Course Syllabus
INST 2350: Introduction to Global Studies
Spring 2020 semester
Course Overview
Mention “globalization,” and many will probably assume that you’ll be studying globalization and global issues as these relate to economics, information, and communication technologies only. But this is a course in which we’ll look for a bigger picture and use multi-disciplinary, multi-dimensional approaches to study global connections. Is globalization a new phenomenon? History tells us no. So what’s different now? Is contemporary globalization diminishing state autonomy and national identity? Some political scientists and sociologists point to processes of de-nationalization and shrinking welfare states. Others say that nationalism is on the rise. With what consequences for human security? What about the climate then? Will the de-forestation of and forest fires in the Brazilian Amazon region — the largest jungle on planet Earth — have irreparable consequences for the global climate? And the economy? Is the global economy well function for all? And what does the FIFA World Cup have to do with globalized culture aside from country teams competing in soccer? We’ll explore these and many other concerns in this introductory course to global studies. This is a three-credit hour course that has no prerequisites.
NSTRUCTOR: RUTH BJÖRKENWALL [“Byoerkenvall”]
Time: MW 3:10—4:25 P.M. Location: CR 103
Office hours: WF: 10:15—11:45 A.M. Or by appointment Location: A&S 143
Email: rbjorken@uwyo.edu E-mail responses will, as a rule, be sent within 48 hrs
GRADUATE INSTRUCTOR: BRIAN FELTUS
Office hours: TBA Location: TBA
Email: bfeltus@uwyo.edu
Global awareness This course fulfills the “global awareness” (“G”) requirement of the 2003 University Studies Program. Global awareness courses strive to broaden our perspectives through the exploration of viewpoints from other societies, cultures, religions, or geopolitical regions. With an eye on both historical and contemporary experience, these courses are designed to challenge our assumptions about the ways of the world and to help us understand and embrace global cultural diversity.
Learning Outcomes By the end of this course, students will be familiar with various dimensions of globalization and understand some of the transformative powers of globalization processes of the past and present. They will have become aware of possible futures depending on where and how globalization is headed or whether some of the current globalization processes have been weakened or altogether stopped in their tracks. Students will then focus on financial globalization for their main project and research. In their research and writing, they will use the critical thinking skills that they have developed throughout this course. Students will end the course examining and evaluating case studies in the illegal global offshore finance industry.
Required textbooks * Steger, Manfred B. Globalization: A Very Short Introduction. 3rd edition. Oxford: Oxford University Press, 2017. **Mansbach, Richard W., and Edward Rhodes, eds. Introducing Globalization: Analysis and Readings. Los Angeles: SQ Press, 2013. ***Additional course material (ACM). Attachments will be available on the Canvas course website, at http://www.uwyo.edu/wyocourses/), and in emails that you will receive separately. Please do check Canvas and your UW student email account regularly for the additional course materials.
Required supplies You must have a notebook (or something equivalent) for class notes. Please note that you will not be permitted to use a computer to take notes in class unless you have justifiable reasons for doing so. Several studies have shown that both comprehension and memory are improved when students take notes by hand:
- “To Remember a Lecture Better, Take Notes by Hand” The Atlantic, http://goo.gl/dTgy3y • “A Learning Secret: Don’t Take Notes with a Laptop” Scientific American, http://goo.gl/YEvcSn • “Take Notes by Hand for Better Long-Term Comprehension” American Psychological Association, http://goo.gl/Ku3zOq
Course requirement
On attendance, lecture and discussion expectations, and absences The class begins at 3:10 P.M. I expect students to arrive on time and remain during the entire class session. Come to class prepared. This means that you have read in advance the material assigned for the day. You should also bring the assigned course readings to every class meeting. You are expected to participate in class discussions in a civil manner. Please listen to your classmates carefully. Show equal respect for all class participants. Do not perform tasks that are extraneous to the course—in other words, no cellphone or computer use—during discussions or lectures. Rude or threatening behavior will not be tolerated and will be reported to the dean of students.
You may miss two (2) class meetings. If you do miss a class, then it is your responsibility to read the required material for that day and get class notes from a classmate. After the two “free” absences, you may “make up” two additional absences—but no more than the two—by turning in a 500-word summary of the reading assigned for the day that you miss. Attach (with your summary) a copy of a classmate’s notes for that day. You have exactly one week from the absence to turn in the “make-up” work. If you have more than the two “free” absences and the two “make-up” absences, then your class-participation grade will drop a full letter grade, that is, from an A to a B.
On other make-up work and exemptions No other make-up work or any late-work permission will be given unless the Disability Support Services at the University of Wyoming (DSS) or the dean of students provides me with a letter of exemption to this rule. If you have a DSS or a dean-of-student letter for me, then your make-up assignment for a quiz is to write a 1500-word essay, using three articles from the JSTOR database and in the correct Chicago Manual of Style format on a topic that I pick. Make-up papers must be produced within one week of the topic being assigned. If you do miss a quiz and have no letter from the dean of students or DSS, then you will receive zero points for that quiz. The zero points will then be added to the total points for all quizzes in this course. The same rules apply to student athletes as well. Everyone has five days to take an online quiz during an assigned quiz period.
On extra-credit work Please note that there will be no extra-credit work offered in this course. Should there be a situation where extra credit is appropriate, then extra-credit work will be offered on an equal-opportunity basis to all students. That, however, is exceptionally rare. Individual extra-credit opportunities distort the baseline of evaluating every student by the same standard. If you are having concerns about meeting course requirements, then please come see me immediately (before you miss a class or a due date) so that we may discuss student support services available on campus. These include those offered at the Writing Center, at student counseling, and at the University Disability Support Services (DSS).
On lecture notes and slides Lecture notes or slides will not be available on Canvas. Here are my reasons.
1) Technical issues: the huge file size precludes uploading; 2) Legal issues: effectively “publishing” lectures online violates the “fair use” doctrine of intellectual property rights protection, for instance in the form of copyright-protected images and other lecture materials; 3) Negative effects on attendance and grades: Pedagogical studies have shown that online materials, notes, and review sheets lead not only to dramatic drops in attendance but also in grades. The studies demonstrate that students become passive observers rather than active participants in learning when they rely on online materials, notes, and review sheets. . 4) Finally, there is the more existential aspect: The traditional dynamic of classroom lectures, discussions, and the exchange between instructors and students is the hallmark of the university learning experience. That learning experience prepares you for a life outside of academia, where little is scripted in advance and available on-demand. A dynamic, inspiring, and enriching university learning experience also provides you with opportunities and training to become a well-rounded and competent individual.
On assigned grades Effort is not necessarily the same as quality of work. I assess objectively the quality of students’ assignments in this class against a uniform standard. It is my responsibility to teach; it is your responsibility to learn. I will do my best to help you in that endeavor, but you also have an important role to play. Take responsibility for your own education. Study. Come to class. Ask questions while you are there. Raise questions during the office hours. Create your own study groups. Be an active learner.
On the syllabus, the research paper, the self-evaluation, and their deadlines Please note that the course syllabus is a guide to due dates, assignments and other activities. If circumstances change and I deem an alteration is needed, then you will first be informed of changes via Canvas. Please do check your student account regularly. There is no final exam for this class. Instead, you will be asked to write a self-evaluation of your own research paper. You may also be asked, by me and/or fellow students in their feedback, to research further or to clarify an aspect of your research paper in your evaluation. The self-evaluation is due during the final-exam week. (The Office of the Registrar has yet to assign a final-exam date for our Monday-Wednesday 3:10 P.M. course. When I have that information, I will inform you.) Please note that after the research-paper and the self-evaluation deadlines have passed, I will deduct five points for every four hours that the assignment is late.
Grading standards/ grade weights
1) Class participation, in-class group work, and other activities 5% of the final grade
2) Open-book, online quizzes 25% of the final grade
3) In-class map quizzes 20% of the final grade
4) Thesis and annotated bibliography assignments 10% of the final grade
5) Research paper 25% of the final grade
6) Classroom presentation of the research paper 10% of the final grade 7) Self-evaluation 10% of the final grade
Final course grades will be assigned according to the following:
A 90-100% B 80-89.4% C 70-79.4% D 60-69.4% F 0-59.4%
Five online quizzes
There are five online quizzes in this course. These are worth 25 percent of the final grade. The online quizzes are all "open book," "open notes." Each quiz consists of 20 multiple-choice questions mainly on the Steger chapters but may include a few questions on the additional course material (ACM). You have 60 minutes and one chance to complete the quiz. Once the quiz has closed, I am—literally—unable to open it again, so do not ask me to do so. If you miss a quiz, then it will be averaged in as zero with the other quizzes. All quizzes will open on Wednesdays at 8 A.M. and will remain open until 8 P.M. on Sundays. The correct quiz answers will be posted one minute after quizzes close.
Four in-class map quizzes
There are four in-class map quizzes in this course. They are worth 20 percent of your final grade.
The thesis and annotated bibliography assignments Each assignment is worth 10 percent of your total grade You will be asked to write and submit a research-paper thesis and an annotated bibliography. These assignments are guides to help you generate a well-written research analysis and paper.
On the thesis development 1) Do you have a research problem? What is the research problem? ‘
2) Is the research problem stated as a thesis? (Or have you offered an opinion?)
3) Is your thesis clear?
4) Have you broken down the research problem into component parts that you will elaborate on in the body of the text? Do you have a component 1, a component 2, and a component 3 in the thesis that together support and answer your research question? (The 3 components also become the structure for the remaining research paper.)
5) Is the thesis concise?
6) Is the thesis compelling?
7) Does the thesis statement also answer the question of why we care about your research problem, the analysis of, and the conclusion for your research problem?
On the annotated bibliography Michael Engle of the Cornell University Library describes an annotated bibliography as “a list of citations to books, articles, and documents. Each citation is followed by a brief[,]” “descriptive and evaluative paragraph, the annotation, The purpose of the annotation is to inform the reader of the relevance, accuracy, and the quality of the sources” that you will cite in your research paper. For more information on how to write an annotated bibliography, please see https://guides.library.cornell.edu/annotatedbibliography. Your final paper must contain 10 sources, all part of the annotated bibliography on a past or present terrorist group of your choice.
A research paper The research paper is worth 25 percent of your total grade. You will be asked to write a research paper that is 1250 words long (title page and bibliography not counted) on the “Panama Papers.” Please include the total word count at the end of your paper. Your paper should be properly formatted—“Chicago style”—and according to the instructions given. The pages must be numbered and the written text double spaced. There should be no, or very few, mechanical errors (typos, misspellings, and incorrect margins and font size). The paper should contain no or only occasional grammar errors. The language that you use should be clear, concise, and appropriate to the topic. Failure to meet these guidelines will result in a lowered grade for the assignment. here is no final exam in this course.
When you write your final paper, please keep in mind the University of Wyoming regulations on academic dishonesty: [S]ubmitting, wholly or in part, the same academic endeavor to earn credit in two or more courses without explicit approval by all concerned instructors” counts as cheating. “[P]resenting the work (i.e., ideas, data, creations) of another, wholly or in part, as one’s own work without customary and proper acknowledgement of sources and extent of use” is plagiarism. In other words, do not copy, change a few words here and there in the copied text, and then paste that text into your own writing. Cite your source. If you do not, then that counts as plagiarism.
The Chicago-style format You should use the “Chicago style” format (from The Chicago Manual of Style) for your research paper. (In general, papers that you write for courses in political science and sociology tend to be written in the Chicago style format.) Here’s a UW library link to the Chicago style (also called the “Turabian”) format, which you must use for your final paper: http://www.chicagomanualofstyle.org/home.html and http://www.chicagomanualofstyle.org/tools_citationguide.html . Please do use grammarly.com as well to check your writing. The basic version is free of charge. Use it! (Many students have told me that they’ve benefitted much from the use of grammarly.com.)
When you write your final paper, please pay attention to the following.
- the title page
What does the spacing look like for the title page? Look at Chicago Style Title Page .
- the numbering of pages
Page two of your final paper should be numbered as page 1. In other words, the title page doesn’t have a number at all. Note that information that you see in Chicago Style Title Page for page two (the beginning of your essay) is incorrect. That page—the beginning of the essay text itself—should have a 1 (not 2). Instead, take a look at https://video.search.yahoo.com/yhs/search?fr=yhs-avast-securebrowser&hsimp=yhs-securebrowser&hspart=avast&p=how+do+I+number+pages+in+chicago+style%3F#id=1&vid=ee3f27418c7216f93f03a6c962089b40&action=click for the correct numbering of pages in the Chicago style format.
- the body of your text
Do not include any subheadings in your essay. Instead, use transitions. The following should help you understand transitions and how to write them: https://writingcenter.unc.edu/tips-and-tools/transitions/ .
“A transition between paragraphs can be a word or two (however, for example, similarly), a phrase, or a sentence. Transitions can be at the end of the first paragraph, at the beginning of the second paragraph, or in both places.” You’ll find more information at https://writingcenter.unc.edu/tips-and-tools/transitions/.
- block quotations
A quotation of at least five lines or at least two paragraphs should be placed in block format without quotation marks. Indent the entire quotation 0.5”—the same as a standard paragraph indent. According to Kate L. Turabian's A Manual for Writers, block quotes should be single spaced (Turabian 2013, 349).” Look at How to Create a Block Quote Using Chicago Style Guidelines.Please note, though, that the example presented to you does not contain a single-spaced quotation. Instead, do use, as Kate Turabian writes on the Chicago style format, a single space between lines in a block quotation.
- in-text parenthetical (author-date) citations
Take a look at How to do in-text citations (Chicago Author-Date Style) for information on how to write an in-text parenthetical citation in the Chicago style format.
- a bibliography
Your paper should have a bibliography. Do not write a “reference” list at the end of your essay. Do not use footnotes either unless you’d like to include some interesting piece of information that you don’t think is important enough to include in the main body of the text. Again, include a bibliography only. Bibliographies, according to http://owll.massey.ac.nz/referencing/chicago-style.php, “contain all sources that you have used, whether they are directly cited or not. A bibliography includes sources that you have used to generate ideas or ‘read around’ a topic, [sic] but have not referred to directly in the body of the document.” When you look at the information provided in the link, make certain that you look under “Bibliography” (not “Notes”) to find what you need to write a proper bibliography.
The ”Panama Papers” What are, then, the “Panama Papers”? The short answer is a 2016 leak that shed light on corruption and secrecy surrounding globalized finance and people “who use,” according to The International Consortium of Investigative Journalists (ICIJ), “offshore companies to facilitate bribery, arms deals, tax evasion, financial fraud and drug trafficking.” Some 11.5 million leaked documents connected Jürgen Mossack and Ramón Fonseca of the Panamanian law firm Mossack Fonseca to offshore companies hiding money for the wealthy around the world. You task for the research paper is to examine and evaluate case studies in this illegal global offshore finance industry.
For some useful background information, please read and watch from the following.
1) “The Panama Papers: Exposing the Rogue Offshore Finance Industry” at https://www.icij.org/investigations/panama-papers/; 2) “Victims of Offshore” at https://www.icij.org/investigations/panama-papers/video/; 3) “The long twilight struggle against offshore secrecy” at https://www.icij.org/investigations/paradise-papers/; 4) “Panama Papers – The Shady World of Offshore Companies” at PanamaPapers – The Shady World of Offshore Companies | Das Erste | NDR; 5) “Inside the Panama papers” at https://www.youtube.com/watch?v=DyzaBqgtDUg; 6) “The Panama Papers: What You Should Know” at https://www.investopedia.com/terms/p/panama-papers.asp; 7) “What are the Panama Papers? A guide to history's biggest data leak” at https://www.theguardian.com/news/2016/apr/03/what-you-need-to-know-about-the-panama-papers; 8) “What Are the Panama Papers?” at https://www.nytimes.com/2016/04/05/world/panama-papers-explainer.html; 9) “The Panama Papers: What You Should Know” at https://www.investopedia.com/terms/p/panama-papers.asp; 10) “Panama Papers Leak Casts Light on a Law Firm Founded on Secrecy” at https://www.nytimes.com/2016/04/07/world/americas/panama-papers-leak-casts-light-on-a-law-firm-founded-on-secrecy.html; 11) “Here’s how the shell companies exposed in the Panama Papers work” at http://business.financialpost.com/investing/global-investor/heres-how-the-shell-companies-exposed-in-the-panama-papers-work; 12) “Iceland’s Prime Minister Steps Down Amid Panama Papers Scandal” at https://www.nytimes.com/2016/04/06/world/europe/panama-papers-iceland.html; 13) “Panama Papers Continue to Shake Leaders, Including Cameron and Putin” at https://www.nytimes.com/2016/04/08/world/europe/vladimir-putin-panama-papers-american-plot.html; 14) “Mossack Fonseca: inside the firm that helps the super-rich hide their money” at https://www.theguardian.com/news/2016/apr/08/mossack-fonseca-law-firm-hide-money-panama-papers; 15) “How Mossack Fonseca Helped Clients Skirt or Break U.S. Tax Laws With Offshore Accounts” at http://www.nytimes.com/interactive/2016/06/05/world/americas/panama-papers-us-taxes.html?_r=0; 16) “Panama Papers Show How Rich United States Clients Hid Millions Abroad” at https://www.nytimes.com/2016/06/06/us/panama-papers.html; 17) “Panama Papers: Mossack Fonseca founders arrested over bribery scandal” at https://www.theguardian.com/world/2017/feb/10/panama-papers-mossack-fonseca-offices-raided-over-odebrecht-bribery-scandal; 18) “U.S. Prosecutors Bring Their First Charges Over the Panama Papers” at https://www.nytimes.com/2018/12/04/business/panama-papers-indictment.html
Grading rubric for the research paper
You will be assessed according to the following.
- A) Clarity of the thesis and argument: I will assess “clarity” by the ease with which the reader can understand the key points that the author would like to make in his/her paper.
- B) Effective use of combined course and research materials: By “effective use,” I mean that it should be obvious to the reader that author has read, watched, understood, and critically analyzed the course and research materials and uses their combination in a well-structured manner.
- C) Polish, style, and creativity: It should be evident to the reader that the paper author has spent time crafting his/her argument.
- D) Syntax and mechanics: The piece should be written according to accepted standards of format, use, spelling, and capitalization. Full points in this category means that a paper may have some minor errors, but points will be deducted if the paper has quite a few errors or errors that make it difficult for the reader to understand sentence meanings.
A self-evaluation The self-evaluation is worth 10 percent of the final grade and should not be more than two pages long. You will be asked to write an evaluation of your research at the end of the course You may also be asked, by fellow students in their feedback or by me, to research further or to clarify some aspect of your research papers. Further details for the assignments will be covered later in class.
Disability statement http://www.uwyo.edu/udss/ Disability Support Services (DSS) was established to provide leadership and assistance to the University of Wyoming in its efforts to comply with the intent and specific regulations of Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Physical and program accessibility at the University of Wyoming is a joint responsibility and can be achieved only through cooperative efforts of University faculty, DSS strives to ensure successful access and services for students with disabilities. DSS provides disability-related accommodations for UW students and visitors with disabilities as well as technical assistance, consultation and resource information for students, faculty, staff, campus visitors, and for university departments seeking to improve accessibility for individuals with disabilities. All disabilities requests for accommodation must come through the campus DSS office. DSS is a program within the Dean of Students office and the Division of Student Affairs at University of Wyoming.
Classroom statement on diversity “The University of Wyoming values an educational environment that is diverse, equitable, and inclusive. The diversity that students and faculty bring to class, including age, country of origin, culture, disability, economic class, ethnicity, gender identity, immigration status, linguistic, political affiliation, race, religion, sexual orientation, veteran status, worldview, and other social and cultural diversity is valued, respected, and considered a resource for learning.“
Academic dishonesty Academic dishonesty will be prosecuted to the full extent and may include an expulsion from the university. The following is a selection. Go to the link for the rest of the information:
- DEFINITIONS A. Academic Dishonesty. An action attempted or performed that misrepresents one’s involvement in an academic endeavor in any way or assists another student in misrepresenting his or her involvement in an academic endeavor. Examples of academic dishonesty include, but are not limited to:
- 1. Plagiarism: presenting the work (i.e., ideas, data, creations) of another, wholly or in part, as one’s own work without customary and proper acknowledgement of sources and extent of use, unless authorized by the instructor.
- Cheating: using information, study aids, notes, materials, devices, or collaboration not explicitly approved by the instructor. For example: doing a class assignment for someone else or allowing someone to copy one’s assignment; copying from, or assisting, another student during an examination; or stealing, or otherwise improperly obtaining, copies of an examination before or after its administration. 3. Fraud: altering or inventing data, research, or citations for an academic endeavor; fabricating, forging or otherwise misrepresenting to an instructor or an institution one’s past or current academic or professional activities; impersonating someone or allowing oneself to be impersonated for an examination or other academic endeavor; using a ghost writer, commercial or otherwise, for any type of assignment. 4. Violation of Standards: violations against ethical and professional standards required by individual University programs, academic courses, and clinical programs that may result in qualification for entry into a profession that maintains standards of conduct. 5. Multiple Submissions: submitting, wholly or in part, the same academic endeavor to earn credit in two or more courses without explicit approval by all concerned instructors. 6. Interference or Obstruction: interfering with academic efforts of other students to gain unfair advantage for personal academic advancement. Interference may include but is not limited to, sabotage, harassment, tampering, bribery, or intimidation of another student. 7. Complicity: assisting another person in any act of academic dishonesty as defined above. B. Academic Endeavor. Any student activity undertaken to earn University credit or meet some other University program requirement.
Student code of conduct The following is a selection. Go to this link for the rest of the information: http://www.uwyo.edu/dos/_files/docs/2015-2016%20student%20code%20of%20conduct.pdf
PROHIBITED CONDUCT. The University has the right to take necessary and appropriate action to protect the safety and well-being of the University community. Any student or student organization found to have committed the following misconduct is subject to the judicial sanctions outlined herein: A. Offenses Against the University Community. 1. Acts of dishonesty, including but not limited to furnishing false information to any University official, faculty member or office; and forgery, alteration, or misuse of any University document, record or instrument of identification. Acts of academic dishonesty, as outlined in UW Regulation 6-802, shall be adjudicated separately pursuant to the provisions of that UW Regulation. 2. Substantial disruption of or material interference in teaching, research, administration, judicial proceedings, or other University activities, including its educational or service functions on- or off-campus. 3. Disorderly conduct that disrupts the operations of the University or leading or inciting others in such activities that disrupt the operations of the University or infringe upon the rights of members or others. 4. Intentionally interfering with freedom of movement and the free flow of pedestrian or vehicular traffic on University premises or at University sponsored or supervised functions. 5. Illegal or unauthorized possession of firearms, explosives, other weapons, or dangerous chemical/biological agents on University premises, including residential facilities and premises located on Fraternity or Sorority Row. 6. Violation of federal, state, or local law on University premises or at University functions. 7. Illegal gambling. 8. Failure to comply with directions of University officials or law enforcement officers acting in performance of their duties. 9. Violation of University policies, rules, regulations or other guidelines of the University. 10. Conduct that has a substantial adverse impact on the University community, its members, and/or the pursuit of its objectives, regardless of where such conduct may occur. 11. Failure to immediately disclose to the Dean of Students in writing any felony charge or conviction occurring after admission to the University.
Pending Course outline on dates and assignments
DISABILITY SUPPORT SERVICES: udss@uwyo.edu, 766-3073, 128 Knight Hall, www.uwyo.edu/udss
COUNSELING CENTE: uccstaff@uwyo.edu, 766-2187, 766-8989 (After hours), 341 Knight Hall, www.uwyo.edu/ucc
ACADEMIC AFFAIRS: 766-4286, 312 Old Main, www.uwyo.edu/acadaffairs
DEAN OF STUDENTS OFFICE: dos@uwyo.edu, 766-3296, 128 Knight Hall, www.uwyo.edu/dos
UW POLICE DEPARTMENT: uwpd@uwyo.edu, 766-5179, 1426 E Flint St, www.uwyo.edu/uwpd
STUDENT CODE OF CONDUCT WEBSITE: www.uwyo.edu/dos/conduct
FROM the MANDATORY TEMPLATE FOR ALL UW FACULTY: Duty to Report: Statement referring to the duty to report status as instructional personnel under Title IX.
SHORT VERSION
UW faculty are committed to supporting students and upholding the University’s non-discrimination policy. Under Title IX, discrimination based upon sex and gender is prohibited. If you experience an incident of sex- or gender-based discrimination, we encourage you to report it. While you may talk to a faculty member, understand that as a "Responsible Employee" of the University, the faculty member MUST report information you share about the incident to the university’s Title IX Coordinator (you may choose whether you or anyone involved is identified by name). If you would like to speak with someone who may be able to afford you privacy or confidentiality, there are people who can meet with you. Faculty can help direct you or you may find info about UW policy and resources at http://www.uwyo.edu/reportit You do not have to go through the experience alone. Assistance and resources are available, and you are not required.
Course Summary:
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