theassessmentsystem,thelevelofchallengeandrequirement.Also,asacentralelementofTeachingforUnderstanding(TfU),theeducationmodelthatULACITprivileges,thestudentwillhaveaspacewiththeCEPAtoreflectonhis/herownperformance (self-assessment) and that of his/her classmates (co-assessment). Thisintellectualexerciseallowsthestudenttoidentifyhis/herstrengthsandweaknesses,andtoperformactionstocontinuouslyimprovehis/herprocessesofknowledgeconstruction.Whenassessinghis/herclassmates,thestudentassumesanactiveroleasamemberofalearning community, committed with the educational task. Because it is about a self-reflectionspacewithinthecourseandduetothevalueithasforacademicdecisionmaking,it is awarded a value of 5%within the final grade of the course. In order to earn thisevaluativecategory,thestudentisexpectedtotakehis/hertime,analyzingresponsiblyeachquestionandansweringthequestionnaireinfull.COLLABORATIVEPROJECTCONTRACTThe collaborative project is away of articulating thework activities of a human grouparound a set of goals, objectives and results to be achieved. This implies an activeinterdependencebetweenthemembersofagroupthatshareandassumeaworkmission.Asa learningmethodology forULACITstudents,collaborativeprojectsvalue interaction,collaboration and solidarity among members, as well as negotiation skills to reachagreementsandfacepotentialconflicts.Amongthecharacteristicsofacollaborativeprojectisthesmoothcommunicationchannels,basedonrelationshipsoftrustandmutualsupport.Itfocusesonthegoalssetinaclimateoftrustandreciprocalsupportamongitsmembers,wherethemovementsaresynergistic.Therefore, the ultimate goal of a collaborative project is to obtain results with greaterimpact,wherethewholeisgreaterthanthecontributionofeachmember.Inthisway,aspartoftheprocessofcreativityandinnovationineducation,foreachcollaborativeprojectstudentsmustcreate,negotiateanddrawupaworkcontractamongthemembersofthegroup.Noevaluablecollaborativeprojectcanbestarteduntilallthemembersofthegrouphavesigned the work contract. On the BLACKBOARD platform students can find a guide toformulatetheirowncontract.

INSTITUTIONALPOLICIESAcademicHonestyPolicyULACITaimsforthehighestandmostrigorousstandardsofacademiclife. Inthiscourseyouareexpectedto avoiddishonest conducts suchas fraudorplagiarism.Fraud constitutesmaking up data, forge bibliography, use projects done by another person, and obtainunauthorized help to do your course work. Plagiarism includes copying textually fromanothersourceintoyourdocument;itincludesphrases,sentences,paragraphsobtainedontheInternet,bookoranyothersourceswithouttheappropriatereference.Paraphrasingwithout references is also considered plagiarism. Whether the fraud or plagiarism isperformedvoluntarilyorinvoluntarily,inanindividualorgroupwork,itwillcauseyoutofailthecourseimmediately.Incasethestudentisfoundguiltyoffraudorplagiarismonasecondcourse,thestudentwillbeexpelledfromtheinstitution.CreatingacultureofrespectInULACIT,wesethighexpectationsforconductofmembersoftheuniversitycommunity.Therefore,weemphasizethevalueofmutualrespectandexpecteveryonetotreatothersastheywanttobetreated.Wedefinerespectastheconsiderationandappreciationwecanshowotherswithoutexceptions,sodonottoleratedisruptiveactionssuchas:



We ask teachers to take corrective measures to ensure a respectful coexistenceenvironment conducive to learning and habits of respect, fundamental to thecomprehensive and professional training of students. At the beginning of each period,studentsshouldconsultwiththeirfacultyforspecificregulationsandsanctionsthatcouldbeimplemented.AttentiontodiversityThecurricularapproachatULACITfocusesonthedevelopmentofcompetencesthroughthecompletionofprojects,allowingstudentstofulfilltheacademicrequirementsbasedontheirown learning styles, abilities, and individual interests. The primary responsibility oflearning is placed on the student; the instructor is responsible for setting courseexpectationsfromstart,offeringtherequiredsupporttosatisfythem,andawardingalevelofflexibilitythatallowseachstudenttochoosehowheorshewillfulfillthecoursegoalsandwork at his ownpace in the completion of the projects assigned. Furthermore, theinstructorwillprovide the required learningmaterials, alongwith continuous feedback

using the rubrics designed for each project. The feedback is of a qualitative aswell asquantitative nature. The use of technological tools and collaborative work allows theprofessortotailortheeducationalprocesstotheabilitiesofeachstudent.Ifyouhaveanyadditionalspecialeducationalneeds,pleasecontactdiversidad@ulacit.ac.crClaimsULACITsafeguardsyourrightsasastudentandguaranteesdueprocessincasesofclaimsregarding grades, forwhich itmust follow theprocess establishedby theRegulationofStudentSystem,availableonthewebsite of ULACIT, Vice President of Student Services,StudentRegulations,chapter16.Checkthatthequalificationspostedinyouracademicrecordarethecorrectones.Todothis,youwillreceiveinyourmailaccount@ulacit.ed.crthereportcardfromthepreviousperiodinWeek1.Ifthegradeisnotthecorrectone,contactthecourseinstructor,whowithin3business daysmust justify your grading. If no response is given by the teacher, or thejustificationdoesnotsatisfyyou,addressthecomplainttotheDeanalongwiththeresponseof the teacher. The issue should be resolved within 3 business days and exhaustadministrativeregulations.Claimsregardingqualificationscanonlybereviewedduringthenextacademicperiod,soitisveryimportanttoassumeresponsibilityofthestrictcontrolofyourownqualifications.COURSESCHEDULEWeek Topic Assignment1 Topic 1. Peace and War: an introduction from Carl Von

Clausewitz’svisionGray.Ch.1

2 Topic 2. Limited intensity war to the national war: TheFrenchRevolutionandtheNapoleonicroutefortheconductofwar

Gray.Ch.2

3 Topic3.Thenineteenthcentury:strategy,technology,warandinternationalorder

Gray.Ch.3

4 Topic4.FirstWorldWar:controversiesandmodernwarfare Gray.Ch.45 Topic 5. The armistice of 20 years (1919-1939) and

mechanizationofwarGray.Ch.5

6 Topic6.SecondWorldWar Gray.Ch.67 Topic6.SecondWorldWar Gray.Ch.68 Topic 7. The Cold War: Ideology, politics and nuclear

weaponsGray.Ch.7

9 Topic 7. The Cold War: Ideology, politics and nuclearweapons

Gray.Ch.7

10 Topic8.WarandPeaceaftertheColdWar Gray.Ch.811 Topic9.TheterroristattacksofSeptember11 Gray.Ch.912 Topic 10.War and irregularwarfare: guerrilla insurgency

andterroristGray.Ch.10

13 Topic11.GeographyandStrategy Gray.Ch.1114 Topic12.War,peaceandinternationalorder Gray.Ch.1215 Topic12.War,peaceandinternationalorder Gray.Ch.13


Coursename Poverty, Economics, and Development in LatinAmerica

Coursecode 08-1009Credits 4Requirements N/AModality Facetoface,withonlinesupportNature Theoretical-practicalPeriodandduration Quarter,equaltofifteenclassweeksSchedule Thursday,2-5pmClassroom/Lab Classroom607Professors M.A.SergioRivero

[email protected]

This course requires an intensive use of the Internetand the electronic databases for research (EBSCO),whichmakesitnecessaryforstudentstohaveaccesstothistoolfromtheirhome.

COURSEDESCRIPTION

LatinAmericaistheregionwiththehighestlevelsofincomeinequalityandwhereinequalityhasbeenmostpersistentoverthedecades.Thiscoursewillfocus,amongothertopics,onthehistorical background of the Latin American states, the liberal economic reform with thesubsequent resurgence of the left and the role of the state and themarkets in the region’sdevelopmentefforts.

In addition, an overview of different policies regarding education, health, environment andsustainabledevelopmentwillhelpstudentsunderstanddifferentdevelopmentrealitieswithinthesecountries.Thus, this coursehelps students contribute to the region’sdevelopmentbycriticallyanalyzingthekeyeconomic,socialandpoliticalissuesassociatedwiththepatternsofdevelopmentinLatinAmericanstates.

Inordertoachievethis,undertheguidanceoftheprofessor,andthroughdifferentdiscussionsandactivitiesduringclassandthefinalessay,studentsstrengthentheirknowledgeregardingthetopicsofeconomicandsocialdevelopment.Similarly, throughroundtablediscussionsoncurrentissuesinLatinAmericancountries,studentsdevelopcriticalthinkingskillsthatallowsthemtofosteraninformedopiniononthechallengesfacingtheregion.

COMPETENCIES

Traditional education is based on content, but ULACIT uses a curriculummodel based oncompetences,whichmeansthatstudentswilldeveloptheabilitytothinkandreactasexpertsin theirdiscipline,andnotonly tounderstand its conceptualor theoretical framework.Thetablespecifies thedisciplinaryandgeneralcompetencesaswellas theperformancecriteriathatwillbedeveloped.

Unitsofcompetency Elements ofcompetency

Performance Criteria (degree andcontext towhich thecompetency isapplied)

Competency: Studentswillbeableto: Students demonstrate competencythroughlearningactivitieslike:

Contribute to thesocial and economicdevelopment of theregion, by analyzingand understandingtheissueofpovertyinLatin America, anddoing research topropose betterdecisions, in order toreach the desireddevelopment.

Analyze the maincharacteristics of LatinAmerica’s sustainablehuman development,stressing the dramaticproblemofpoverty.

Debating with their peers andprofessor, about the evolution andcauses of poverty and under-developmentinLatinAmerica,inclassdiscussions.Statingcreativelytheresultsofthecasestudyindetail,inanoralpresentation,whichincludeabroaddebatewiththeirpeersandprofessor.

Promote the search forcreative solutions, wellfounded andsustainable forovercoming poverty inLatina America, so itmay be able to reachsustainable humandevelopment.

Creatively exploring new ways offighting poverty in Latin America,through round table discussions withtheirpeersandprofessor.Using a coherent and well supportedfinal essay to reflect on new ways toface poverty in the region, andcomparing it to the opinion of peersandtheprofessor.

Show competenciesfor life, learning, andpersonal y laboreffectiveness.

Thinkcreatively Employing creativity to analyze themost relevant cases of poverty andovercomingintheregion,throughoralandwrittenproposals.

Communicate Communicating visually, orally,nonverbally,andinwritingwithpeers,theprofessor,andthegeneralpublic,inavarietyofwaysandcontexts.

Collaborate Collaborating and interacting witheffectivenessandrespect,duringclassandroundtablediscussions,aswellasinthegeneralcollaborativeactivities.

Reason Employing reasoning whensynthesizinginformationandanalyzingargumentsregardingtheevolutionanddevelopment perspectives of LatinAmerica.

Utilize communicationand informationtechnologies.

Utilizing communication andinformation technologies toinvestigate, organize, evaluate, andcommunicate information related tothefinalessay.

Utilize scientificmethodsandtools.

Using scientific methods, approaches,and concepts, particularly researchtechniquesinempiricalanalysiscases.

Perform with personaleffectiveness.

During their performance andinteraction with others, in the courselearning activities, showing initiative,responsibility, ethics, leadership, andproductivity, as well as self-management skills and openness tochange.

PLAN OF THE LEARNING EXPERIENCE

In ULACIT, the learning experience is designed around generative topics, capable of provoking polemic and which demand that the pupils raise their own arguments. The topics are broken down in spirals of investigation, or questions, which are related to each other in order to have a deeper understanding of the topic. In the future, if the students are curious about something, they will have to look for the answers themselves. The real art of the education is to be able to present the correct questions, interacting with the students and helping them in their discovery process. Every teacher’s objective is to motivate the curiosity of the students, which is the emotional incentive that will allow them to want to learn more along their lives.

Topic1.DevelopmentinLatinAmerica

• Characteristicsofdevelopment

• Qualityoflifeindicators

• Growthanddevelopment

• Growthindicators

Topic2.HistoricalLegacies

• Comparativegrowthpatterns

• Extractioneconomics

• Socialandlaborrelations

• Politicalchangewithouteconomictransformation

Topic3.Industrializationasasubstituteforimports

• Dependencytheory

• Structuralism

• Protectionism

Topic4.TheLatinAmericandebtcrisis

• Unsustainabledomesticpolicies

• Debtanddevelopmentpatterns

• ThefocusoftheIMF

Topic5.Macroeconomicstabilization

• Inflationtheories

• Monetarytheories

• Structuralismtheories

• Expectationsofinflation

Topic6.TheroleoftheState

• NewroleoftheStateinLatinAmerica

• Thefightagainstcorruption

• Promotingtransparency

• TheoreticalapproachestotheactivityoftheState

Topic7.Financingfordevelopment

• Capitalflowbehavior

• MarketCharacteristics

• Longterminvestment

• Internationalcapitalflow

Topic8.Contemporarycommercialpolicy

• Theoreticalbenefitsoffreetrade

• LiberalizationinLatinAmerica

• Exportsandimports

• Compositionofgoods

Topic9.Policiesforsustainablegrowth

• Investmentinhumancapital

• Laborpolicies

• Growthoftheinformalsector

• Productivityandtechnology

Topic10.Ruraldevelopment

• Changingpatternsinagriculturalproduction

• Hindrancestosustainabledevelopment

• Growthinproductivity

• Agriculturalextensionprograms

Topic11.Povertyandinequality

• Povertyprofile

• Povertyandethnicity

• Causesofinequality

Topic12.Healthpolicies

• Healthprofilesintheregion

• Gender,ethnicity,andhealth

• Importanceofprimaryhealth

• HealthSystemsinLatinAmerica

Topic13.Educationalpolicies

• Deficitandachievementsineducation

• Educationinequality

• Educationandethnicity

• Benefitsofeducationalreform

Topic14.Environmentalchallenges

• Sustainabledevelopment

• Environmentalpriorities

• Environmentaldestruction

THELEARNINGENVIRONMENT

Teachingmethodology

Tomakethecoursecompatiblewiththeneeds,interestsandlearningstylesofallstudents,weusetheinvertedclassroomteachingmethodology,or"flippedclassroom".Theassignmentsthatrequire less cognitive effort (those of remembering and understanding) are undertaken bystudents outside the classroom, and those that require more cognitive effort, such asapplication,analysis,synthesisandevaluation,areconductedwithintheclassroom.

Thecourseprovidesmaterials,suchasreadings,videos,narratedpresentationsandothers,viathe online learning management system used by ULACIT (Blackboard). Students shouldprepare their participation in the classroom, studying the theory at home. The face-to-facesessionsarereservedforpractice,reflectionanddiscussion.Theyrevolvearoundquestions,controversiesand real-life issues.Withthisactive,reflectiveandparticipatorymethodology,students are expected to develop the general competencies that this course proposes. In

addition,theyareexpectedtodevelopadeepunderstandingofthesubject,participatinginthesharedconstructionofknowledgewithotherstudents,teachersandothermembersofsociety.

Educationalresources

The course has the following educational resources to continuously support the teaching-learningprocess:

• Classroomsequippedwithcomputers,projectionequipmentandInternetaccess.

• Blackboardonlineeducationplatform(Bb).

• Repositoryofdocuments.

• Recordingandsoundamplificationequipment.

• EBSCOvirtuallibrary,fromwhichyoucanaccessarticlesinfulltext.

• Clickers,wirelesspersonalresponsesystems.

• ComputerlaboratorieswithInternetaccessandcomputerapplicationsforresearch.

BIBLIOGRAPHY

Requiredtexts:

AmericanPsychologicalAssociation.(2010).PublicationmanualoftheAmericanPsychologicalAssociation(6ta.Ed.).Washington,D.C.:APA.

Armendáriz,B.yLarraín,F.(2017).TheEconomicsofContemporaryLatinAmerica(MITPress).USA:TheMITPress.

Franko, P. (2003).The puzzle of Latin America economic development. Lanham: Rowman&LittlefieldPublishers.

KingstonePeter.(2011).ThepoliticaleconomyofLatinAmerica:reflectionsonneoliberalismanddevelopment.NewYork,U.S.:Routledge

Supplementaryreadings:

Carballo, A. (2010). Poverty and corruption in Latin America: Challenges for a sustainabledevelopmentstrategy.OPERA-ObservatorioDePolíticas,EjecuciónyResultadosdelaAdministraciónPública,(10),41-65.

Cruces, G. & Gasparini, L. (2013). Poverty and Inequality in Latin America: a story of twodecades.JournalofInternationalAffairs66(2),pp.51-63.

Datta,A.(2019).RuralDevelopment.HandbookofSocialPolicyandDevelopment.EdgarElgar,MA,USA.P.169-187.

Inter-American Development Bank. (2018). The Future of Work in Latin America: series.Available at: https://www.iadb.org/en/labor-and-pensions/future-work-latin-america-and-caribbean

Mishra P K. (2017). Green Economy: A Panacea for Sustainable Development and PovertyReduction. Journal of International Economics. ISSN 0976-0792 Volume 8, No.1,January-June2017,pp.19-28

Page,L.&Pande,R.(2018).Endingglobalpoverty:whymoneyisnotenough.TheJournalof

EconomicPerspectives32(4),pp.173-200.

Philbeck, T. & Davis, N. (2019). The Fourth Industrial Revolution. Journal of InternationalAffairs,72(1),pp.17-22.

Pribble, J., Huber, E. & Stephens, J. (2009). Politics, Policies and Poverty in Latin America.ComparativePolitics41(4),pp.387-407.

Rojas-Suarez,L.(2009).GrowingpainsinLatinAmerica:AneconomicGrowthFrameworkasApplied to Brazil, Costa Rica,Mexico, and Peru.Washington, U.S.: Center for GlobalDevelopment

Rowntree,L.;Lewis,M.;Price,M.&Wyckoff,W.(2009).DiversityAmidGlobalization:WorldRegion,Environment,Development.(4Ed.).NewJersey,USA:PrenticeHall.

Ruckert,A.(2009).AdecadeofpovertyreductionstrategiesinLatinAmerica:Empoweringordisciplining the poor? Labour, Capital & Society, 42(1/2), 56-81. Obtained fromAcademicSearchPremierdatabase.

Schaffner, J. (2014). Development Economics. Theory, Empirical Research, and PolicyAnalysis.NewJersey;U.S.:JohnWiley&Sons,Inc.

TheOutlookforAgricultureandRuralDevelopment intheAmericas:aperspectiveonLatinAmericaandtheCaribbean2017-2018.(2017).ECLAC,FAO,IICA:SanJosé,CostaRica.

Todaro, M. & Smith, S. (2011). Economic Development. (11 Edic). The Pearson Series inEconomics.

Verner,D.(Edic.).(2010).ReducingPoverty,ProtectingLivelihoods,andBuildingAssetsinaChanging Climate: Social Implications of Climate Change for Latin America and theCaribbean.Washington,D.C.,U.S.:WorldBank.

ECLACRepository:

Abramo,L.,Cecchini,S.&Morales,B.(2019)Socialprogrammes,povertyeradicationallabourinclusion:lessonsfromLatinAmericaandtheCaribbean.CEPAL.

Bustillo,I.yVelloso,H.(2013)Debtfinancingrollercoaster:LatinAmericanandtheCaribbeantointernationalbondmarketssincethedebtcrisis,1982-2012.CEPAL.

ECLAC.(2016).ThesocialinequalitymatrixinLatinAmerica.

ECLAC.(2018).SocialPanoramaofLatinAmerica.

ECLAC.(2019).EconomicSurveyofLatinAmericaandtheCaribbean.

Martínez, R. (2019). Institutional frameworks for social policy in Latin America and theCaribbean.CEPAL.

EVALUATIONMETHODOLOGY

Thequalificationofthecourseisdistributedinthefollowingevaluativeactivities:

Activity Percentage DuedateMoxieaudiovisualproject 20% W6Roundtablesoncurrentissues(3) 30% TBD

Virtualforums(3) 15% W3,7&11

FinalEssay 30% W13

CEPA 5% W14

Total 100%

Moxieaudiovisualproject:20%

From2020,ULACITwill have its ownWeb channel, calledMoxie, producedby students, inalliancewith the journalisticmediumDelfino.cr,with thepurposeofproviding themwithaspacetogenerateanddisseminatetheirideas,aswellasserveasashowcasetoexhibittheiracademicprojectsnationwide.

It's calledMoxie -which in urban Englishmeans having the ability to face difficultieswithintelligence, boldness and courage - in honor of our students,whose "moxie" characterizesthem.

Ifbeforetherewereprintedstudentpublications,nowtheseinitiativesaretransferredtothedigitalspace,whichallowsourstudents toexperiment,notonlywithdigitalpublishing,butwith audiovisual production, graphic design, digitalmarketing andweb technology, amongothers.

ThiscoursecontributestotheaudiovisualcontentoftheMoxieCanal,throughapublicationofanarticleofabout3000characterson the topicsdefinedby theprofessor. Incollaborativegroups, studentswillwrite anopinionarticle,butonlyonearticlewillbe submittedby theprofessor for publication. The projectmust be delivered onweek 6 andwill be evaluatedaccordingtothefollowingrubric:

EvaluationrubricfortheMoxieaudiovisualproject

Criterion CriteriaDescription 2

Complies

1

Incomplete

0

Doesnotcomply

1.Titleofthearticle The title of the article enticesreaders.

2.The articleadequatelyproblematizes theassigned subject andoffers an originalperspective.

In3000characters,thestudentdevelops an original angleabout the subject, recognizingitsproblematicordilemma.

3.The introductoryparagraph is wellwritten.

Starts with a "hook": one ortwo sentences that offer ananecdote, fact, metaphor,question, image, scene orfamous phrase about theproblem or dilemma, thatattractthereader'sinterest.

It offers the context thatjustifies the importance ofaddressingtheissue.

It concludes with a clear andforceful argumentative thesis,whichislogicallylinkedtothepremises it exposes indevelopmentofthearticle.

4. The developmentmeets substantivecriteria.

The arguments are added orconcatenated in a coherentway, following a logicalstructure, using transitionalphrases to clarify how thecurrent argument relates tothepreviousoneandthenextone.

The author uses a variety ofargumentstosupporthispointof view (by analogy, ofauthority, of generalization,conditional, disjunctive,emotional, by signs, based ondata and statistics, based ondefinitions andothers studiedinclass).

The author includesconcessions and refutations,when the discursive threadandargumentativelogicmeritsit.

5. The developmentmeetsstyleand formcriteria.

Usesshortparagraphsbecauseitisashortarticle.

Theauthorgivesreasonfortheorigin of ideas and data onwhichhebuildshisargument,followingtheAPArules.

6. The articleproposesacreditableconclusion.

Takes up the thesis of theintroductoryparagraph.

It raises the reasons why thereader should accept hisargumentative conclusion,eitherbecause:

Itarguesthatthereisaseriousandimminentproblem.

Itshowsthatithasaneffectiveandfeasibleplan.

It proposes a plan that offersprobable, significant andassociatedadvantages.

Checks that the plandoes notoffersignificantorunforeseeninconveniences.

It justifies that the balance isfavorabletotheadvantages,inrelationtothedisadvantages.

Itarguesthatthereisnoothermoreadvantageousway.

It suggests results orconsequences.

It states that no solution isperfect, but the one offered ispreferable.

7.Thearticle reflectsgoodwritingstyle.

Usesappropriatevocabulary.

Writessuccinctly

It has no spelling or writingmistakes.

8. The article isaccompanied by an

The image is a photograph,graphicorillustration.

original image(photograph, graphicor illustration)directlyrelatedtothecontentofthearticle,and communicatesthe emotion and themessage youwish tocommunicate.

The image has adequatecomposition, depth of field,exposureandlighting.

9.Thearticleenclosesan audiovisualproject.

The audiovisual is a video,audiopodcastorslideck.

The theme of the audiovisualproduction is directly relatedtothecontentofthearticleandcomes toexemplifyorexpandonthecontent.

Videoimagesarewellfocused,transitions between takesshould be smooth and thebackground music should notovershadowthevoiceover.

Filesshouldnotlastmorethan8minutes.

The format of the audio andvideo files is MP4, withoutcompression,16-32bits.WAVfiles are recommended, whenpossible.

10. Technical imageand audiovisualspecifications

Theoriginal image isattachedin high resolutionPNGor JPGat 72 dpi, and uses the RGBcolorpalette.

The videos are exported in aresolutionof1,920x1,080HDpixels,usingtheH264orH265compressor.

TOTAL

Virtualforums:15%

It isnecessarythatstudentsdothereadingsassignedanddemonstratetheyunderstandthetopicsandconceptsthroughclassandonlineparticipationinvirtualforums.Therefore,eachstudentwillparticipateindividuallyin3virtualforumsof5%each.

Rubricfortheevaluationofvirtualforums

Criteria 1 2 3 4 5Demonstrationof anunderstandingof the topic of discussion throughcriticalthinking,higher-orderthinking,anduniquenessofcontribution.

Community building through collaboration and connectionwith otherstudentsbymakingatleast2replies.

PropernetiquetteandmechanicsofwritinginEnglish. Timelinessandparticipationwithposts/replies. TOTAL Note:1.Poor,2.Sufficient,3.Satisfactory,4.Good,5.Excellent.

Roundtablesoncurrentissues:30%

InordertodevelopaninformedopiniononcurrentissuesinLatinAmerica,wewillholdthreeroundtablesessions,wherestudents’preparationandparticipationisofoutmostimportance.Thetopicanddateoftheroundtablewillbenotifiedoneweekinadvance,forthestudentstoorganizeaccordingly.Aftereachroundtablesession,studentswillprepareaone-page(600-800words)reportonthetopicathand.Thepreparation,theparticipationandthesubmissionofthereportwillbeevaluatedaccordingtothefollowingrubric:

Rubricfortheevaluationofroundtableoncurrentissues

Criteria Alwaysparticipate Sometimeparticipate

Rarelyparticipate

Preparation Always takes a voluntarythoughtfulactiveroleintheirown learning. Consistentlyreads theclassmaterial, andhas reflected andcontextualized theinformation.

Student sometimestakes an active rolein learning. Hasusually read thematerial.

Student rarely takesanactiveroleintheirownlearning.

Knowledgeof CurrentEvents

Studentcannameanddiscussin-detail at least four (4)current political events(state, national,international).

Student can nameand discuss in-detailat least two (2)current politicalevents (state,national,international).

Student cannameatleastone(1)currentpoliticalevent(state,national,international).

Open toPersonalRisk

Challenges themselves daily.Demonstrate a genuinedesire to learn and shareideas with teacher andclassmates. Initiatesdiscussions.

Shares ideas andasks appropriatequestions.

Student does notparticipate andrarely if ever sharesideas or asksquestions.

Respect forothers

Listens respectfully toclassmates and instructorandrespondstocommentsin

Listenstoclassmatesand respectsopinionsofothers.

Displays poorlistening skills.Consistently talks or

reflective and respectfulfashion.

engages in otheractivities whileothers are speaking.General disrespectfor classroomdecorum

Attendance Arrives to class on time,returns from break on time,stays in classroom duringlecture/discussion, nocellphone or laptop useduring discussions/videos,present for entire 3-hourclasssession

Missing an hour orless attendance(either beginning orending of classsession), stays inclassroom duringlecture/discussion,no cellphone orlaptop use duringdiscussions/videos

Missingmorethananhour attendance butless than 3-hours(either beginning orending of classsession), frequentcellphone or laptopuse duringdiscussions/videos

Report Completed Incomplete Nosubmission

Essay:30%

Attheendofthecourse,inordertoevaluatetheassessmentandpropositionalcompetency,regardingtheissueofdevelopmentandinequalityinLatinAmerica,andasaspringboardfortheirfuture,eachstudentmustwriteafinalessaywherehe/sheintegrateseverythinglearnedthroughoutthecourse.Thisessaywillbeof2500words,writtenin12pointArialfont,with1.5-linespacing.Thisessaymustbesubmittedonweek13.

Whendevelopingtheessay,studentsmustexhibitabroadandthoroughmasteryofthediversecontent of the course, as well as the results of the in-depth case analysis. The essaymustdemonstratenoonlyasolidinternalcoherence,butalsoaclearargumentationandsupport,proposingfutureactionsfortheregion,withtheaimofovercominginequalityandachievingasustainablehumandevelopment.

RubricfortheevaluationoftheEssay

Criteria 1 2 3 4 5

1Theintroductoryparagraphhasanappropriateelementtodrawtheattentionoftheaudience.

2 Theessayiswrittenclearly,inorder,andlogicallystructuredinEnglish.

3 Theessaydirectlyanswersthequestionsandislogicallyreasonedandsupportedinhistorical,theoretical,andcurrentterms.

4 All the evidence and examples are specific, relevant, andexplanationsshowhoweachelementsupportstheargument.

5The secondary arguments and ideasarepresented ina logicalsequence,whichmakes the ideasof theauthor interestingandeasytofollow.

6 Agoodvarietyoftransitionswasused.Theseclearlyshowhow

theideasarelinked.

7Theconclusionisstrongandleavesthereaderwithaveryclearideaofthepositionoftheauthor.Theconclusionstartswithaneffectiveparaphraseofthemainidea.

8Theessayshowsasolidandbroadmasteryofthedifferentcasesdiscussedthroughoutthecourse.

9 Theessayoffersawell-supported,criticalapproachtotheLatinAmericanreality.

10 Allthesourcesusedforthequotes,thestatisticsandthefactsarebelievableandarecitedcorrectly.

11

Demonstratesaclearunderstandingofthepotentialreaderanduses appropriate vocabulary and arguments. Anticipates thereader’squestionsandoffersdetailedanswers,adequatefortheaudience.

12 All sentences are well structured and there is good sentencevariety.

13 The document is written according to the correct structure inEnglish.

14 Thedocumentisproperlywritten,accordingtotheAPAmanual’sguidelines.

TOTAL.Calculatedbasedon70totalpoints.Anyworkwithagradeofonly1pointunderanycriteriawillnotbeacceptedasapassinggrade.Note:1.Poor,2.Sufficient,3.Satisfactory,4.Good,5.Excellent.

Courseevaluation(CEPA):5%

As part of every course, students will have the opportunity to evaluate all of its differentcomponents: the didactic competencies of the professor, the quality of the materials, thelearningenvironment,thecompetenciesofULACIT’sgraduates,theeffectiveuseofBlackboard,thegradingsystem,andthedegreetowhichstudentsarechallengedandpushedtoreachtheirfullpotential.Additionally,asacoreelementofULACIT’ssignatureeducationalmodel,TeachingforUnderstanding(EpC),studentswillhaveanopportunitywithinCEPAtoreflectontheirownperformance (self-assessment), as well as that of their classmates (peer assessment). Thisintellectual exercise allows students to identify their strengths and weaknesses and makeadjustments, in order to continuously improve his knowledge-building strategy. Whenevaluatingtheirpeers,studentsbecomeactivemembersofalearningcommunitycommittedtoeducationalexcellence.Sincethisisaself-assessmentsegmentwithinthecourse,andduetoits importancefortheuniversity’s academicdecisions, this activity isworth5%of the finalgrade.Toearnthispercentage,studentsareexpectedtotaketheirtimetopondereachquestioncarefullyandanswerthequestionnairecompletely.


Thecollaborativeprojectisawayofarticulatingtheworkactivitiesofahumangrouparoundasetofgoals,objectivesandresults tobeachieved.This impliesanactive interdependencebetweenthemembersofagroupthatshareandassumeaworkmission.

As a learning methodology for ULACIT students, collaborative projects value interaction,collaborationandsolidarityamongmembers,aswellasnegotiationskillstoreachagreementsandfacepotentialconflicts.

Amongthecharacteristicsofacollaborativeproject is thesmoothcommunicationchannels,basedonrelationshipsoftrustandmutualsupport.Itfocusesonthegoalssetinaclimateoftrustandreciprocalsupportamongitsmembers,wherethemovementsaresynergistic.

Therefore,theultimategoalofacollaborativeprojectistoobtainresultswithgreaterimpact,wherethewholeisgreaterthanthecontributionofeachmember.Inthisway,aspartoftheprocessofcreativityandinnovationineducation,foreachcollaborativeprojectstudentsmustcreate,negotiateanddrawupaworkcontractamongthemembersofthegroup.

Noevaluablecollaborativeprojectcanbestarteduntilallthemembersofthegrouphavesignedtheworkcontract.OntheBLACKBOARDplatformstudentscanfindaguidetoformulatetheirowncontract.



ULACITaimsforthehighestandmostrigorousstandardsofacademiclife.Inthiscourseyouareexpectedtoavoiddishonestconductssuchasfraudorplagiarism.Fraudconstitutesmakingupdata,forgebibliography,useprojectsdonebyanotherperson,andobtainunauthorizedhelptodoyourcoursework.Plagiarismincludescopyingtextuallyfromanothersourceintoyourdocument; it includesphrases, sentences,paragraphsobtainedon the Internet,bookoranyother sources without the appropriate reference. Paraphrasing without references is alsoconsidered plagiarism. Whether the fraud or plagiarism is performed voluntarily orinvoluntarily,inanindividualorgroupwork,itwillcauseyoutofailthecourseimmediately.Incasethestudentisfoundguiltyoffraudorplagiarismonasecondcourse,thestudentwillbeexpelledfromtheinstitution.


ULACITisabilingualuniversity.Therefore,thedegreesthatincludeEnglish-taughtcoursesuseSpanish and English language resources, depending on the location of the course in thecurriculum.Inthecoursesmarkedwiththeword"English"ontheacademicoffering,studentscansubmittheirprojectsandotherassignmentsinEnglish.Thecoursesinbilingualcareersarecompletely taught in English. In the bachelor and postgraduate degrees, reading Englishliteratureiscompulsory,althoughthecoursesmayincorporateadditionalreadingsinSpanish.


In ULACIT,we set high expectations for conduct ofmembers of the university community.Therefore,weemphasizethevalueofmutualrespectandexpecteveryonetotreatothersastheywanttobetreated.Wedefinerespectastheconsiderationandappreciationwecanshowotherswithoutexceptions,sodonottoleratedisruptiveactionssuchas:

• Tardinesstoclassorearlyleave.

• Constantlydisruptingtheclass,risingfromtheirseat.

• Eatinganddrinkingintheclassroom.

• Attendingphonecallsduringtheclassperiod.

• Packingyourbelongingsbeforetheteacherhascompletedthelesson.

• Fallingasleepintheclassroom.

• Readingnewspapers.

• Usingmobiledevicesforpurposesotherthanthoseoftheclass,promotingdistractions.

• Comingunpreparedtoclass.

• Makingnegativeortauntingcommentsabouttheirclassmatesand/ortheteacher.

• Talkingoutofturn.

• Showingunwillingnesstolistentoothers.

• Usingvulgarlanguageoncampus.

Weaskteacherstotakecorrectivemeasurestoensurearespectfulcoexistenceenvironmentconducive to learning and habits of respect, fundamental to the comprehensive andprofessionaltrainingofstudents.Atthebeginningofeachperiod,studentsshouldconsultwiththeirfacultyforspecificregulationsandsanctionsthatcouldbeimplemented.


ThecurricularapproachatULACITfocusesonthedevelopmentofcompetencesthroughthecompletionofprojects,allowingstudentstofulfilltheacademicrequirementsbasedontheirownlearningstyles,abilities,andindividualinterests.Theprimaryresponsibilityoflearningisplacedonthestudent;theinstructorisresponsibleforsettingcourseexpectationsfromstart,offeringtherequiredsupporttosatisfythem,andawardingalevelofflexibilitythatallowseachstudenttochoosehowheorshewillfulfillthecoursegoalsandworkathisownpaceinthecompletion of the projects assigned. Furthermore, the instructor will provide the requiredlearningmaterials,alongwithcontinuousfeedbackusingtherubricsdesignedforeachproject.Thefeedbackisofaqualitativeaswellasquantitativenature.Theuseoftechnologicaltoolsandcollaborativeworkallowstheprofessortotailortheeducationalprocesstotheabilitiesofeachstudent. If you have any additional special educational needs, please [email protected]

Claims

ULACIT safeguards your rights as a student and guarantees due process in cases of claimsregardinggrades,forwhichitmustfollowtheprocessestablishedbytheRegulationofStudentSystem, available on the website of ULACIT, Vice President of Student Services, StudentRegulations,chapter16.

Checkthatthequalificationspostedinyouracademicrecordarethecorrectones.Todothis,youwillreceiveinyourmailaccount@ulacit.ed.crthereportcardfromthepreviousperiodinWeek1.Ifthegradeisnotthecorrectone,contactthecourseinstructor,whowithin3businessdaysmustjustifyyourgrading.Ifnoresponseisgivenbytheteacher,orthejustificationdoesnotsatisfyyou,addressthecomplainttotheDeanalongwiththeresponseoftheteacher.Theissueshouldberesolvedwithin3businessdaysandexhaustadministrativeregulations.


COURSESCHEDULE

W Date Subject Activities

1 12/09 Introduction to the courseandthesyllabus.SyllabusreadingCollaborativegroupsformation

2 19/09 Topic 1. Development inLatinAmerica

Armendáriz,B.&Larraín, F. TheEconomics ofContemporaryLatinAmerica.Ch.12.Kingstone. The political economy of LatinAmerica: reflections on neoliberalism anddevelopment.Ch.1

3 26/09 Topic2.HistoricalLegaciesArmendáriz,B.&Larraín, F. TheEconomics ofContemporaryLatinAmerica.Ch.1.Forum1

4 3/10 Topic3.Industrializationasasubstituteforimports

Armendáriz,B.&Larraín, F. TheEconomics ofContemporaryLatinAmerica.Ch.3.

5 10/10 Topic4.TheLatinAmericandebtcrisisArmendáriz,B.&Larraín, F. TheEconomics ofContemporaryLatinAmerica.Ch.4.

6 17/10 Topic 5. Macroeconomicstabilization

Armendáriz,B.&Larraín, F. TheEconomics ofContemporaryLatinAmerica.Ch.7,8&9.Moxieproject

7 24/10 Topic6.TheroleoftheState

Kingstone. The political economy of LatinAmerica: reflections on neoliberalism anddevelopment.Ch.4&5.Forum2

8 31/10 Topic 7. Financing fordevelopment

Franko,P.ThepuzzleofLatinAmericaeconomicdevelopment.Ch.7.

9 7/11 Topic 8. Contemporarycommercialpolicy


10 14/11 Topic 9. Policies forsustainablegrowth

IADB. The Future of Work in Latin America:series.

11 21/11 Topic 10. Ruraldevelopment

FAO. The Outlook for Agriculture and RuralDevelopmentintheAmericas.Ch.3Forum3

12 28/11 Topic 11. Poverty andinequality


13 5/12 Topic12.HealthpoliciesFranko,P.ThepuzzleofLatinAmericaeconomicdevelopment.Ch.12.Essay

14 12/12 Topic13.EducationalpolicyFranko,P.ThepuzzleofLatinAmericaeconomicdevelopment.Ch.13.CEPA

15 19/12 Topic 14. EnvironmentalChallengesFranko,P.ThepuzzleofLatinAmericaeconomicdevelopment.Ch.14.


Course PrinciplesofMarketingCode 19-0062Credits 3Requisites NoneMode RegularType Periodandlength IQuarter2019,fifteenweeksSchedule Tuesday630pm–930pmRoom 301Professor JuanB.ZúñigaCarrilloMBAAdministrativeInstructions


PURPOSEOFCOURSE

Whoistheconsumerofgoodsandservices?Whatdoestheconsumerneed?Whatdoestheconsumerwant?Howdoestheconsumerbehave?

Marketingisaboutunderstandingpeople.Itfocusesonhowconsumersthink,feelandreactaboutallproductsandservicesaroundtheworld.Itisaboutinventing,developingandproducinguniqueandcreativewaystoprovideproductsandservicestoeveryone,soitiscrucialtoeveryprofessionalto understand how marketing can help outperform competition and gain the consumer’spreferenceinthemarketplace.Studentswillenvisiontheevolutionofmodernmanagementtowarda marketing-oriented view of business; stressing the underlying principle of the “marketingconcept”;andintegratingconceptsinrelationtoconsumerneeds,marketinginformation,productdevelopment,pricing,distribution,selling,advertising,andpromotions.

Uponcompletionofthecourse,youwillbecomeacquaintedwiththebasicprinciplesofmarketing,practicesandtheimplementationofthesepracticesfromamanagerialpointofview.Furthermore,youwillalsobeabletobuildabasicmarketingplananddefenditinfrontofothers.

CompetencesUnitsof

CompetenceElementsofCompetence Contextinwhichthecompetenceis

appliedDisciplinaryCompetence:

Thestudentwillbeableto: Thestudentshowsthemasteringofthecompetenceinlearningactivitiessuchas:

To comprehendcoreconceptsofmarketing.

Understandthecoreconceptsofmarketingandtheirimportanceinbusinessandinorganizations.Workwiththeelementstobeablebuildandpitchamarketingplan.

• Creationofmarketingplan

GeneralCompetenceToshowcompetenceforlearningandforlookingforpersonalandprofessionaleffectiveness.

Developcreativethinkingandanalyticalskills.

• Useshis/hercreativityinapplyingsolvingbusinessadministrationproblemsfacedineverydaymanagerialsituations.

Communication. • Communicatesverbally,non-verballyandinwritingwithhis/herpeers,professorandgeneralpublic,inavarietyofformsandcontexts.

Collaborate. • Collaboratesandinteractswithotherswitheffectivenessandrespect.

Reasoning. • Usesreasoningwhensynthesizinginformation,establishingarguments,evaluationalternativesandestablishingconclusions,whencommunicatingwithpeersandprofessors.

Personaleffectiveness • Intheperformanceandinteractionwithothersduringlearningactivitiesofthecourse,showsinitiative,responsibility,ethics,leadershipandproductivity,aswellasself-managementcapabilities,anddispositiontowardschange.

TeachingMethodology

SOCRATICDIALOGUE:Mostofthesessionswillfollowanopendiscussionformatunder


discussionbetweenhim/herandthestudent,orasamediatorbetweenstudents.Itcould

becombinedwithmasterpresentationstointroducethesubject.

ONLINEEDUCATION:ThestudentwilllearnthroughReadingthematerialbeforeeach

class,theinteractionwiththeprofessorandstudentsinclass,andthroughelectronic

means.



decisionsonscenarioswherenotalltheinformationisavailable.Inordertofully

appreciatethecasemethodology,theparticipantsmustmeetthe4Ps:Preparation(read

thecaseinadvance,atleasttwice);Presence(youmustattendclass);Punctuality(you

mustbeinclassfromthebeginningtotheend);Participation(youmustactively

participateinthediscussions).



Activity %Participation 20%FinalProject 50%Caseanalysisandhomeworks 25%CEPA 5%

1. Participation–20%

a) Attendanceismandatory.Failingtoattendtheclassmorethan3timeswillautomaticallyfailyou.Youmustalwayslettheprofessorknowinadvance

ifyouarenotgoingtomakeittoclass;however,excusingyourselfwillnot

eliminatetheattendancerequirement.

Participationmeansthatyoumustactivelyengageinalloftheclass

activities.Justbeingpresentintheclassroomisnotconsidered

participation.

Rubric(2%persession)Pointsper

session

Criteria

2 Attendance:Thestudentshowedupintimeandremainedinclassthroughouttheclass.Participation:Thestudentreadthematerialandactivelyparticipated,significantlyenhancingthelearning

experienceforhim/herandclassmates.Thestudentactivelylistenedtohis/herpeersandcommentedontheir

opinions.

1 Attendance:Thestudentshowedupintimeandremainedinclassthroughouttheclass.Participation:Thestudentdidnotactivelyparticipate.Sometimes,thestudentwasdistractedbyelectronic

devicesorbytalkingtootherclassmates.

0.5 Attendance:Thestudentshowedupintimeandremainedinclassthroughouttheclass.Participation:Thestudentdidnotactivelyparticipate.Allthetime,thestudentwasdistractedbyelectronic


0 Attendance:Thestudentshowedupintimebutdidnotremaininclassthroughouttheclass;thestudentshowed

uplateforclass;orthestudentwasabsent.

Participation:Thestudentdidnotactivelyparticipate.Allthetime,thestudentwasdistractedbyelectronic


2. FinalProject(50%)

Studentswillworkoncreatingamarketingplanforaspecificproductorservice.

Studentswillbeprovidedwithaguidewithallsectionsrequiredinthemarketingplan.

Thisplanwillbeevaluatedattheendoftheterm.Evaluationincludesapresentationpart

whereallteammembersmustparticipate.

50pointsdistributedinthefollowingway

Points Criteria

30% Content(team)Themarketingplaniscompleteandhaverelevantanalysis,strategiesandexamplesofexecutionsforthe

specificproductorservice.

Thepresentationiscreative,catchyandconvincing.Allmembersarewellpreparedandmanageall

information.Presentationwasmadeinthegiventime.

10% TeamWork(individual)Averageofthepointsgivenbyteammates.

10% PresentationSkills(individual)

3. CaseAnalysisandhomeworks(25%).

Studentswillworkoncaseanalysisduringtheterm.BasedoncasespostedonBlackBoard,Case

analysismustincludethemethodologylearnedinclass.Alsosomesubjectswillincludeadditional

workforthestudentsotherewillbehomeworks.Eithercasewillbegradedbytheprofessor.

CEPA–5%

Studentsshouldfilltheonlinecourseevaluation,whichisareflectionoftheteaching-learning

processtheyaregoingthrough.ThisevaluationwillbeavailableonBlackboardduringweeks12

and13andisworth5%ofthegrade.

ACADEMICHONESTY

ULACITendorseshighidealsandrigorousstandardsofacademiclife.Fortheeffectsof

thiscourse,itisexpectedthatparticipantsavoiddishonestbehaviorsuchasfraudorplagiarism.

Fraudincludesmakingupdata,falsifyingbibliography,usingprojectselaboratedbythirdparties,


includesliterallycopyingphrases,sentences,paragraphsandfragmentsofprintedmaterials,






ownlearningstyles,abilities,andindividualinterests.Theprimaryresponsibilityoflearningis

placedonthestudent;theinstructorisresponsibleforsettingcourseexpectationsfromstart,


studenttochoosehowheorshewillfulfillthecoursegoalsandworkathisownpaceinthe

completionoftheprojectsassigned.Furthermore,theinstructorwillprovidetherequired

learningmaterials,alongwithcontinuousfeedbackusingtherubricsdesignedforeachproject.

Thefeedbackisofaqualitativeaswellasquantitativenature.Theuseoftechnologicaltoolsand

collaborativeworkallowstheprofessortotailortheeducationalprocesstotheabilitiesofeach

student.Ifyouhaveanyadditionalspecialeducationalneeds,pleasecontactShirleyGarita,

DirectoroftheCenterofStudentCounselingandPsychology,writingane-mailtothefollowing

address:[email protected].


Thecoursehasthefollowingeducationtechnologytocontinuouslysupporttheteaching-learning

process:

a) On-lineeducationplatformBlackboard,whichincludestoolsforsynchronicand

asynchroniccommunicationbetweentheprofessorandthestudents,aswellasareasto

makeavailabletostudentsgrades,files,webpagesandevaluations.


c) VirtualEBSCOLibrary,fromwhichitispossibletoaccessscientificpapersinfulltextfor

researchpapers.

d) Fixedvisualslikewhiteboardandmarkers.

e) Amultimediacenterwhereoverheadprojectors,slideprojectors,recordedmedialike

audioandvideotapes,videodisc,cameras,CDsandDVDsareavailable.

ComputerlaboratorieswithInternetaccessandsoftwarefordoingprojects.

Bibliography:

Mandatory:

Kottler,P.&Armstong,G.(2018).PrinciplesofMarketing(17Ed)orneweredition.NewYork:

PrenticeHall

AmericanPsychologicalAssociation.(2010).PublicationmanualoftheAmericanPsychological

Association(6ta.Ed.).Washington,D.C.:APA.

ArticlesuploadedbyprofessorattheBlackboardannouncementssection

ClassSchedule

Week Date Content

1Jan16th

Introductiontothecourseandfundamentals- Sylabusandwayofworking- TheimportanceofMarketinginbusiness.

2 Jan23rd Marketing:creatingcustomervalueandengagement,the4P's

3 Jan30th AnalizyngtheMarketingenvironmentManagingMarketinginformationtogaincustomerinsights

4 Feb6th ConsumerbehaviorBusinessbuyerbehavior

5 Feb13th Customer/Consumerdrivenstrategies,creatingvaluefortargetmarkets

6 Feb20th Newtechnologiesandtheimpactonthe4P's

7 Feb27th Products,ServicesandBrandsNewproductdevelopmentandlifecyclestrategies

8

Mar6th

Pricing,- Understandingandcapturingcustomervalue- PricingStrategies

9 Mar13th DistributionChannels

10

Mar20th

Promotion(part1)- Thepointofsales- BTLstrategies

11 Mar27th Promotion(part2)-ATLandDigitalStrategies

12 Apr3rd IntegratedMarketingCommunications

13 Apr10th Globalmarketplaceandsustainablemarketing

14 HOLIDAY

15 Apr24th FinalProject

UniversidadLatinoamericanadeCienciayTecnología

BachelorofScienceinBusinessAdministration

QualityManagement13-0081Credits:03Spring1Quarter2021Professor:LuisDumani

PurposeofthecourseWhatisacourseinqualitymanagement?HowdoesQualityaffectourlives?HowcanwecreateaQualitycultureatworkandathome?Qualitymanagementwillintroduceyoutothemainconceptsandprinciplesofqualitymanagementandto study their implementation, it´s a course in which students learn continuous improvementphilosophies and methodologies and techniques required to improve product quality and processefficiency.Youwillbecomefamiliarwith:TheTotalQualityApproachtoQualityManagement;QualityManagement,EthicsandCorporateSocialResponsibility;Education,TrainingandISO9000;Strategicmanagement;ContinualImprovementMethodswithKaizen,SixSigma,LeanandLeanSixSigma;TotalQualityTools;Leadership,ChangeandQualityCulture.Uponcompletionofthecourse,youshouldbeabletousequalitymanagementconceptseasilyandknowpeculiaritiesofevolutionofqualitymanagementand its significance for themanagementofmodernorganizations.Furthermore,youwilllearntoanalyzequalityfeaturesofproductsandservices;knowprinciplesof standardizationandconformityassessment; knowpeculiaritiesof implementation, andknowtheusageofqualitycontrolmethodsfortheanalysisandsolutionoforganizations’problems

EnglishIntegrationLevelIII

ULACIT’s graduates stand out for their ability to communicate in the English language, acquireknowledge and comprehend other cultures, aswell as to value the nature of the language and itsenvironment. They are capable of participating in local and around the world-multilingualcommunities. This course integrates the English language at an advanced level and therefore, thestudentmustbeinthecapacitytocomprehendandspeakthislanguageduringtheinteractionwithhisprofessorandclassmates.Thestudentmustalsobeabletoexpresshimselfinwrittenforminordertohaveaproperperformanceinhisresearchdutiesandextraclasswork.Thepercentageassignedtotheseactivities,correspondstoa100%ofthecourseevaluation.

Competences

Unitsofcompetence

Competenceelements

PerformanceCriteria(gradeandcontextinwhichthecompetenceisapplied)

DisciplinaryCompetence

Thestudentwillbeableto: The student proves to havedeveloped the competence inlearningactivities,suchas:

Improveacompany’s Analyze the correct approach tomanage quality according to acustomerneeds.

• Participatesinclassactivitiesanddiscussions showing his/herpoint of view on how qualityshould be managed in differentareasandcircumstances.

• Writes learning reflections in

which he/she analyzes modernpractices and theory on qualitymanagement.

Develop in a coherent way aquality improvement plan inordertoachievespecificgoals.

• Solves case studies in groupsshowing the ability to solveproblems that arise in differentareas and phases of qualitymanagement.

• Prepares a quality improvementplanforacompanyshowing theabilitytoadministrate

Generalcompetences Creativethinking • Uses his/her creativity to solveproblemsincasestudiesrelatedtothequalitymanagement.

Communication. • Communicates verbally, non-verbally and in writing withhis/her peers, professor andgeneralpublic,inavarietyofformsandcontexts.

Collaborate. • Collaborates and interacts withothers with effectiveness andrespectinthedesignofaqualitymanagementproposal.

Reasoning. • Usesreasoningwhensynthesizinginformation, establishingarguments,evaluatingalternativesand establishing conclusions,whencommunicatingwithpeersandprofessors.

UseofIT • Uses information andcommunicationtechnologytodoresearch,toorganize,evaluateandcommunicateinformation.

Usesscientificmethodsandtools. • Uses scientific methods whendoing research and beforearrivingtoconclusions.

Personaleffectiveness • In his/her performance andinteraction with others while thecourse is in progress, showsinitiative, responsibility, ethics,leadershipandproductivityaswellasefficiency,self-controlandgoodattitudetowardschange.

Contents

TeachingMethodology

Inorderforthecoursetobecompatiblewiththeneeds,interestsandlearningstylesofallstudentsweuse the flipped classroom methodology. This means that students do activities that require lesscognitiveeffort(actionssuchasrememberingorcomprehending)outsideoftheclassandtheonesthatrequireagreatereffortaredoneinsidetheclassroom,suchas:applying,synthetizingorevaluating.Thecourseprovidesmaterialssuchasreadings,videos,narratedpresentationsandothers,throughtheon-line learningmanagementsystemusedatULACIT:Blackboard.Studentsmustpreparetheirclassparticipationbystudyingthecoursetheoryathome.In-classsessionsaredesignedtopractice,reflectanddiscuss.Eachclassrevolvesaroundquestions,controversiesandreallifeissues.Throughthisactive,participatoryandreflectivemethodology,itisexpectedthatstudentsdevelopabilitiestoinquire, research, communicate, solve problems and collaborate inside and outside the classroom.Moreover, students are expected to develop a profound comprehension of their subject byparticipatinginashared-knowledgeconstructionwiththeirpeers,professorsandothermembersofsociety.

1. Whatisquality?2. Qualityandglobalcompetitiveness.3. Strategicmanagement.4. Qualitymanagement.5. Customersatisfaction.6. Employeeempowerment.7. Effectivecommunication.8. ISOStandardsandTotalQuality.9. Totalqualitytools.10. Problemsolving.11. Qualityfunctiondeployment.

12. StatisticalProcessControl.13. SixSigma,Lean14. Benchmarking


Thegradinginthiscourseisassignedaccordingtothefollowingchart:

Activity %

Individual Participation 15%

Discussion Forum- Case Resolution and Presentations 40% 4 Cases 10% each

Final Project-One Case Resolution 30% Final Project-One Case Presentation 10%


Total 100%

• Classparticipation.15%

Thisactivityisevaluatedwiththefollowingrubric:

Rubric for class participation Interpretation criteria: 5 excellent, 4 very good 3 good, 2 regular, 1needs serious improvement Evaluation criteria 5 4 3 2 1

1. The student is always on time during the academic term. 2. Comes prepared to class, having done all the readings previously assigned. The student asks questions and interacts effectively with others.

3. Contributes with relevant and theory-based comments. 4. Demonstrates respect and interest when listening to the comments of others.

5. Cooperates with others showing leadership, and negotiation skills, as well as other interpersonal abilities.

6. Brings creative and innovative points of view to the class. 7. His or her arguments are based on the readings of the course or other relevant material.

8. Shows great oral skills and uses the course terminology as expected.

9. Shows great time management and responsibility during class activities.

10. Formulates questions that show interest to learn more about the topics of the course

TOTAL

Team Case Studies 40% Total for 4 Cases

Your instructor will randomly form a group of and provide you with a case to be analyzed. All members

of the team will present the case to the class.

Case resolution and Presentation (10%) EACH Case

All team members will present the case findings. Everyone in the class will judge the team presentation. In

order to get full credit for the Case, the student must be present.


CASE RESOLUTION AND PRESENTATION

TEAM:10%

Item 100% 50% 0%

Findings and Discussion Total: 4% Awarded (2% First Case)



The team did a poor job presenting the problem of the Organization.



Introduction and Background Total: 2% Awarded (1% First Case)




Conclusions Recommendations and Bibliography

Total: 2% Awarded (1% First Case)

The team presented at least three specific C onc lu s i ons a n d Recommendations for organization to



Presentation Skills in Power point and

Communication Total: 2%

(1% First Case)

All team members have excellent presentation skills: good voice projection, good posture, good command of the stage. The presenter did not have to read the slides.

Only one of the team members has excellent presentation skills: good voice projection, good posture, good command of the stage. The presenter read the slides, sometimes.

None of the team members have excellent presentation skills: bad voice projection, bad posture, bad command of the stage. The presenters read the slides most of the time.

Team work (10%)


FINAL CASE PRESENTATION

TEAM:40%

Item 100% 50% 0%

Introduction and Background Total: 5%




Findings and Discussion Total: 15%



The team did a poor job presenting the problem of The Organization



Conclusions, Recommendations and Bibliography Total: 5%




Presentation Skills in Power Point and Communication. Total: 10%

All team members have excellent presentation skills: good voice projection, good posture, and good command of the stage. The presenter did not have to read the slides.

Only one of the team members has excellent presentation skills: good voice projection, good posture, and good command of the stage. The presenter read the slides, sometimes.

None of the team members have excellent presentation skills: bad voice projection, bad posture, and bad command of the stage. The presenters read the slides most of the time.

Great Grammar, writing skills, relevant sources, excellent use of APA system. Total : 5%

Excellent presentation

Regular presentation

Poor Presentation

Team work (40%)

Courseevaluation(CEPA):5%Asanintegralactivityofthecourse,thestudentwillhavetheopportunitytoevaluateitinitsdifferentcomponents: the didactic competences of the professor, the quality of the materials, the learningenvironment,thecompetencesofULACIT’sgraduates,theeffectiveuseofBlackboardasasupporting-learningtool,theevaluationsystemandthechallengelevelthecoursepresentedtothem.AsacentralelementofULACIT’seducationalmodel:TeachingforUnderstanding,thestudentwillhaveaspacecalledQuestionnairefortheCourseEvaluation(knownforitsacronyminSpanishasCEPA)toreflectabouthispeers’performanceduringthecourse.(co-evaluation),aswellashis/herown(self-evaluation).Thisintellectualexerciseallows thestudent to identifyhisstrengthsandweaknessesand takeactions tocontinuously improvehis learningprocesses.Whenthestudentevaluateshis/herpeersheorshe isassuminganactiveroleasamemberifthelearningcommunitywhoiscommittedwithhisacademicresponsibilities.Therefore,being thisaspace forself-reflectionwithin thecourseandbecauseof itsimportancefortheuniversity’sacademicdecisionmaking-processes,thisactivityisgivenavalueof5%ofthefinalgrade.Toobtainthecompletepercentageitisexpectedthatthestudenttakeshis/hertimetoanalyzeresponsiblyeachquestionandanswerthequestionnairecompletely.

Academicdishonestypolicy

ULACIT aims for the highest andmost rigorous standards of academic life. In this course you areexpectedtoavoiddishonestconductssuchasfraudorplagiarism.Fraudconstitutesmakeupdata,forgebibliography, useprojectsdoneby anotherperson, andobtainunauthorizedhelp todoyour coursework.Plagiarismincludescopyingtextuallyfromanothersourceintoyourdocument;itincludesphrases,sentences, paragraphsobtainedon the Internet, bookor anyother sourceswithout the appropriatereference. Paraphrasing without references is also considered plagiarism. Whether the fraud orplagiarismisperformedvoluntarilyorinvoluntarily,inanindividualorgroupwork,itwillcauseyoutofailthecourseimmediately.Incasethestudentisfoundguiltyoffraudorplagiarismonasecondcourse,thestudentwillbeexpelledfromtheinstitution.


ThecurricularapproachatULACITfocusesonthedevelopmentofcompetenciesthroughthecompletionofprojects,allowingstudentstofulfilltheacademicrequirementsbasedontheirownlearningstyles,abilities,andindividualinterests.Theprimaryresponsibilityoflearningisplacedonthestudent;theinstructor is responsible for setting courseexpectations fromstart, offering the required support tosatisfythem,andawardingalevelofflexibilitythatallowseachstudenttochoosehowheorshewillfulfillthecoursegoalsandworkathisownpaceinthecompletionoftheprojectsassigned.Furthermore,theinstructorwillprovidetherequiredlearningmaterials,alongwithcontinuousfeedbackusingtherubricsdesignedforeachproject.Thefeedbackisofaqualitativeaswellasquantitativenature.Theuseoftechnologicaltoolsandcollaborativeworkallowstheprofessortotailortheeducationalprocessto the abilities of each student. If you have any additional special educationalneeds,[email protected]


At ULACIT we establish high behavior standards for all the members of our learning community.Therefore,weemphasizethevalueofmutualrespectandexpectthateverybodytreatothersastheywouldliketobetreated.Wedefinerespectastheconsiderationandaffectionthatwecanshowotherswithoutshowinganysignsoffavoritismforaspecificgroup.Basedonthis,wedonotacceptdisruptiveactionssuchas:

• Beinglatetoclassorleavingearlywithoutavalidjustification• Interruptingtheclassconstantlybyleavingyourseat• Talkingonthephoneduringclasstime• Eatinganddrinkinginclass• Readingmaterialunrelatedtothecourse• Packingyourbelongingsbeforetheprofessorfinisheshis/herlesson• Usingmobiledevicesforpurposesthatareunrelatedtothecourse,causingdistractionamong

thegroup• Sleepinginclass• Makingnegativecommentsaboutpartnersorprofessors,aswellasmockingothers.• Interruptingotherswhiletheyspeak• Attendingclasswithouthavingdonethereadingsorhomeworkthatwaspreviouslyassigned• Showingunwillingnesstolistentoothers• Usingvulgarlanguageinthecampus

We ask our academic leaders to take disciplinary measures in order to guarantee thateverybodycanlearninanenvironmentwheretheyfeelmutuallyrespectedandcandevelophabitsofrespect,whicharecrucial forpersonalandacademicgrowth.At thebeginningofeachcoursethestudentsmustdiscusswiththeirprofessoranyspecificrulesforthecourse,aswellasthepenaltiesfornoncompliance.


Thecoursehasthefollowingeducationtechnologytocontinuouslysupporttheteaching-learningprocess:

1. On-line education platform Blackboard, which includes tools for synchronic andasynchroniccommunicationbetweentheprofessorandthestudents,aswellasareastomakeavailabletostudents’grades,files,webpagesandevaluations.

2. PrintedresourcesintheAlbertoCañasEscalanteLibrary.

3. VirtualEBSCOLibrary,fromwhichitispossibletoaccessscientificpapersinfulltextforresearchpapers.

4. Fixedvisualslikewhiteboardandmarkers.

5. Amultimediacenterwhereoverheadprojectors,slideprojectors,recordedmedialikeaudioandvideotapes,videodisc,cameras,CDsandDVDsareavailable.

6. ComputerlaboratorieswithInternetaccessandsoftwarefordoingprojects.

Bibliography• GoetschD.andDavisS.(2017)QualityManagementfororganizationalExcellence(8thEd),

Pearson,Essex,England• AmericanPsychologicalAssociation.(2010).PublicationmanualoftheAmerica

PsychologicalAssociation(6ta.Ed.).Washington,D.C.:APA.

Othersources

• Oakland,J.(2014)TotalQualityManagementTextwithCases,(4thEd).Butterworth-Heinemann,

CourseTimetablebySessionWeekSPRING2019

Session 1 Whatisquality?Session 2 Qualityandglobalcompetitiveness.Session 3 Strategicmanagement. CASE1Session 4 Qualitymanagement.Session 5 Customersatisfaction.Session 6 Employeeempowerment. CASE2Session 7 Effectivecommunication.Session 8 ISOStandardsandTotalQuality.Session 9 Totalqualitytools. CASE3Session 10 SixSigma,LeanManaufacturingSession 11 Qualityfunctiondeployment.Session 12 Benchmarking CASE4Session 13 SixSigma,LeanmanufacturingSession 14 HOLIDAYSession 15 FinalProjectPresentations


Coursename TheoryoftheStateCoursecode 1C2021-070088G1Credits 3Entryrequirements

N/A

Modality Virtual

Nature Theoretical-practicalDurationandfrequency

Quarter,equaltothirteenclassweeks

Schedule Wednesday6:30-9:30pmClassroom/Lab MSTeams/BlackboardInstructor DennisP.Petri,PhD

[email protected]


PURPOSEOFTHECOURSE

This course allows students to develop an advisory competency for decision-making onissuesof internationalrelations,basedonthe interpretationandapplicationof theStatetheoreticalfoundations,inordertograspandimprovehowtheinternationalsystemworks.Withfacultyguidance,studentsdeveloptheirargumentativeandcriticalskills,aswellasintegrating declarative knowledge increasingly throughout the course, by analyzingclassical texts andauthors,whicharepivotal to theStateTheoryand Politics. Likewise,throughdebates,studentsdeveloptheabilitytoassessthepertinenceoftheirpeers’analysis,tothepointofbeingabletodisagreewiththemandtheprofessor,whilesubstantiatingtheirposition in a solid, complete, and logical manner. And thanks to research, they alsodemonstrate their critical construction ability, their peer coaching skills, and theircollaborative teamwork capabilities. Thus, they evaluate critically and promote thedevelopment of the Democratic governance and Rule of Law, amidst today’s challengesworldwide,andproposepossibleconsequencesofthesephenomena.

COMPETENCESTraditionaleducationisbasedoncontent,butULACITusesacurriculummodelbasedoncompetences,which means that students will develop the ability to think and react asexperts in their discipline, and not only to understand its conceptual or theoreticalframework. The table specifies the disciplinary and general competences aswell as theperformancecriteriathatwillbedeveloped.



Advicefordecision-makingoninternationalrelationsissues,basedoninterpretationandapplicationoftheStatetheoreticalfoundations,tograspandimprovetheoperationoftheinternationalsystem.

Analyze the main conceptualtheoretical developments aboutthe State and its various forms,components, and internaldynamics.

Analysisofclassicaltextswithpeersandprofessor,anddebatingthecontextofsuchworksandauthors,aswellastheirrelevancetothestudyoftheStateandDemocracy.Indepthdiscussion,withpeersandprofessor,oftextsandauthorsthatdeterminetheevolutionandcurrentstatusofStateTheoryandDemocracy.

Promote the development of theDemocraticGovernanceandRuleofLaw for stabilityandharmonyintheinternationalsystem.

Critical,creative,andinnovativeanalysisofthemostrelevantproblemsfortheStateanddemocracy,througharesearchreportpresentation,identifyingitsmainchallengesinternationally.Coherent and creative promotion,bymeans of a final essay, of newtheoreticalrelationsthatwillfosterthe strengthening of theDemocraticStateofLaw.

Advice for decision-making oninternational relationsissues, based oninterpretation andapplicationoftheStatetheoreticalfoundations, to graspand improve theoperation of theinternationalsystem.

Analyze the main conceptualtheoretical developments aboutthe State and its various forms,components, and internaldynamics.

Analysisofclassicaltextswithpeersandprofessor,anddebatingthecontextofsuchworksandauthors,aswellastheirrelevancetothestudyoftheStateandDemocracy.Indepthdiscussion,withpeersandprofessor,oftextsandauthorsthatdetermine the evolution andcurrentstatusofStateTheoryandDemocracy.

GENERALCOMPETENCES

Innovation Innovation competence involves

the capacity to think in an open,criticalandpurposefulmanner;toexperience and reflect; inquire;synthesize and reorganizeinformation; generate new ideas;manage change; take risks andanticipate consequences; usetechnology;actindependentlyandcollaborate with others, amongothers.

It uses technology to conductresearch, organize, evaluate andcommunicateinformationthroughcaseanalysisandresolution.Usecreativethinkinginproposingsolutionstotheproblemstheyfaceineverydaylifeby simulatingscenarios.

Entrepreneurship Entrepreneurship competenceinvolves the ability to plansystematically, show initiative,geared towards quality,implementproblemsolvingskills,influence, reach agreements,communicate, manageinformation and other resources,show self-confidence andassertiveness,amongothers.

Choosethebestoptionaccordingtothecontextusingtheinformationfromthereadingsinthediscussionsandsimulations.

Integrity Integritycompetenceinvolvesthecapacitytosponsorandapplyhighmoral and ethical principles,respect others, andbe consistentwith their ownvalues in difficultsituations,amongothers.

Collaborate and interact withothers effectively and respectfullyin class discussions around theconflictsandchallengesofinterculturalcommunication.Consider and respect other formsoflifeandculturalpatternsthatareexplored through readings andindividualresearch.

PLANOFTHELEARNINGEXPERIENCEIn ULACIT, the learning experience is designed around generative topics, capable ofprovokingpolemicandwhichdemandthatthepupilsraisetheirownarguments.Thetopicsarebrokendowninspiralsofinvestigation,orquestions,whicharerelatedtoeachotherinordertohaveadeeperunderstandingofthetopic.Inthefuture,ifthestudentsarecuriousabout something, theywill have to look for the answers themselves. The real art of theeducationistobeabletopresentthecorrectquestions,interactingwiththestudentsandhelping them in their discovery process. Every teacher’s objective is to motivate thecuriosityofthestudents,whichistheemotionalincentivethatwillallowthemtowanttolearnmorealongtheirlives.

Topic1.Politicsandpoliticalscience• Rationaleforstudyingpoliticalscience.• PoliticalScience,Law,andInternationalRelations.Scopelimitsandpointsof

convergence.• WhatisPolitics?Thepublicofficearena.

Topic2.Politicalsciencemethodology

• Ascienceofpolitics?Epistemologyofpolitics.• Thescopeandmethodofpoliticalscience.• Comparingthemethod.

Topic3.TheState

• TheConceptofState.• BuildingthemodernState.• BuildingtheStateinLatinAmerica.• ContemporarydevelopmentandtypesofState.• TheInterstatesystem.• TheStateandregionalintegration.• StateTheories.

Topic4.Democracy

• Originoftheterm.• Historicaldevelopment:Greece,Monarchies,theRepublic,andmodernDemocracy.• Immediateantecedentsofmoderndemocracy.• Directandrepresentativedemocracy.• Democracyandtotalitarianism.

Topic5.Government

• Governmentandthepowerofthestate.• Theinstitutionaldesign.Thepoliticalregime.• TheStateandthebalanceofpower.• Presidentialismandparliamentarism.

Topic6.Politicalpartiesandpartysystems.

• Politicalpartiesandspecialinterestgroups.• TheroleofPoliticalPartiesandthecrisisofrepresentation.• Singleparty,bipartisan,andmultipartysystems.• PoliticalParties,representation,andlegitimacy.

Topic7.Electionsandelectoralsystems

• Electoralregimesandinstitutionaldesign.• Representationsystems.• Thevalueofthevoteandtheproceduralelementofdemocraticlegitimacy.

Topic8.InternationalizationandtheState

• Sovereignty• TransnationalRegulatoryInstructions

LEARNINGENVIRONMENTTeachingmethodologyToensurethatthecourseiscompatiblewiththeneeds,interestsandstylesoflearningofalltheparticipants,weusethemethodologyof“reversedclassroom”,or"flippedclassroom":theassignmentsthatneedminorcognitiveeffort(rememberingandunderstanding)aredonebythestudentsoutoftheclassroom,andthosewhoneedmajorcognitiveeffort,suchasanalysis,synthesisandevaluation,aredoneindifferentscenariosintheclassrooms.Thecourseprovidesmaterialssuchasreadings,videos,narratedpresentationsandothers,via theonline learningplatformofULACIT (i.e.Blackboard). Studentsbeforecoming toclassareexpectedtopreparetheirparticipationinclass,andstudythetheoryathome.Thesessions are reserved to practice, reflection and discussion. They revolve aroundquestions, controversiesand issuesof realbusiness life.With thisactive, reflectiveandparticipative methodology, students are expected to develop inquiry, research andanalytical skills. Moreover, they are expected to develop a deep understanding of thesubject, participating in the construction of knowledge shared with other students,teachersandothermembersofsociety.LearningresourcesThecoursehasthefollowingeducationalresourcestocontinuallysupporttheteaching-learningprocess:

1. Classrooms-enabledcomputers,projectionequipmentandInternetaccess.2. Onlineeducationplatform:Blackboard(Bb),MSTeams.3. DocumentCamera.4. Recordingequipmentandsoundamplification.5. VirtualLibrary:EBSCO,fromwhichyoucanaccessfull-textarticles.6. Clickers,wirelesspersonalresponsesystems.7. ComputerlabswithInternetaccessandapplicationsforresearch.8. ArticulatePresenter,atoolthatconvertsPowerPointpresentationstoFlash

andcanintegrateinteractions,animationsandnarrationssynchronized.ContactwiththeProfessorTheprivilegedchannelofcommunicationbetweentheProfessorandthestudentsisthequestionforumthatwillbecreatedonBlackboard,sothatallstudentscanbenefitfromtheanswerstothequestions.Forpersonalinquiriesonly,theProfessorcanbecontactedbyemail.Anyinquiriessentbyothermeans,includinginternalBlackboardmessaging,willnotbeaddressed.BibliographyAmericanPsychologicalAssociation.(2010).PublicationmanualoftheAmerican

PsychologicalAssociation(6ta.Ed.).Washington,D.C.:APA.

Grigsby,E.(2009)AnalyzingPolitics:AnIntroductiontoPoliticalScience,Cengage

AdvantageBooks,4theditionLeibfried,S.,Huber,E.,Lange,M.,Levy,J.D.,Nullmeier,F.&Stephens,J.D.(2017).The

OxfordHandbookofTransformationsoftheState.UnitedKingdom:OxfordUniversityPress.

Munroe,Trevor.(2002)Anintroductiontopolitics:lecturesforfirst-yearstudents.3rded.Kingston,Jamaica:CanoePress


Activity Percentage

LinkedInLearning 5%

Analysisofclassictexts 30%

Classparticipation 10%

Discussionforums 15%

Glossary 15%

Moxie 20%

Courseevaluation(CEPA) 5%

Total 100%LinkedInLearning:5%

Aspartoftheeducationalresourcesforthiscourse,studentshaveaccesstotheLinkedInLearningplatform.TheLinkedInLearningplatformoffersfreeaccesstomorethan15,000virtual courses,whichnotonlyallow thecoursecontent tobesupplemented,butalsooffersthepossibilitythatoncethecoursesontheplatformarecompleted,thestudent'sprofileisautomaticallyupdatedontheplatform.Forthiscourse,studentsmustcompleteaLinkedInLearningcourse,whichisaimedatdeveloping the skills and competencies necessary to excel in today's job market. Inaddition,alearningjournalshouldbepreparedwheretheymakeasynopsisofwhattheyhavelearnedandareflectiononhowtheythinktheycanbenefitfromthisknowledgeandskillsintheirprofessionalcareer.The course is:Become a Chief of Staff with Brian Rumao-https://www.linkedin.com/learning/become-a-chief-of-staff-with-brian-rumao/becoming-a-chief-of-staff?u=89245946Ashortreportof500wordwillbeusedtoevaluatethislearningactivity.

ClassicalTextAnalysis:20%

Incollaborativegroups,studentsanalyzeandcritique1classicalworkonStateTheoryandPoliticalScience.Suchworksandauthorsarethefollowing:

1. HermanHeller.StateTheory.2. KarlMarx.TheCommunistManifesto.3. FriedrichHayek.TheRoadtoSerfdom.4. RobertDahl.Polyarchy.5. MauriceDuverger.Influenceofelectoralsystemsonpoliticallife.6. GabrielAlmondySidneyVerba.PoliticalCulture.7. DavidEaston.Categoriesforthesystematicanalysisofpolitics.8. AnthonyDowns.Theeconomictheoryofapoliticalactioninademocracy.9. NiklasLuhmann.SocialSystems:guidelinesforageneraltheory.10. GiovanniSartori.Politics.

Theseessentialtextsaredirectlyrelatedtothevariouscontentsofthecourse,suchthattheiranalysisduringclassallowsnotonlyanadequateintegrationtotheweeklytopic,butalsoamuchmoreindepthappreciationoftheauthors,whichprovidesstudentswithagreatertheoreticalandanalyticaltoolboxtostudycurrentissuesandforecastfutureones.Thiscriticalanalysishastwoparts:• Summaryofthetext:Studentswillwriteatwo-pagesummary.Onthefirstpage,the

main argument and the supporting premises. Therefore, no quote or indexreference will be included. On the second page they will outline the centralargumentofthetextorauthor,usinganappropriatelydevelopedconceptualmap.

• Criticalanalysis:Later,inthesecondpartofthedocument,studentswilldoacriticalassessmentofthetextbyansweringthefollowingquestions:HowmuchdoesthetextorauthorcontributetotheunderstandingoftheState,itsrole,anddemocraticattributes?Howdoesitrelatetothetextsandthetheoriesdiscussedinprevioussessions?

Itisevaluatedbasedonthefollowingrubric:

ClassicaltextanalysisRubricCriteria 1 2 3 4 5

1 The document complies with form requirements (length,structure,andformat).

2 Thesummarycontainsthemainargumentoftheauthorandthesupportingpremises.

3 Thecriticalanalysisadequately answers referencequestions.

4 The document is appropriately written, inaccordancewith the proper grammatical structure of theEnglishlanguage.

5 The document follows the prescribed style and form,accordingtotheAPAmanual.

Totalcalculatedbasedon25totalpoints.Anyworkwithagradeofonly1pointunderanycriteriawillnotbeacceptedasapassinggrade.

Note:1.Poor,2.Sufficient,3.Satisfactory,4.Good,5.Excellent.

Classparticipation:10%

Studentsareexpectedtocometoclassontimeandpreparethecorrespondingtaskseveryweek.For instance, studentsmust read theassignedrequiredreadingsbeforecomingtoanysession.Readingverificationswillbecarriedeveryweekbymeansofindividualquestions.Studentsareexpectedtounderstandtheissuescoveredbyeachreading,dothereadingschemes,writedowndoubts,andcarryfurtherresearchbeforecoming to any session. During the sessions, students should be participating andcollaborating with other students in a respectful manner, whether by voicing theirquestionsandconcerns,answeringquestions,and/orworkingontheassignedtasks.Ifthestudentisconsistentlydistractedandnotpayingattentioninclass,markswillbededucted.Ifthestudentisabsent,he/shelosesthe1%fortheweek.



1. Punctuality Arrives on time to class andstays in the classroom for theentiresessionperiod.


2. Preparation Comes prepared to class,having schematized thereadingsandraiseddoubts.


3. Values Behavesinarespectfulmanner. Doesnotbehaveinarespectfulmanner.

4. Participation Contributestotheclassraisingcomments that encouragediscussion.


5. Collaboration Cooperates with others,showing leadership, ethics,negotiationandinitiativeskills.



Discussionforums15%Itisnecessarythatstudentsdothereadingsassignedanddemonstratetheyunderstandthetopicsandconceptsthroughclassandonlineparticipationinvirtualforums.Therefore,eachstudentwillparticipateindividuallyin3virtualforumsof5%each.

RubricfortheevaluationofvirtualforumsCriteria 1 2 3 4 5

Demonstration of an understanding of the topic of discussionthroughcriticalthinking,higher-orderthinking,anduniquenessofcontribution.

Community building through collaboration and interaction withotherstudentsbymakingatleast2replies.

PropernetiquetteandmechanicsofwritinginEnglish.

Timelinessandparticipationwithposts/replies.

TOTAL

Note:1.Poor,2.Sufficient,3.Satisfactory,4.Good,5.Excellent.Moxie:20%Since2020,ULACIThasitsownWebchannelcalledMoxieandproducedbythestudentsinalliancewiththejournalisticmediumDelfino.cr.Itspurposeistoprovidethemwithaspaceto generate anddisseminate their ideas, aswell as serve as a showcase to exhibit theiracademicprojectsnationwide.ItiscalledMoxie-whichinurbanEnglishmeanshavingtheabilitytofacedifficultieswithintelligence,boldnessandcourage-inhonorofourstudents,whose“moxie”characterizesthem. If before there were printed student publications, now these initiatives aretransferredtothedigitalspace,allowingourstudentstoexperimentwithdigitalpublicationinawebmedium.ThiscoursecontributeswiththecontentforMoxieCanal,throughanarticleaboutproblemsor dilemmas defined by the teacher in the courses previously selected to make thiscontribution.Criteria DescriptionofCriteria 2

Meets1Incomplete 0

FailsA.Title 1.ItHasatitlethatsuggeststhetopic

and provokes the interest of thereader

1 0,50 0

B. The articleadequatelyproblematizes theassigned topic andoffers an originalperspective.

2. In amaximum of 650words, thestudentdevelopsanoriginalangleonthetopic,recognizingitsproblematicordilemmanature. 1 0,50 0


3.Starts with a "hook": one or twosentencesthatofferananecdote,fact,metaphor, question, image, scene orfamousphraseabouttheproblemordilemma, that attract the interest ofthereader.

1 0,50 0

4. It offers the context that justifiesthe importance of addressing theissue.

1 0,50 0

5. It concludes with theargumentative, clear and forcefulthesis,whichislogicallylinkedtothe

1 0,50 0

premises it exposes in thedevelopment.

D. The developmentmeets substantivecriteria(depth).

6. Arguments are added orconcatenated consistently, followinga logicalstructure,usingtransitionalphrases to clarify how the currentargument is related to the previousandthenext.

2 1 0

7. The author uses a variety ofarguments to support his point ofview (by analogy, authority,generalization, conditional,disjunctive, emotional, moral if itrefers to values and principles, bysigns, based on data and statistics,basedondefinitions

2 1 0

8.The author includes the counterargumentinthediscussion. 3 1.5 0

E. The developmentmeets style and formcriteria

9. Uses paragraphs of 5-7 sentenceseach. 1 0,50 0

10.UsestheVERASrubrictoevaluateyoursourcesofinformation. 1 0,50 0

11.The author gives reason for theoriginofideasandevidencebasedonwhich he builds his argument,following the APA 7th editionstandards.

1 0,50 0

F. The conclusion ofthe essay is wellstated.

12. Picks up the thesis from theintroductoryparagraph. 1 0,50 0

13. Highlight the evidence providedintheargument. 1 0,50 0

14.Make a call to action; raises thereasonswhythereadershouldacceptits argumentative conclusion, be itbecause:•Youarguethatthereisaseriousandimminentproblem.•Itshowsthatyouhaveaneffectiveandfeasibleplan.• Offers a plan that offers probable,significantandassociatedbenefits.•Checkthattheplanoffersnomajororunforeseeninconveniences.•Justifythatthebalanceisfavorableto the advantages, in relation to thedisadvantages.•Arguesthatthereisnoothermoreadvantageousway.•Suggestresultsorconsequences.• Establishes that no solution isperfect, but that the one offered is

1 0,50 0

preferable.

G. The article reflectsgoodwritingstyle

15.Understands theuseof languageeconomicsandprofessionallanguage. 1 0,5 0

16. There are no spelling orwritingmistakes. 1 0,50 0

Total

RubricVERAStoevaluatetheinformation

The academic production of MOXIE as a public exhibition and demonstration of thecompetenciesofstudentsattheuniversitylevel,mustbebasedonsolidandreliablesources,fromwhichtheyderiveatthesametime,thesolidityoftheevidencetheysupportinthetexttheargumentativethesis.Hence,throughtheVERASrubric,therelevanceandsolidityofthesourcescanbeweighed.Usetherubricbelowtoevaluateeachofyoursources.Answerthequestionsappropriatelyandthenrateeachofthe5partsfrom1to10(1=poor,10=excellent).Totalthepointstoseeifyoushouldusethisfont.CRITERIA Source#1 Source#

2Source#3

Source#4

Validity:Currentinformation -Doyouspecifyapublicationdate?-Whenwastheinformationpublished?-Wastheinformationreviewedorupdatedbyanauthorityinthefield?-Istheinformationcurrentordoesitcontainoutdateddata?

Accuracy:theveracityandreliabilityoftheinformation

-Wheredoestheinformationcomefrom?-Is the source academic, specialized orscientific?-Istheinformationsupportedbyevidence?-Doestheauthorcitereliablesources?-Wasthe informationvalidatedbyapanelofexperts?-Isthetoneobjectiveandunbiased?-Does the text fully complywith the rules ofgrammar, spelling, and other qualities ofwrittenlanguage?

Relevance: the relevance of theinformationtoyourneeds

Is the information relevant to the topic anddirectlyrelatedtoyourresearchquestion?Whataudienceareyoutargeting?Istheinformationappropriatetothelevelofthereader?Didyoulookforothersourcesbeforechoosingthecurrentone?• Couldyousaythatthesourcerepresentstheidealoptiontosupportyourpointsofview?

Authority:thesourceoftheinformation

Who is the author / publisher / source /sponsor?What are the credentials of the author orpublisher?Aretheypublished?Doestheauthorhaveotherpublicationsonthesametopic?Does the author work in a recognizedorganization,universityorcompany?Istherecontactinformation,suchasemail?• DoestheURLreveal informationabouttheauthororsource?

Meaning: the purpose of existinginformation

¿Whatwastheauthor'spurposeinpublishingtheinformation?Do the authors or promoters state theirintentionstransparently?Istheinformationmadeupoffacts?Opinions?Propaganda?Dotheviewsseemobjectiveandunbiased?• Doesitreflectpolitical,ideological,cultural,religious,institutionalorpersonalbiases?


Glossary15%Incollaborativegroups,thestudentswillcreatetheirownglossaryoftermsrelatedtothecourse.Theglossaryshouldincludeanoriginaldefinition,adefinitionbyarenownedscholarandagraphicrepresentationoftheterm.Thelistoftermswillbeprovidedbytheprofessorinduetimeandtheassignmentwillbegradedusingthefollowingrubric:

RubricforevaluatingtheGlossaryCriteria Met(1) Notmet(0)

1. Organization Theglossaryisorganized,well-structured and has a cleanformat.

The glossary is not organized,withoutstructuredanddoesn’tfollowtheformat.

2. Vocabulary It includes all the wordsstipulatedforthisassignment.

Doesnotincludeallthewordsstipulatedforthisassignment

3. Creativity The graphic representationsarecreativeandrelatedtothecontent.

The graphic representationsare not creative and/or notrelatedtothecontent.

4. Grammar No spelling &/or grammarmistakes.

The glossary has grammar orNoticeablespelling&grammarmistakes.

5. Citation Cites all data obtained fromother sources. APA citationstyle is used in both text andbibliography.

Citessomedataobtainedfromothersources.Citationstyle iseither inconsistent orincorrect.


Courseassessment(CEPA):5%Asanintegralactivityofthecourse,thestudentwillhavetheopportunityofassessingitsdifferent components: the didactic competencies of the professor, the quality of thematerials, theeducationalenvironment, thecompetenciesof theULACITgraduate, theeffective use of Blackboard, the assessment system, the level of challenge andrequirement. Also, as a central element of Teaching for Understanding (TfU), theeducationmodelthatULACITprivileges,thestudentwillhaveaspacewiththeCEPAtoreflectonhis/herownperformance(self-assessment)andthatofhis/herclassmates(co-assessment). Thisintellectualexerciseallows thestudent to identifyhis/herstrengthsandweaknesses, and toperformactions to continuouslyimprovehis/herprocessesofknowledge construction. Whenassessinghis/her classmates, the student assumes anactiveroleasamemberofalearningcommunity,committedwiththeeducationaltask.Becauseitisaboutaself-reflectionspacewithinthecourseandduetothevalueithasforacademicdecisionmaking,itisawardedavalueof5%withinthefinalgradeofthecourse.Inorder toearnthisevaluativecategory, thestudent isexpectedto takehis/her time,analyzingresponsiblyeachquestionandansweringthequestionnaireinfull.


The collaborative project is away of articulating thework activities of a human grouparound a set of goals, objectives and results to be achieved. This implies an activeinterdependencebetweenthemembersofagroupthatshareandassumeaworkmission.

Asa learningmethodology forULACITstudents,collaborativeprojectsvalue interaction,collaboration and solidarity among members, as well as negotiation skills to reachagreementsandfacepotentialconflicts.

Amongthecharacteristicsofacollaborativeprojectisthesmoothcommunicationchannels,basedonrelationshipsoftrustandmutualsupport.Itfocusesonthegoalssetinaclimateoftrustandreciprocalsupportamongitsmembers,wherethemovementsaresynergistic.

Therefore, the ultimate goal of a collaborative project is to obtain results with greaterimpact,wherethewholeisgreaterthanthecontributionofeachmember.Inthisway,aspartoftheprocessofcreativityandinnovationineducation,foreachcollaborativeprojectstudentsmustcreate,negotiateanddrawupaworkcontractamongthemembersofthegroup.

Noevaluablecollaborativeprojectcanbestarteduntilallthemembersofthegrouphavesigned the work contract. On the BLACKBOARD platform students can find a guide toformulatetheirowncontract.

INSTITUTIONALPOLICIESCompulsoryattendanceULACITiscommittedtoensurethatitsstudentssuccessfullycompletetheircurriculum.Activeparticipationisakeyfactorinthelearningprocesses,soattendancetothecoursesismandatory.Ifastudentisinexcusableabsentforthreeormorelessons,heautomaticallyfailsthecourse(StudentRegimeRegulations,ChapterIX).Theexcuseofabsencesonlyproceedsforhealthorlaborreasons,basedonofficialdocuments.Theexcuseisprocesseddirectly by the teacher, who has discretionary powers to accept or not the excuse.Regardlessofthenatureoftheabsence,theevaluationactivitiescarriedoutonthedayofabsencearenotreplaced.AcademicHonestyPolicyULACITaimsforthehighestandmostrigorousstandardsofacademiclife. Inthiscourseyou are expected to avoid dishonest conducts such as fraud or plagiarism. Fraudconstitutesmakingupdata,forgebibliography,useprojectsdonebyanotherperson,andobtainunauthorizedhelptodoyourcoursework.Plagiarismincludescopying textuallyfrom another source into your document; it includes phrases, sentences,paragraphsobtainedontheInternet,bookoranyothersourceswithouttheappropriatereference.Paraphrasingwithout references is also considered plagiarism.Whether the fraud orplagiarismisperformedvoluntarilyor involuntarily, inan individualorgroupwork, itwillcauseyoutofailthecourseimmediately.Incasethestudentisfoundguiltyoffraudorplagiarismonasecondcourse,thestudentwillbeexpelledfromtheinstitution.EnglishintegrationLevelULACIT is a bilingual university. Therefore, the degrees that include English-taughtcourses use Spanish and English languageresources,dependingonthelocationofthecourseinthecurriculum.Inthecoursesmarkedwiththeword"English"ontheacademicoffering,studentscansubmittheirprojectsandotherassignmentsinEnglish.Thecoursesinbilingualcareersarecompletely taughtinEnglish. Inthebachelorandpostgraduatedegrees,readingEnglishliteratureiscompulsory,althoughthecoursesmayincorporateadditionalreadingsinSpanish.CreatingacultureofrespectInULACIT,wesethighexpectationsforconductofmembersoftheuniversitycommunity.Therefore,weemphasizethevalueofmutualrespectandexpecteveryonetotreatothersastheywanttobetreated.Wedefinerespectastheconsiderationandappreciationwecanshowotherswithoutexceptions,sodonottoleratedisruptiveactionssuchas:

• Tardinesstoclassorearlyleave.• Constantlydisruptingtheclass,risingfromtheirseat.• Eatinganddrinkingintheclassroom.• Attendingphonecallsduringtheclassperiod.

• Packingyourbelongingsbeforetheteacherhascompletedthelesson.• Fallingasleepintheclassroom.• Readingnewspapers.• Usingmobiledevicesforpurposesotherthanthoseoftheclass,promoting

distractions.• Comingunpreparedtoclass.• Makingnegativeortauntingcommentsabouttheirclassmatesand/orthe

teacher.• Talkingoutofturn.• Showingunwillingnesstolistentoothers.• Usingvulgarlanguageoncampus.

We ask teachers to take corrective measures to ensure a respectful coexistenceenvironment conducive to learning and habits of respect, fundamental to thecomprehensive and professional training of students. At thebeginningofeachperiod,studentsshouldconsultwiththeirfacultyforspecificregulationsandsanctionsthatcouldbeimplemented.AttentiontodiversityThecurricularapproachatULACITfocusesonthedevelopmentofcompetencesthroughthecompletionofprojects,allowingstudentstofulfilltheacademicrequirementsbasedontheirownlearningstyles,abilities,andindividualinterests.Theprimaryresponsibilityof learning is placed on the student; the instructor is responsible for setting courseexpectations fromstart,offering therequiredsupport tosatisfy them,andawardingalevelofflexibilitythatallowseachstudenttochoosehowheorshewillfulfillthecoursegoalsandworkathisownpaceinthecompletionoftheprojectsassigned.Furthermore,the instructor will provide the required learning materials, along with continuousfeedbackusingtherubricsdesignedforeachproject.Thefeedbackisofaqualitativeaswellasquantitativenature.Theuseoftechnologicaltoolsandcollaborativeworkallowstheprofessortotailortheeducationalprocesstotheabilitiesofeachstudent.Ifyouhaveanyadditionalspecialeducationalneeds,[email protected]

ClaimsULACITsafeguardsyourrightsasastudentandguaranteesdueprocessincasesofclaimsregarding grades, forwhichitmustfollowtheprocessestablishedbytheRegulationofStudentSystem,availableonthewebsiteofULACIT,VicePresidentofStudentServices,StudentRegulations,chapter16.Checkthatthequalificationspostedinyouracademicrecordarethecorrectones.Todothis,youwillreceiveinyourmailaccount@ulacit.ed.crthereportcardfromthepreviousperiodinWeek1.Ifthegradeisnotthecorrectone,contactthecourseinstructor,whowithin3businessdaysmustjustifyyourgrading.Ifnoresponseisgivenbytheteacher,orthejustificationdoesnotsatisfyyou,addressthecomplainttotheDeanalongwiththeresponseoftheteacher.Theissueshouldberesolvedwithin3businessdaysandexhaustadministrativeregulations.

Claimsregardingqualificationscanonlybereviewedduringthenextacademicperiod,soit is very important to assume responsibility of the strict control of your ownqualifications.Co-curricularactivitiesULACITdesignsaseriesofeventsthatarearticulatedwiththeAcademicPensum,whichisdeveloped outside of school hours and whose purpose is to increase the student'spersonal, professional, social and civic knowledge and skills through meaningfulexperiencesininteractionwiththecommunity.Studentsparticipateinthedefinitionoftheircontents,planning,organizationandevaluation.Someoftheactivitiesare“SellosVerdes”, which means that they are valid as a graduation requirement; others arevoluntary.COURSESCHEDULEWeek Topic Readings Assignments

1 Topic 1. Politics and politicalscience

Monroe Ch. 5 &GrisbyCh.3

2 Topic 2. Political sciencemethodology GrisbyCh.2

LinkedInLearning(individual)

3 Topic3.TheState MonroeCh.6,7&8

4 Topic3.TheState MonroeCh.6,7&8

5 Topic4.Democracy MonroeCh.9 6 Topic4.Democracy MonroeCh.9 7 Topic5.Government MonroeCh.10 8 Topic5.Government MonroeCh.11

9 Topic 6. Political parties andpartysystems. GrisbyCh.9 Moxie

(individual)

10 Topic 6. Political parties andpartysystems. GrisbyCh.9

11 EASTER

12 Topic7.Electionsandelectoralsystems

Monroe Ch.1,2,3&4

13 Topic7.Electionsandelectoralsystems

Monroe Ch.1,2,3&4

CEPA(individual)

14 Topic 8. InternationalizationandtheState

Leibfried Ch.10&15

Glossary(collective)Classical TextAnalysis(collective)


CourseName WesternCivilizationCode 03-0126Credits 3Requirements NoneCo-requirements NoneModality VirtualNature Theoretical–practicalPeriod IIICO-2020Duration Four-monthterm,equivalenttofifteenschoolweeksSchedule K2:00-5:00PMClassroom N/AProfessor MariaFernandaBatista,M.A.

[email protected]

TheUniversityhasawirelessnetworkincampusandcomputerequipment available in the computer labs, so that the studentmay have access to the library databases and the educationalresourcesavailableontheeducationalplatformoftheinstitution.This course is taught in English and the oral and writtenacademicproductionmustbeinthislanguage.

COURSEDESCRIPTION

Thepurposeof this course is that the studentwill develop the capabilityof analyzing thewestern world, understanding its historical evolution since the XIV century, in order tointerpret the current phenomena and project new stability and peace scenarios ininternationalrelations.Inordertoachievethisobjective,thestudentswillcriticallyanalyzethereadingstodelveintothecontentsofthecourseandtheywillquestiontherealimpactofthesestagesonthecurrentcontextofwesterncivilization,identifyinghistoricalpatternsthatmayhelp to explainpresent events and configure scenarios. In addition, the studentswillresearch futurewestern civilization scenarios, using the lessons of the past to detect thedeterminants (players, facts and trends) of eventswhich are currently takingplace in theworldandwhichcouldtriggerprofoundchangesinwesterncivilizationasitistoday.Theywillalsodiscussanddebateduringclass,usingthereflectionslog,aswellasduringaroundtableandinafinalpaper,developingtheircommunicationandrhetoricalskillsaswellasthecriticalcapabilitiesofthestudents.

COMPETENCES

Traditional education is basedoncontent, butULACITuses a curriculummodel based oncompetences,whichmeansthatstudentswilldeveloptheabilitytothinkandreactasexpertsintheirdiscipline,andnotonlytounderstanditsconceptualortheoreticalframework.Thetablespecifiesthedisciplinaryandgeneralcompetencesaswellastheperformancecriteriathatwillbedeveloped.

CompetenceUnits CompetenceElements PerformanceCriteria(degreeandcontextinwhichthecompetenceisapplied)

DisciplinaryCompetence:

Thestudentwillbeableto: The student evidences theachievementofthecompetenceinlearningactivitiessuchas:

Analyze the westernworld understandingits historicalevolution since theXIV century in orderto interpret thecurrent phenomenawith the purpose ofprojecting newhuman developmentscenarios.

Determine the historicalstagesand themost relevantevents that have shapedwesterncivilization.

Getting involved in discussionactivities with peers and theprofessor, through the criticalanalysisofreadings,onhowthehistorical stages of westerncivilization influences thecurrent context of thewesternworld.

Interpret the incidence thathistorical evolution has onwesterncivilizationcurrentlyaswellastheprojectionofitsimpactinthefuture.

Researchinganddebatingwithpeers and the professor thefacts and trends that the pastand the present profile for thedevelopment of westerncivilization as well as theireventualimpact.Debatingandarguingcriticallywithpeersandtheprofessorinaroundtableaboutthetensionthat may exist between theWestern and Easterncivilizations.Defending, coherently andcreatively,beforepeersandtheprofessors,his/herconclusions,

through an essay on what thegreat transformations of thewestern civilization in thefuturecouldbe.

GeneralCompetence: Show life, learning,personalandworkeffectivenesscompetences.

Thinkcreatively Employinghis/hercreativitytoperformananalyticalreadingofthehistoricalstages,presentingindepththeimpactofthegreateventsofthepastonthecurrentcontext,whichwillfinallyallowinterpretingandprojecting thepossible impacts on westerncivilization which the eventscurrently taking place in theworld could have. All thisthrough oral and writtenproposals in the Englishlanguage.

Communicate Communicatingvisually,orally,in writing and non-verballywith classmates, the professorand the general public, in theEnglishlanguage,inavarietyofways and contexts, especiallyanalyzing stages, presentingevents and defending analysisreports proposing possibletrends that would affect thefuturedevelopmentofwesterncivilization.

Collaborate Collaborating and interacting,effectively and respectfully, inthedevelopmentoftheanalysisreport,itspresentation,aswellas the collaborative workactivitiesingeneral.

Reason Employing reasoningwhensynthesizing information,analyzing and supportingarguments, implementing

research and analysismethodologiesto sustainconclusionswith regard to thefuture trends and their impactonwesterncivilization.

Employ information andcommunicationtechnologies

Using information andcommunicationtechnologiestoresearch, organize, assess andcommunicate informationrelated with the analyticalreadingofhistoricalstagesandothergroupwork.

Employ scientific methodsandtools

Employing methodologies,approachesandconceptsintheanalysis of cases andphenomena,especiallyresearchtechniqueswhenpreparingthereport, and puts to good usequalitative and quantitativemethodsandtechniques.

Perform with personaleffectiveness

Showing initiative,responsibility, ethics,leadershipandproductivity,aswell as self-managementcapabilities and willingnesstowards change in his/herperformance and interactionwith others in the courselearningactivities.


InULACIT,thelearningexperienceisdesignedaroundgenerativetopics,capableofprovokingpolemicandwhichdemandthatthepupilsraisetheirownarguments.Thetopicsarebrokendowninspiralsofinvestigation,orquestions,whicharerelatedtoeachotherinordertohaveadeeperunderstandingofthetopic.Inthefuture,ifthestudentsarecuriousaboutsomething,theywillhavetolookfortheanswersthemselves.Therealartoftheeducationistobeableto present the correct questions, interactingwith the students and helping them in theirdiscoveryprocess.Everyteacher’sobjectiveistomotivatethecuriosityofthestudents,whichistheemotionalincentivethatwillallowthemtowanttolearnmorealongtheirlives.

Topic1.MiddleAges, theemergenceofkingdomsand thegrowthof theecclesiasticpower.

• EuropeancivilizationintheHighMiddleAges(750-1000).• RecoveryandgrowthofEuropeansocietyatthepeakoftheMiddleAges.• Theemergenceofkingdomsandthegrowthoftheecclesiasticpower.

Topic2.TheLowMiddleAges,theRenaissanceandthereligiouswarsoftheXVIcentury.• TheLowMiddleAges:crisisanddisintegrationintheXVIcentury.• Recoveryandrevival:TheRenaissanceAge.• TheReformandthereligiouswarsintheXVIcentury.

Topic 3. Europe, the New World, the construction of the State and the ScientificRevolution.

• Europeandtheworld:newencounters,years1500-1800.• TheconstructionoftheStateandthesearchfororderintheXVIIcentury.• Towardsanewheavenandanewearth:thescientificrevolutionandappearanceof

modernscience.

Topic 4. The Illustration, State andWar in Europe: The French Revolution and theemergenceofNapoleon.

• TheXVIIIcentury:aneraofIllustration• XVIIIcentury:Europeanstates,internationalwarsandsocialchange.• Arevolutioninpolitics:theeraoftheFrenchRevolutionandNapoleon.

Topic5.TheIndustrialRevolution,nationalismandthesocietyofthemasses.• TheIndustrialRevolutionanditsimpactonEuropeansociety.• Reaction,revolutionandromanticism:1815-1850.• Anageofnationalismandrealism:1850-1871.• Thesocietyofthemassesinan“ageofprogress”:1871-1894.

Topic6.Imperialism,warandrevolution• Anageofmodernism,anxietyandimperialism:1894-1914.• ThebeginningofthecrisisoftheXXcentury:warandrevolution.

Topic7.Falseinternationalstability:TheSecondWorldWarasaturningpoint.• Theuselesssearchforstability:Europebetweenwars:1919-1939.• DeepeningoftheEuropeancrisis:TheSecondWorldWar.

Topic8.TheColdWar,protestandstagnation.• TheColdWarandanewwesternworld:1945-1965.• Protestandstagnation:thewesternworld,1965-1985.

Topic9.Afterthefall:thewesternworldinaglobalera(since1985).• Towardsanewwesternorder• AftertheColdWar:anewworldorderoranageofterrorism?• Newwaysandnewproblemsofwesternsociety• Thedigitalage• Towardsaglobalcivilization

LEARNINGENVIRONMENT

TeachingMethodologyToensurethatthecourseiscompatiblewiththeneeds,interestsandstylesoflearningofalltheparticipants,weusethemethodologyof“reversedclassroom”,or"flippedclassroom":theassignmentsthatneedminorcognitiveeffort(rememberingandunderstanding)aredonebythestudentsoutoftheclassroom,andthosewhoneedmajorcognitiveeffort,suchasanalysis,synthesisandevaluation,aredoneindifferentscenariosintheclassrooms.Thecourseprovidesmaterialssuchasreadings,videos,narratedpresentationsandothers,viatheonlinelearningplatformofULACIT(i.e.Blackboard).Studentsbeforecomingtoclassareexpectedtopreparetheirparticipationinclass,andstudythetheoryathome.Thesessionsare reserved to practice, reflection and discussion. They revolve around questions,controversies and issues of real business life.With this active, reflective andparticipativemethodology, students are expected to develop inquiry, research and analytical skills.Moreover,theyareexpectedtodevelopadeepunderstandingofthesubject,participatingintheconstructionofknowledgesharedwithotherstudents,teachersandothermembersofsociety.LearningresourcesThe course has the following educational resources to continually support the teaching-learningprocess:

• Classrooms-enabledcomputers,projectionequipmentandInternetaccess.• Onlineeducationplatform:Blackboard(Bb).• DocumentCamera.• Recordingequipmentandsoundamplification.• VirtualLibrary:EBSCO,fromwhichyoucanaccessfull-textarticles.• Clickers,wirelesspersonalresponsesystems.• ComputerlabswithInternetaccessandapplicationsforresearch.

BibliographyMandatoryTexts:American Psychological Association. (2020). Publication manual of the American

PsychologicalAssociation(7th.Ed.).Washington,D.C.:APA.

Spielvogel, J. J. (2015).Western Civilization: Volume I: To 1715. (9 ed.). Connecticut, U.S.:CengageLearning/

Spielvogel,J.J.(2015).WesternCivilization:VolumeII:Since1500.(9ed.).Connecticut,U.S.:CengageLearning.

SupplementaryBibliography:Bigand, K. (2010, December). French historiography of the English Revolution under the

restoration.EuropeanJournalofEnglishStudies,14(3),249-261.RecoveredfromtheAcademicSearchPremierdatabase.

Davidson,N.(2011,December).TheAmericanCivilWarconsideredasabourgeoisrevolution.HistoricalMaterialism,19(4),45-91.Recovered fromtheAcademicSearchPremierdatabase.

Jock, R. (2010, October). TheWest and the others. New Presence: The Prague Journal ofCentralEuropeanAffairs,11(4),6-8.Recovered fromtheAcademicSearchPremierdatabase.

Perovic,S.(2012,October).Otherpeople'slives:ExemplaryhistoryandtheFrenchRevolution.Literature & History, 21(2), 16-31. Recovered from the Academic Search Premierdatabase.

Vaizey, H. (2011, March). Empowerment or endurance? War wives’ experiences ofIndependence during and after the Second World War in Germany, 1939–1948.GermanHistory,29(1),57-78.

LearningStrategiesForthebestuseoftheresourcesinthelearningexperience,itissuggestedthatthestudentuselearningstrategiessuchas:Developatimelinewherehe/shecanindicatethemostimportanthistoricaldatesandtheeventsrelatedwiththem,inaspatialrepresentationofthehistoryunderanalysis.Outlinethemostrelevantaspectsofvarioushistoricalfactsintimeand/orspaceandtheircontributionstothedevelopmentofwesterncivilization.Use maps, graphics and geographical resources available in Internet, associated with thehistoricaleventsunderreviewbetweentheXIVandtheXXIcenturies.EVALUATION

Thegradeforthecourseisdistributedamongthefollowingassessmentactivities:

AssessmentActivity %

Criticalanalysisofreadings 15%Reflectionlog 15%

Researchpaper 25%

ArticleforMoxie 20%Essay 15%Linked-InLearningandJournal 5%Courseassessment(CEPA) 5%

Total 100%CriticalAnalysisofReadings:15%Eachweekthestudentmustsubmitacriticalanalysisoftherespectivereadingsaccordingtotheorderindicatedinthesyllabus.Thisshouldhavetwoparts:

• Summaryofthetext:inthefirsthalfoftheanalysis,asummarywillbepreparedwiththemainconclusionsofthetext,aswellasthecontextaspectsthatsustainit.Therefore,thissummarydoesnotallowanytextualquoteorreferencetothetextindex.

• CriticalAnalysis:afterwards,inthesecondpartoftheanalysis,thestudentsshouldmakeacriticalassessmentofthetext,responding,withasolidandwell-foundedargumentbasedonvalidreferents,amongothers,questionslikethefollowing:whatisthedirectrelationofthetextwiththetopicoftheweek?Arethestagesandhistoricaleventsittalksaboutrelevantandaretheyrelatedwiththegeneralsituationoftheregioncurrently?Whatistheusefulnessofthetextinordertounderstandthecurrentsituationoftheworldandourregion?Whatistheexplanatoryusefulnessofthereadingtoprojectthefutureoftheregion?

Bothsectionsshouldbenomorethanone-pagelongeachone.Thecriticalanalysesthatgobeyond these limits will not earn any points. Each critical analysis will be nomore thantwopageslong(onesheet),writteninfontnumber12,one-spaced.Inthetitleofthecriticalanalysis, thestudentshould indicatethetopicandthereadingsof theweek,aswellasthenameofthestudent.Thefollowingrubricwillbeusedfortheassessment:

Rubricforthecriticalanalysisofreadings Criteria 1 2 3 4 5

1 Thedocumentcomplieswiththerequirementsofform(extension,structureandformat)

2 The summary includes the main argument oftheauthorandthepremisesthatsupportit.

3 Thecriticalanalysisassessestheusefulnessofthe text in order to understand the historical

evolutionoftheregionanditsrelationwiththepresentbasedonargumentsandevidence.

4 Thedraftingofthedocumentfollowsthenormsand grammatical structures of the Englishlanguage.

5 The document is aligned with the styleprescribedbytheAPAmanual.

Total Thescoreiscalculatedon25points.Nopaperwillreceiveapassinggradewith valuations of 1 in any of thecriteria.

ReflectionLog:15%Eachstudentwillkeepa logof theconclusionsofeachoneof the topicsdiscussedweeklythroughout the course, with emphasis on his/her individual assessment of the differentanalysesanddiscussionsdeveloped.Forthis,he/shewillkeepadetailedrecordofthetopicthatcorrespondstoeachweek,reflectingontherelevanceandmeaningofthoseconclusionsintermsoflearningandthedevelopmentofthecompetencesanticipatedforthecourse.Thiswillbeevaluatedwiththefollowingrubric:

Rubricforthereflectionslog

Criteria 1 2 3 4 5

1Critically assessed the substance of thecorrespondingtopic.

2 Critically assessed the relation establishedbetweenthetopicandthediscipline.

3Critically assessed the implications of thetopicfortheprofessionaldevelopmentofthediscipline.

4 Offered alternative critical approacheswithregardtothetopic.

5

Made a synthesis when incorporating intohis/her assessments not only thepresentation by the professor andclassmates, but from the interventions ofothersinclass.

6 Delimitated his/her interventions to therangeestablishedof250-300words.

7 Writes correctly, according to the norms ofthelanguage.

8 AppliesthepublicationsmanualofAPAintheformalaspectsofwriting.

9 Uses the English language and itsgrammaticalstructurescorrectly.

Total The score is calculated on 45 points.No log will receive a passing gradewith valuations of 1 in any of thecriteria.

ResearchWork:25%Thestudentsmustsubmitincollaborativeteamsaresearchreportonthefuturescenariosofwesterncivilization.Duringthesecondweekofthecourse,thefocusoftheresearchofeachgroupwillbedefinedjointly,anditwillbeononeofthefollowingcontexts:economicwithregard to free trade,politicalwithregard todemocracy, socialwithregard topovertyandwelfare,environmentalwithregardtosustainabilityandculturalwithregardtodemocraticcoexistence.Theobjectiveof theresearchconsists in that thestudentsmustanalyze indepththemostrelevantdevelopmentsanticipatedforfuturescenariosofwesterncivilizationwithregardtothe aforementioned contexts, assessing their impact whether it is determined positive ornegative.Inaddition,theywillmakeafinalconsiderationonthespecificimplicationsthatthisfutureevolutionwouldhaveforourregion.Thereportmusthaveamaximumextensionof15pages,without including the list of references, which should be correctly indicated using thepublicationsstyleofAPA.Thedocumentmusthaveaminimumof20bibliographicreferences,dulyreferredtointhedocument.The contents of the report should comply with the following elements: introduction,conceptual framework, analytical development of the topic, conclusion on how westerncivilizationcouldbetransformed,referencesandannexes(onlyiftheyarestrictlynecessary).Thiswillbeevaluatedwiththefollowingrubric:

Rubricoftheresearchwork

Criteria 1 2 3 4 5

1Theproblemselectedisdirectlyrelatedwiththetopicofthecourse.

2 The research was oriented by a clearlyformulatedresearchquestion.

3 ThewritingofthereportisclearandcorrectintermsoftheuseoftheEnglishlanguage.

4 Thereportisstructuredandorderedlogicallyandclearly,accordingtothatrequested.

5 The report is sufficiently supported on thedocumentarylevel.

6The report includes two interviews withexperts.

7

The report sets out conclusions on thepossibletransformationslogicallyanddirectlyderivedfromthefindings,andarerelevantforthetopicofthecourse.

8 The report uses correctly the APA stylemanual.

9 The report includes an extensive section ofbibliographicsourcesasrequested.

10The delivery of the final report and theadvancestookplaceonthedatesassigned.

Total Thescoreiscalculatedon50points.Noworkwillpasswithvaluationsof1inanyofthecriteria.

ArticleforMoxie:20%As of 2020, ULACIT has its ownWeb channel, calledMoxie, produced by the students, inalliancewith the journalisticmediumDelfino.cr, in order toprovide themwith a space togenerateanddisseminatetheirideas,aswellasserveasashowcasetoexhibittheiracademicprojectsnationwide.ItiscalledMoxie-whichinurbanEnglishmeanshavingtheabilitytoface difficultieswith intelligence, boldness and courage - in honor of our students,whose“moxie”characterizesthem.Ifbeforetherewereprintedstudentpublications,nowtheseinitiativesaretransferredtothedigitalspace,whichallowsourstudentstoexperiment,notonlywithdigitalpublication,butwithaudiovisualproduction,graphicdesign,digitalmarketingandwebtechnology,amongothers.ThiscoursecontributestothewrittenandaudiovisualcontentoftheMoxieCanal,throughthepublicationofa550-wordarticle,aboutproblemsordilemmasdefinedbytheprofessorinthecoursespreviouslyselectedbytheacademicdirection.

Theprojectconsistsof threeproducts,namely:article text,allusive image,audio-visual in-depthcontent;Thethreecomponentsconstitutethecontribution,soonlythosecontributionsthatarecompletecanbequalified.Withtheaimofobtainingthebestproductionofthearticlesasasampleofcompetenceonthepartofthestudents,aGuideforteachersandstudentshasbeenelaborated:ElaborationofMOXIEbasedontheinstitutionalrubric”.The students' production must be delivered in the courses for week 10 of the semester(November9to13).Theproductsselectedbytheprofessormustbedeliveredtotheacademicdirectioninweek12(November23-27).Withoutexception,thearticleforMOXIEmustbeevaluatedbasedonthefollowingrubricandassignedscoreofthefinalaverageinthecourse:



0.5Incomplete

0Fails


1.Thearticlehasanextensionof550 words), distributed in fourparagraphs (1 introductoryparagraph, 2 developmentparagraphs, 1 conclusionparagraph).

1 0,50 0

B.Title 2.ItHasatitlethatsuggeststhetopic and provokes the interestofthereader

1 0,50 0


3.Theauthordrawsthereader'sattention by using one of thefollowingresources:tellananecdote,presentsafact,makeametaphor,aprovocativequestion,evokesafamousimage,sceneorphrase

1 0,50 0

4. Locate in the geographic,political or social context thesubjectthatitaddresses.

1 0,50 0

5.Letthereaderknow:Why it is important to addresstheproblemorthedilemma.

1 0,50 0

Theoriginalityoftheperspectivewithwhichitdeals.It says explicitly, clearly andforcefullywhat your position isaboutit.

D. Development ofauthors position(paragraph 2 and3)

In the first paragraph of thedevelopment, the authorpresentstheevidence(statisticaldata,provenfacts,definitions...)that support his position andmakesitclearwhyitisadequateto respond to the problem ordilemmaandshouldbeacceptedbythereader.

1 0,50 0

In the second paragraph of thedevelopment, the authoranticipates the questions thatreaders could ask about yourposition regarding the problemor dilemma. Therefore, thestudentsayswhatthosepossibleargumentscouldbeagainstanddeclares to what extent theycouldberightortrue,andhowinspite of that his/her positionremainsvalid.

1 0,50 0


8.The conclusion is clear inaddressing how the evidenceprovided is the basis formaintaining the author'sposition-solution and whyreadersshouldacceptit.

1 0,50 0

9.Itsuggestthatthesolutionyoupropose:isaneffectiveandfeasibleplan,which does not offer significantor unforeseen inconveniences,orjustifies that the balance isfavorable to the advantages, inrelationtothedisadvantages,or

1 0,50 0

suggests results orconsequences,orstatesthatnosolutionisperfect,buttheoneitoffersisthebest.

F. Thedevelopmentmeets criteria ofstyleandform.

10.The reading of the article isfluidbecauseideasrelatetoeachother, making good use oftransitionalwords and phrases,aswellasacorrectpunctuation.

1 0,5 0

11.The author gives reason forth3eoriginofoutside ideasanddatabasedonwhichhesupportshis position, following the APAstandards(referencesinthetextand list of references) andcriteriafromtheVERASrubric.

1 0,50 0

12.Thesourceofthedatayouuseis solid and primary whenavailable.

1 0,5 0

13.Usesprofessionalvocabulary,notcolloquial. 1 0,50 0

14.Reflectslinguisticeconomics,expressingwhat isnecessary tosay with the least number ofwords.

1 0,50 0

15.Thewritinghasnospellingorgrammar mistakes(disagreementsbetweenperson,genderandnumber)

1 0,50 0

G.Image The image is a photograph orillustration, directly related tothecontentofthearticle,capableof communicating the emotionandmessage.

1 0,50 0

Theoriginalimageisattachedinaseparatehigh-resolutionfileinPNGorJPGformatat72dpi.

1 0,50 0

Theimagehascharacteristicsofcomposition, depth of field and 1 0,50 0

lighting, which facilitate itsvisualizationandinterpretation.

H.Audiovisual 19.The audiovisual is a video,audiopodcast, or a slidedeckbetween 4 and 8 minutes withclarity in sound and image (inthe case of a video) orientedtowards going deeper in thecontentofthearticle.

1

0.50

0

The format of the video andaudio files is MP4,uncompressed, of 16-32 bits,with a resolution of 1.920 X1.080 pixels HD (usingcompressorH264oH265).WAVfiles are recommended, whenpossible.

1 0.50 0

Total This performance has three components: the opinion piece, theimageandthevideo.Theabsenceofoneofthethree,excludestheMOXIEcontributionfrombeingevaluated,andleadstothecompletelossofthescore.

Essay:5%Thestudentswillindividuallyprepareanessay.Forthis,theprofessorwillprovideaquestionwhichshouldbeansweredbyeachoneofthestudents,andwhichwillberelatedwiththeevolution of thewestern civilization, the present and the trends outlined for thewesternworld,emphasizingtheirreadingoftheimpactonourregion.The essay should be 5 pages long, written according to the APA parameters. For itsdevelopment,thestudentsshouldevidenceanampleandwell-foundedmasteryofthecoursecontents,specificallythemostrepresentativestagesandsituationsofourcivilization,havingtorelatethemdirectlywiththecurrentchallengesthatLatinAmericafaces.Theessayshouldevidencenotonlyasolidinternalcoherence,butalsoaclearargumentationandrationalebasedonthecontents,aswellasanextensiveknowledgeofthecurrentworldandregionalcontextanditsimplicationsforinternationalrelations,stabilityandworldpeace.Itwillbeassessedbasedonthefollowingrubric:

Rubricfortheessay Criteria 1 2 3 4 5

1 Theessaycompliesrequirementsofform.

with the

2Theessayiswrittenclearly,orderlyandlogically.Inaddition,itevidencestheadequateandcorrectuseoftheEnglishlanguage.

3Theessayrespondsdirectlytothequestionandisarguedlogicallyandsupportedonconceptstakingintoaccounttheinternationalpresent.

4Theessayoffersaclearandcriticalapproachofthepossible great transformations of westerncivilization.

Total Thescoreiscalculatedon20points.Noessaywillreceiveapassinggradewith valuations of 1 in any of thecriteria.

LinkedInCourseandLearningJournal:5%Aspart of the educational resources for this course, studentshave access to theLinkedInLearningplatform.TheLinkedInLearningplatformoffers freeaccess tomore than15,000virtualcourses,whichnotonlyallowthecoursecontenttobesupplemented,butalsooffersthepossibilitythatoncethecoursesontheplatformarecompleted,thestudent'sprofileisautomaticallyupdatedontheplatform.For this course, students must complete a LinkedIn Learning course, which is aimed atdevelopingtheskillsandcompetenciesnecessarytoexcelintoday'sjobmarket.Inaddition,alearningjournalshouldbepreparedwheretheymakeasynopsisofwhattheyhavelearnedandareflectiononhowtheythinktheycanbenefitfromthisknowledgeandskillsintheirprofessionalcareer.Thecoursechosenforthissemesteris:“Skillsforinclusiveconversations”Youcanaccessitthroughthefollowinglink:https://www.linkedin.com/learning/skills-for-inclusive-conversations?trk=learning-serp_learning_search-card&upsellOrderOrigin=homepage-learning_learning-search-bar_search-submitCEPA:5%Asanintegralactivityofthecourse,thestudentwillhavetheopportunityofassessingitwithregardtoitsdifferentcomponents:thedidacticcompetencesoftheprofessor,thequalityofthematerials, the educational environment, the competences of theULACIT graduate, the

evaluationsystem,andthelevelofchallengeanddemand.Inaddition,asacentralelementofTeachingforUnderstanding(TfU),theeducationalmodelprivilegedbyULACIT,thestudentwillhaveaspaceintheCEPAtoreflectonhis/herownperformance(self-assessment)andthatofhis/herclassmates(co-assessment).This intellectualexerciseallowsthestudent toidentifyhis/herstrengthsandweaknesses,andtocarryoutactionstocontinuouslyimprovehis/herprocessesofbuildingknowledge.Whenevaluatinghis/herpeers,thestudentassumesanactiveroleasamemberoflearningcommunity,engagedwiththeeducationaltask.Becauseitisaboutaself-reflectionspacewithinthecourseandbecauseofthevalueithasforacademicdecision-making,itisawardedavalueof5%withinthefinalgradeofthecourse.Inordertoearn this assessment heading, it is expected that the student will take his/her time, willresponsiblyanalyzeeachquestionandanswerthefullquestionnaire.COLLABORATIVEPROJECTCONTRACT

Thecollaborativeprojectisawayofarticulatingtheworkactivitiesofahumangrouparoundasetofgoals,objectivesandresultstobeachieved.Thisimpliesanactiveinterdependencebetweenthemembersofagroupthatshareandassumeaworkmission.As a learning methodology for ULACIT students, collaborative projects value interaction,collaborationandsolidarityamongmembers,aswellasnegotiationskillstoreachagreementsandfacepotentialconflicts.Amongthecharacteristicsofacollaborativeprojectisthesmoothcommunicationchannels,basedonrelationshipsoftrustandmutualsupport.Itfocusesonthegoalssetinaclimateoftrustandreciprocalsupportamongitsmembers,wherethemovementsaresynergistic.Therefore,theultimategoalofacollaborativeprojectistoobtainresultswithgreaterimpact,wherethewholeisgreaterthanthecontributionofeachmember.Inthisway,aspartoftheprocessofcreativityandinnovationineducation,foreachcollaborativeprojectstudentsmustcreate,negotiateanddrawupaworkcontractamongthemembersofthegroup.Noevaluable collaborativeproject canbe starteduntil all themembersof the grouphavesigned the work contract. On the BLACKBOARD platform students can find a guide toformulatetheirowncontract.INSTITUTIONALPOLICIES

AcademicHonestyPolicyULACITaimsforthehighestandmostrigorousstandardsofacademiclife. Inthiscourseyouare expected to avoid dishonest conducts such as fraud or plagiarism. Fraud constitutesmaking up data, forge bibliography, use projects done by another person, and obtainunauthorizedhelptodoyourcoursework.Plagiarismincludescopyingtextuallyfromanothersource into your document; it includes phrases, sentences, paragraphs obtained on theInternet,bookoranyothersourceswithouttheappropriatereference.Paraphrasingwithoutreferences is also considered plagiarism. Whether the fraud or plagiarism is performedvoluntarilyorinvoluntarily,inanindividualorgroupwork,itwillcauseyoutofailthecourse

immediately.Incasethestudentisfoundguiltyoffraudorplagiarismonasecondcourse,thestudentwillbeexpelledfromtheinstitution.CreatingacultureofrespectInULACIT,wesethighexpectations forconductofmembersof theuniversitycommunity.Therefore,weemphasizethevalueofmutualrespectandexpecteveryonetotreatothersastheywanttobetreated.Wedefinerespectastheconsiderationandappreciationwecanshowotherswithoutexceptions,sodonottoleratedisruptiveactionssuchas:

• Tardinesstoclassorearlyleave.• Constantlydisruptingtheclass,risingfromtheirseat.• Eatinganddrinkingintheclassroom.• Attendingphonecallsduringtheclassperiod.• Packingyourbelongingsbeforetheteacherhascompletedthelesson.• Fallingasleepintheclassroom.• Readingnewspapers.• Usingmobiledevicesforpurposesotherthanthoseoftheclass,promotingdistractions.• Comingunpreparedtoclass.• Makingnegativeortauntingcommentsabouttheirclassmatesand/ortheteacher.• Talkingoutofturn.• Showingunwillingnesstolistentoothers.• Usingvulgarlanguageoncampus.

Weaskteacherstotakecorrectivemeasurestoensurearespectfulcoexistenceenvironmentconducive to learning and habits of respect, fundamental to the comprehensive andprofessionaltrainingofstudents.Atthebeginningofeachperiod,studentsshouldconsultwiththeirfacultyforspecificregulationsandsanctionsthatcouldbeimplemented.AttentiontodiversityThecurricularapproachatULACITfocusesonthedevelopmentofcompetencesthroughthecompletionofprojects,allowingstudentstofulfilltheacademicrequirementsbasedontheirownlearningstyles,abilities,andindividualinterests.Theprimaryresponsibilityoflearningisplacedonthestudent; the instructor isresponsible forsettingcourseexpectations fromstart,offering therequiredsupport tosatisfy them,andawardinga levelof flexibility thatallowseachstudenttochoosehowheorshewillfulfillthecoursegoalsandworkathisownpaceinthecompletionoftheprojectsassigned.Furthermore,theinstructorwillprovidetherequiredlearningmaterials,alongwithcontinuousfeedbackusingtherubricsdesignedforeach project. The feedback is of a qualitative as well as quantitative nature. The use oftechnological tools and collaborative work allows the professor to tailor the educationalprocesstotheabilitiesofeachstudent.Ifyouhaveanyadditionalspecialeducationalneeds,[email protected]

ClaimsULACITsafeguardsyourrightsasastudentandguaranteesdueprocess incasesofclaimsregardinggrades,forwhichitmustfollowtheprocessestablishedbytheRegulationofStudentSystem, available on thewebsite of ULACIT, Vice President of Student Services, StudentRegulations,chapter16.Checkthatthequalificationspostedinyouracademicrecordarethecorrectones.Todothis,youwillreceiveinyourmailaccount@ulacit.ed.crthereportcardfromthepreviousperiodinWeek1.Ifthegradeisnotthecorrectone,contactthecourseinstructor,whowithin3businessdaysmustjustifyyourgrading.Ifnoresponseisgivenbytheteacher,orthejustificationdoesnotsatisfyyou,addressthecomplainttotheDeanalongwiththeresponseoftheteacher.Theissueshouldberesolvedwithin3businessdaysandexhaustadministrativeregulations.Claimsregardingqualificationscanonlybereviewedduringthenextacademicperiod,soitisveryimportanttoassumeresponsibilityofthestrictcontrolofyourownqualifications.

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