January 10, 2009

OLGA MAGDALENA LAZIN

UCLA VISITING SCHOLAR, 2006-2010 UCLA POST-DOCTORAL FELLOW, 2001-2006

PROFMEX DIRECTOR OF WORLDWIDE STUDIES

Status: Married

PROFMEX (Worldwide Consortium for Research) Tel. (310) 208 2244

www.profmex.com 440 Veteran Ave, Suite 207 Los Angeles, CA 90024 E-mail: olazin@ucla.edu & drlazin@verizon.net Cell: (310) 488 0061 Citizenship: USA Education 2009 - Visiting Professor at UCLA 2001 Ph.D. in History, UCLA 1996 M.A. in History, UCLA 1990 B.A. in Philology, Everest College

Professional Service: PROFMEX (Worldwide Consortium for Research) Director, Grand Los Angeles Area

1998 -- Director, Worldwide Research and Teaching at UCLA, Program on Mexico

2004 Program Coordinator, PROFMEX Initiative to Develop Teaching and ` Research on North America at the University of Baja California, Tijuana

1997-- Managing Editor, PROFMEX Web Journal, Mexico and the World

<www.profmex.org> 1994-- PROFMEX Director, NAFTA-European Studies 1991-1992 PROFMEX Director, European Integration Studies 1989-- Programs Director for Modern Latin American Studies UCLA Program on Mexico 1995-1999 Director of Globalization Studies

Articles 2009 Femicide in Ciudad Ju� rez (http://www.olgalazin.net/articles) 2006 Sole Author: ÒRevising WilkieÕs Concept of Greater Mexican Los Angeles Ò (Bounded by Oxnard-Ventura, Riverside, and Tijuana-Ensenada). Mexico and the World, 10:5 (Fall 2006) forthcoming 2004a Sole Author:

"La carrera mundial hacia los bloques de libre comercioÓ, pp. 34-57 en Globalizacitn y Cambio Tecnol �gico: M�xico en el Nuevo Ciclo Industrial Mundial, Eds. Alejandro Dabat, Miguel çngel Rivera R�os y James W. Wilkie (M�xico, D.F., Guadalajara, Los çngeles: Universidad de Guadalajara, Universidad Nacional Aut�noma de M�xico, UCLA Program on Mexico, PROFMEX / Juan Pablos Editor, 2004). [See also 2003.]

2003 Sole Author: "La carrera mundial hacia los bloques de libre comercioÓ, en Publicationes de UNAM, N�mero 24, pp. 8-20. [See also 2004a] 2001b Sole Author: ÒRise Of The U.S. Decentralized Model For Philanthropy: George SorosÕ Open Society and National Foundations In Eastern Europe,Ó Mexico and the World 6:1 (Winter 2001), http://www.isop.ucla.edu/profmex/volume6/1winter01/01lazin1.htm 2001a Sole Author: ÒHistory and Components of Globalization,Ó Statistical Abstract of Latin America 37 (Los Angeles: UCLA Latin American Center Publications), pp. xxiv-xxvii .

2000 Sole Author Book Review: ÒJoseph Love; Crafting the Third World: Theorizing Under-development in Romania and Brazil.Ó (Stanford University

Press, 1996), in Mexico and the World 5:2, web reprint in Mexico and the World

<www.isop.ucla.edu/profmex/volume5/2spring00/00Lazin1.htm>. [See also 1999.] 1999c Sole Author: Book Review: ÒJoseph Love; Crafting the Third World: Theorizing Under-development in Romania and Brazil.Ó (Stanford University Press, 1996), also in UCLA Historical Journal Vol. 19, pp. 89 to 93. [See also 2000.] 1999b Sole Author: ÒMexico and Romania Compared,Ó in Mexico and the World, edited by James W. Wilkie (M�xico, D.F.: PROFMEX-ANUIES), pp. 206-233. Also in Web Journal Mexico and the World 6:1

<www.isop.ucla.edu/profmex/volume6/1winter01/01lazin1.htm> 1999a Joint Author: "Globalizaci�n Fast-Track y el Surgimiento de çreas de Libre

Comercio (ALC) y Corporaciones Transglobales (CTG) Virtuales", pp. 307-359 en M�xico Frente a la Modernizacit n de China, ed. Oscar M. Gonzolez Cuevas (M�xico, D.F.: Universidad Aut�noma Metropolitana-Unidad Azcapotzalco). Co-authored with James W. Wilkie.

1996b Sole Author: ÒBloques Emergentes de Comercio Internacional:

Comparaci�n Entre el çrea de Libre Comercio de Am�rica del Norte y la Uni�n Europea,Ó Carta Econ mica Regional, Universidad de Guadalajara, No. 48, May-June, pp. 29-36.

1996a Joint Author: ÒMexico as a Linchpin for Free Trade in the Americas,Ó Mexico & the World, Vol. 31, Part 2 (Fall 1996). Co-author James W. Wilkie. [See also 1994 and 1995a.] <www.isop.ucla.edu/profmex/volume1/4fall96/mexico_nafta_freetrade.htm> 1995b Sole Author: ÒNAFTA and The European Union Compared,Ó Statistical Abstract of Latin

America, Vol. 31, Part 2, pp. 1205-1230; Reprinted in Web Journal Mexico & the World 2.2 (1997) <www.isop.ucla.edu/profmex/webjournal.htm>. 1995a Joint Author: ÒM�xico Como Punta de Lanza para el Libre Comercio en las Am�ricas,Ó pp. 47-

112 en Ajustes y Desajustes Regionales, eds. Jes�s Arroyo Alejandre y David E. Lorey (Guadalajara y Los Angeles: University of Guadalajara, UCLA Program on Mexico). Co-author James W. Wilkie. [See also 1994 and 1996a.]

1994 Joint Author:

ÒMexico as a Linchpin for Free Trade in the Americas,Ó pp. 1173-1203. in Statistical Abstract of Latin America, Vol. 31:2,

Co-author James W. Wilkie. [See also 1995a and 1996a.] 1985b Sole Author: ÒOriginality and Stereotypes,Ó Nord, Baia Mare University, Romania, Jan, p. 3.

1985a Sole Author: ÒConfessions,Ó in Romanian, Nord, Baia Mare University, Department of Philology & Literature, Romania, January 1, pp. 4 to 19.

Teaching Experience: Lecturer of History 2009 UCLA, History Department, History 161, Mexican History Since Porfirio Diaz. 2008, University of Tijuana: Mexico Frente a la Globalizaci�n, History Department. UAT. 2007 Cal State University, Dominguez Hills, The Individual, Family, and Community in Historical Perspective.

Hist. 301.1, Spring 2006 Cal State University, Dominguez Hills, The Individual, Family, and Community in Historical Perspective.

Hist. 301.1, Spring and Fall 2006 2005 Cal State University, Dominguez Hills The Individual, Family, and Community in Historical Perspective. Hist. 301.4, Winter Semester 2005 West Los Angeles College Mexican-American History in the History of the United States Since 1863 History 44, Summer Session 2005 Calif. State University Dominguez Hills

The Individual, Family, and Community in Historical Perspective History 301.4, Spring Semester, and Fall Semester, Hist 301.4.

2005 Cal State University, Long Beach Women in Global Perspective

Women Studies, Winter Semester 2004 Calif. State University Dominguez Hills

The Individual, Family, and Community in Historical Perspective History 301.4, Fall Semester

2004 UCLA, Mexican Film Since 2000 History 170C, Summer Session Co-taught with James Wilkie 2004 UCLA

Elitelore and Cinemalore in the 20th Century "Hollywood's Mexico,Ó History 169, Winter Quarter 2004 El Camino College,

History of Mexico History 19, Spring Semester

2004 Cerritos College,

History of the United States and Its Constitution, History 101 (Two Sections), Spring Semester

2003 Cerritos College,

History of the United States and Its Constitution, History 101 (Two Sections), Fall Semester

2003 UCLA, The Mexican Films of Luis Bul uel, History XLC 170A, Summer Session

2003 UCLA Extension Issues in Latin American History: Globalization Since 1492, History XL 170C, Summer Quarter

2003 UCLA Extension

Mexican Film History History 170C, Spring Quarter My Invited Guest: Alejandro Pelayo, Cultural Attach� of Mexico

2002 California State University, Dom�nguez Hills

The Individual, Family and Community in Historical Perspective: History 301.1, Fall Semester

Spring Semester Summer Session

2002 California State University, Dom�nguez Hills

History of the World, History 121, Summer Session

2002 Santa Monica College.

The Mexican Revolution Since 1910 History 19, Spring Semester.

2002 California State University, Dom�nguez Hills

Women and Globalization WomenÕs Studies 401-I, Spring Semester

2002 California State University, Long Beach World History Since 1500, History 212, Spring Semester

2001 Santa Monica College

The Mexican Revolution Since 1910 Fall Semester

2001 California State University, Dom�nguez Hills Women in World History, History 380, Fall Semester

2000 Santa Monica College

History of Mexico Summer Quarter

2000 Santa Monica College, History of Latin America Summer Quarter

1999 Cerritos College

History of the Americas, History 8.1, Winter Quarter

1999 UCLA Many Images of Mexico

History 171, Spring Quarter Co-taught with James W. Wilkie

UCLA Course Teaching Assistant: Department of History 2009 Women in Maquiladoras; Equity Pay 1999 Colonial Mexico (8A) 1999 Classic Travel Accounts of Latin America (History 170C) 1997-1998 Historical Statistics of Latin America (Graduate: 268A-B) 1995 Elitelore and Folklore (History 169) 1994 Leaders in World Development (169) 1993-1994 Latin American Film and Society (170A)

Course Readers Edited 2009 ÐElitelore and Folklore in Latin America: History 161 2004 ÒViva Zapata The Film and the DebateÓ, Winter 2004 2003 ÒMexicoÕs Film History,Ó UCLA 2002 ÒMulticulturalism and Los Angeles,Ó Cal State Dom�nguez Hills. 2002 ÒWomen in International Advocacy Movements: Globalizing Women in HistoryÓ California State University, Dom�nguez Hills 1999 ÒFrontiers in Eli telore,Ó UCLA 1993 Ò Issues in Eli telore and Folklore,Ó UCLA 1994

Research Travel Awards from UCLA International 2009 The Feminist Majority Foundation: Speaker on the Fragile Promise of Choice in the U.S. and Mexico City. July 14-15. 1999-2001 ÒReconstructing the Legal Framework For Civil Society in

Romania: The Mexican Model." 1997-1998 ÒWomen and Civil Society in MexicoÓ

1996 ÒLatin America and Eastern Europe ComparedÓ

Conferences, Seminars, Lectures, and Professional Activities 2007- Universidad Michoacana, Panelist Ògreater Los Angeles and The Digital Coasts of CaliforniaÓ, September 27, Morelia, Mexico.

2006 UCLA-State of Quintana Roo-Instituto de Administraci�n P�blica, Conference on ÒInnovative Practices of State Governments in Mexico, Canc�n, December 21-23. Paper: ÒImproving the Historical Amparo SystemÓ 2006 University of Baja California, Tijuana, two-day seminar, Aug 25-25, ÒThe European Union as Broadly-Based Historical Model Compared to the Narrowly-Based U.S. Free Trade Agreements.Ó (The EU provides for migration as well as worker and student mobilityÑ provisions absent in NAFTA, a mere trade agreement) 2005 National University of Mexico, Mexico City, December 13 Invited Lecture: ÒHistorical Theory and Oral History Methods.Ó 2004 University of Guadalajara, three-day seminar, April 26-27, ÒThe Long Collapse of EuropeÕs Communist Dictatorships-- First-Hand View and Continuing Research in Eastern Europe.Ó

2003b PROFMEX Seminar: ÒMexicoÕs Two Green RevolutionsÓ Puerto Vallarta, Mexico, December 15 2003a American Historical Association Annual Meeting, Chicago, January 3 Session 19. Modern Medicine, Science, and Technology in the Developing World, ÒHealth, Education, and Communications in Latin America, 1940Ð2000Ó

2002c UCLA-UNAM Conference on Human Rights: Paper: ÒMexican Migrants in the USA and Human Rights Issues in Latin America,Ó November 12, Dashew Center 2002b IEEE (Communications, Computers and Electronic Engineering) Conference IEEE, Acapulco, paper on ÒThe Social Impact of E-Networking in a Globalized World,Ó Acapulco, October 1-6, 2002a Southwest Feminist Leadership Institute,

Chair, "International Family Planning and the Global Gag Rule," Los Angeles, March 1

2001b International Education Association Conference on Latin American Literature and Education,

Paper: ÒThe Challenge of Globalization, Civil Society in Latin America and Canada.Ó Mexico City, June 17-24

2001c Conference on ÒUrban Poverty Worldwide,Ó Toluca, State of Mexico, November 6-9, Paper: ÒMarginalization of Women in the Labor Force: Mexican

Women Laborers in MaquiladorasÓ 2001a PROFMEX Conference on Immigration Policy, UCLA, Los Angeles. ÒSocial Security Totalization Project AdvancementsÓ, Jan. 15th. 2000c PROFMEX-UCLA Conference on Mexico and Public Policy,

Paper: ÒThe Mexico NGO Sector and the Role of Women.Ó Morelia, Michoacen, Mexico, Sept. 14Ð 23. TV Interview: Noticiero Canal 13, Televisa National Program Mexico/USA coverage September 19-25

2000b Conference Organizer Technological Knowledge and WomenÕs Role in the Global Advocacy Networking,Ó UCLA, June 4

2000a PROFMEX-UCLA Conference Organizing Committee,

ÒMexico and Public Policy,Ó Morelia, State of Michoact n, 1999d UCLA Colloquium in European History and Culture,

Paper: "Globalization of Civil Society: "The Open Society Fund in East-Central EuropeÐInternational Philanthropy" October 16

1999c PROFMEX-Guanajuato Conference on Innovative Ideas for MexicoÕs Development, Paper ÒThe Role of Transnational NGOs in Developing Civil Society in Mexico,Ó Guanajuato City, April 14-19.

1999b U.S. Small Business Association Seminar at UCLA:

Chair, ÒGlobalization and Romania's Transylvanian Region,Ó July 7. 1999a American-Romanian Academy

Paper: ÒInternational Advocacy Networks From Local to GlobalÓ, University of Oradea, Romania, March 15-20.

1988b Roundtable Organizer: ÒGlobalization and RomaniaÕs Translyvanian Region (Planning without Reliable Data), UCLA, July 7. (Co=Organizer with James Wilkie.) 1998a Conference Organizer: ÒThe Latina Woman in Film,Ó

UCLA, May 1998. 1997d PROFMEX-ANUIES Conference Paper: ÒMexico and the World,Ó Morelia, State of Michoact n,

December 8-15 www.profmex.com //mexworld/issue6/art1

1997c Romanian Civic Academy Conference on Rebuilding Civil Society, Paper: ÒThe Deliberate Distraction of RomaniaÕs Civil Society after 1947 by the Ceausescu Dictatorship," Sighet, Maramures, Romania, June 22

1997b Romanian Academy Conference,

Paper: ÒCivic Society and the Transfer of the Mexican-U.S. Model to Romania,Ó Cluj Napoca, Romania, June 15, 1997a PROFMEX-ANUIES Conference Organizing Committee, ÒMexico and the World,Ó Morelia, State of Michoact n, December 8-15

1996b UCLA Colloquium in European History and Culture, Paper: "Civil Society and the Mexican Adaptation of the U.S. Philanthropic Model," October 16, 1996a UCLA Colloquium on Romania, Paper: ÒThe Emerging Romanian Informational Infrastructure,Ó June 17 1994c MexicoÕs Federal Electoral Institute, Invitee as International Observer of the Mexican Presidential Election, Mexico City, August 19-22.

1995b PROFMEX Policy Seminar for Managing the Greater El Paso- Ciudad Juu rez Metropolitan Area, Paper: ÒSimplifying U.S.-Mexican Visas,Ó El Paso, March 14-15. 1995a The American-Romanian Academy of Science Annual Meeting, Moderator: ÒSession on Culture"

Paper: ÒOrwell's Ô1984Õ and Life Under ÔBig BrothersÕ Stalin & Ceausescu,Ó University of Reno, January 12-17

1994 University of Guadalajara, Lecture: ÒFrom European Community to European UnionÓ October 13 1994 Chief of Mission, Establishment of PROFMEX Office, Budapest, September 1993-- Organizer, NPPOs GLOBAL-Program for Legally Facilitating the Flow

of U.S. - Based Tax Exempt Funds to Not-For-Private-Profit Organizations Worldwide. Conferences held in:

Belgium, Hungary, Romania, 1998

Hungary, Romania, Switzerland, 1994 France, Russia, Spain, 1993

1994b PROFMEX Conference on Experiences of De-statification Paper: ÒNAFTA and EU Compared,Ó Mexico City, August 23, 1994

1994a Romanian Internet Learning Workshop.

Paper: ÒIronies and Complexities of Redefining Civil Society In East-Central Europe.Ó Miercurea Ciuc, Romania, April 29

1993b Mexico City University (UAM-A), Lecture: ÒAccelerating the Education of Young Women in Mexico: A Development Imperative,Ó September 18 1993a Chief of Mission, Establishment of PROFMEX Office at the Institute

of Latin American Studies, Russian Academy of Science, Moscow June 15-26. 1992 Director NAFTA - European Integration Studies, based in

France and Mexico, February 20-December 15.

1992 Chief of Mission, Establishment of PROFMEX Office, Paris and Bordeaux, Moscow (Russia) in April.

1991 PROFMEX Organizer, ÒMission to Analyze De-statification in

Eastern Europe,Ó September 15 Ð October 12.

Memberships: AAUP 2005Ñ American Historical Association 1998-- FEMU ÐMexican Federation of University Women, 2003-- The Northern California Translators Association (NCTA), 2002 -- California Faculty Association, Latino Caucus, 2001Ñ CSUDH LecturerÕs Representative, 2004-- UCLA Alumni Association, Life Member, 2001-- Holmby Park Advisory Board, Beverly Hills, 2001-- Northern California Translators Association (NCTA), 2000-- Feminist Majority Foundation (Founder, Feminist Alliance, UCLA Chapter), 2000-- Conference on Latin American History (CLAH), 1998 Ð PROFMEXÐConsortium for Research on Mexico Board of Directors, 1997Ñ

Languages Spoken and Written: Freelance translations from: English speak, read, write Romanian speak, read, write Spanish speak, read, write French speak, read, write Latin read, write Italian speak, read, write Hungarian speak, read, write Research Travel by World Region and Country_______ Europe Americas Austria: 1991 Canada: 1992, 1995 Belgium: 1995 Costa Rica: 1999 Bulgaria: 1992 Guatemala: 1999 Czech Republic: 2006 Mexico: 1992-- France: 1991-1992

USA: October 1992-- Hungary: 1991, 1992, 1995, 2003-- Romania: 1992-- Russia: June 1993 Spain: March 1992 Switzerland: June-July 1994 Turkey: July 2000 UK (England): 2001, 2006 (Scotland): 2006

References James W. Wilkie, UCLA Professor of History and Globalization Chair, UCLA Program on Mexico, 6299 Bunche Hall, L.A. 90095 President, PROFMEX 1242 Lachman Lane, Pacific Palisades, CA, 90272 Tel. cell (310) 454-8812, office 206-8500, E-mail: james.wilkie@att.net Ivvn T. Berend, UCLA Professor of East Central European History Director, UCLA Center for Eastern Europe and Russian Studies UCLA, 6343 Bunche Hall, 405 Hilgard Ave, Los Angeles, CA 90095 Tel. (310) 825 1178 E-mail: iberend @history.ucla.edu Jes�s Arroyo Alejandre, Professor of Economics and Rector University of Guadalajara, Jalisco, Mexico Tel: (011-52-33) 36-33-54-45 E-mail: jesusarr@cucea.udg.mx

W/ST Women in Global Perspective College of Liberal Arts: WomenÕs Studies Program

General Information A. Course Number: W/ST 401I B. Title: Women in Global Perspective C. Units: 3 D. Prerequisites: Completion of GE Foundation, one or more Explorations courses, and

upper division standing. E. Course Classification: a-1 F. Responsible Faculty: Dr. Olga Lazin G. Terms Offered: Fall, Spring, 2010 H. Prepared by: Olga M. Lazin I. Date of Submission/revision: December 27, 2009

Standard Course Outline For WomenÕs

Women in Global Perspective Prerequisites: Completion of GE Foundation, one or more Explorations courses, and upper division standing. Comparison of how different social and cultural systems have affected gender ideologies and gender practices and how womenÕs social, cultural, economic, and political roles have c hanged over time. The emphasis is on pre-industrial and contemporary ÒThird WorldÓ societies where the majority of the worldÕs female population lives. Draws on recent anthropological, sociological, historical, political science and womenÕs studies research to understand factors related to gender inequality and womenÕs empowerment. Withdrawal Policy: Except in cases of accident, illness, or other documented compelling reason, course withdrawals during the last three weeks of the semester are not permitted. Exam/Assignment Makeups: Students should not miss classes except for valid reasons, such as illness, accidents or participation in officially approved University activities. When students are absent from classes, it is their responsibility to inform instructors and document the reason for the absence and arrange to make up m issed assignments and class work insofar as this is possible.

2. Course Objectives and Outcomes This course deals with anthropological, sociological, historical, political and womenÕs studies explanations of gender ideologies and practices, particularly in pre-industrial and Ònon-WesternÓ societies.

My participation integrally, GLOBAL CONTENT This course qualifies for G lobal Issues designation because it Òconsider(s) the world as a whole as its field of inquiry.Ó It places the topic of gender sim ilarities and differences in a global context. It challenges students to understand gender dynam ics in contexts outside the United States and W estern Europe and to see the interconnection am ong societies (in exam ining the im pact of Post-Cold W ar Era em erging countries, colonialism and neocolonialism , for exam ple) in shaping gender ideologies and practices around the world.

MULTIDISCIPLINARY METHODOLOGIES

As a capstone course, W /ST 401I is organized to encourage students to synthesize the knowledge gained from the application of m ethods and m odes of analysis characteristic of social science disciplines, in particular anthropology, history, sociology, political science and wom enÕs studies. It uses the anthropological m ethod to understand the evolution of different m odes of production and their relationship to gender status and relations; the historical m ethod to understand the origins and developm ent of societies, institutions, and cultural practices related to gender and how the past shapes current and future roles of wom en; the sociological m ethod to understand the role of social and econom ic inequality, racial/ethnic and religious differences, and dem ographic and other factors in shaping gender relations; the political m ethod to understand how the nation-state and other institutions of power shape gender roles and opportunities to transform them ; and the lens of contem porary wom enÕs studies scholarship to place questions of wom enÕs subordination vs. wom enÕs em powerm ent at the center of the analysis.

Students use each of these perspectives to understand and think, speak, and

write critically about origins and developm ent of gender ideologies and practices across historical periods, societies, and cultures.

A) Content Standards Upon completion of W/ST 401I students will be able to:

1. Students will dwell on the concepts of Islamism, Catholicism, ethnocentrism, cultural relativism vs. universalism, androcentrism, Eurocentrism, and the social construction of gender as they apply to explanations of the status of women and gender practices and ideologies across different cultures.

2. Articulate an understanding of the relationship between societal types (Òmodes

of production) and gender ideologies and practices, particularly the status and roles of women.

3. Demonstrate knowledge of the factors that cause historical changes in gender ideologies, roles, and practices and, in particular, of the social, political, economic, and cultural factors that facilitate or discourage the subordination of women.

4. Describe the impact of colonialism and neocolonialism on gender ideologies and practices.

5. Identify similarities and differences in womenÕs roles, status, and forms of resistance in industrialized and ÒdevelopingÓ countries as well as in capitalist, socialist and post colonial societies.

6. Identify important problems that women in different parts of the contemporary world face and solutions offered by different authors.

7. Articulate and expand on understanding of the diversity and complexity of womenÕs experiences and social condition across cultures and historical periods.

B) Application Standards Upon completion of W/Studies students will be able to: 1. critically analyze, in oral and written form, assumptions underlying their views

about the causes and consequences of womenÕs status and gender ideologies and practices cross-culturally and those of authors assigned in the course.

2. evaluate, in oral and written form, the logical development and factual credibility of competing explanations of the origins of gender ideologies and gender practices and the factors that cause them to change.

3. explain in oral and wr itten form, the ÒlocalÓ logic of attitudes and behaviors characteristic of people across cultures and historical periods, especially in non-Western regions of the world and less-developed countries.

4. critically assess the impact of industrialization, globalization, colonialism, and neocolonialism on the political, economic, social and cultural structures and processes of developed and less developed areas and countries of the world using the frameworks of anthropology, sociology, history, political science and womenÕs studies.

5. demonstrate skills in anthropological, historical, sociological, political science and feminist research and information technology by gathering and assessing information from sources such as the following: the Internet, newspapers and magazines, electronic media, films, academic journals, and public documents.

3. Outline of Subject Matter With allowances for minor changes in emphasis in accordance with the particular area of expertise of the professor, the topics covered by all sections should include (but are not limited to) the following:

1. Ethnocentrism, Universalism vs. Cultural Relativism. 2. Androcentrism, Eurocentrism, and the Social Construction of Gender Developing

a Global Gender Perspective 3. Human Rights and WomenÕs Rights 4. Measuring the Status of Women Cross-Culturally 5. Understanding Gender: Social Construction, Man the Hunter 6. Hunting and Gathering Societies 7. Horticultural and Pastoral Societies 8. Agrarian Societies; Separation of Domestic and Public Spheres 9. Capitalist and Socialist Societies 10. Colonialism and Neo-Colonialism 11. The Global Economy 12. Gender and Development; Questioning ÒDevelopmentÓ and ÒProgressÓ 13. WomenÕs Movements and Feminisms in the Third World (Romania and Mexico)

4. Methods of Instruction The mode of instruction will be predominately lecture/discussion, supplemented by oral group presentations by students that are evaluated by the class and the instructor.

5. Extent and Nature of the use of Technology Documentaries (videos) directly related to the subject are an important instructional tool for th is subject matter and may be shown during the class period (originating from Russia, Romania, Mexico, Guatemala, Chile, and Cuba). Our students will be encouraged to critically analyze the documentaries in light of concepts and issues studied in the course. Students will also be encouraged to use both traditional tools of research will be used (books, magazines) and the resources of the Internet for their research projects and oral presentations. Students may also use computer software programs (eg. Power Point) and other audio-visual aids in their oral presentations.

6. Instructional Requirements While faculty members who teach this course are free to choose readings that reflect their own emphases and to conduct the class according to the approach that they find most agreeable and successful, it is expected that instructors will cover most of the topics outlined above and select the lionÕs share of the readings from texts similar to those indicated below and the appended bibliography (subject to updating).

A) Required Texts The following core texts have generally proven to be the most successful in achieving the course objectives and the content and application standards described above: OÕKelly and Carney, Women and Men in Society: Cross-cultural Perspectives Basu, Amrita. The Challenge of Local Feminisms Beyond these core texts, instructors generally compile a packet of readings that include up-to-date articles on a wide variety of topics and regions of the world and may assign other books that a llow students to gain a broad understanding of the complex diversity of gender practices and womenÕs experiences. (See attached syllabi.) Instructors may also assign a reading that contains up-to-date statistics comparing womenÕs status cross-culturally (such as Joni SeagerÕs, The State of Women in the World Atlas).

B) Assignments Grades are based on various demonstrations of competence by the students. These assignments require that students analyze the course materials and write

critical essays in which they d emonstrate their skills. The assignments are spaced across the s emester so that the i nstructor can periodically monitor studentsÕ progress and provide feedback, suggestions and substantive comments about the style and content. One way to accomplish this is to require several short essays in response to i ssues related to the readings that are defined by the instructor or the students. The midterm and final exams should require students to demonstrate their understanding of the material and develop their critical thinking skills (through definitions of concepts, short responses to questions, and at l east one longer essay). Structured essay assignments can substitute for in-class or take-home examinations as long as the skills that they require are parallel to those described for the mi-term and final exams. Students will receive guidelines for their written research projects and be given guidelines prior to making their oral group presentations. The oral presentations will receive written feedback from the class and the instructor.

C) Advanced Skills: Writing and Critical Thinking

1) Writing This is a writing-intensive course designed to develop studentsÕ advanced writing skills. Instruction in advanced writing skills centers on the short essays (Òreading journalsÓ) due periodically during the sem ester, the written research project and the m idterm and final exam s. Before writing their assigned essays, students are given specific criteria through which good writing is achieved, including (1) coherent organization, (2) sustained focus, (3) logical exposition of them es and/or issues, (4) clarity of m eaning, (5) correct spelling and gram m ar, and (6) gracefulness of expression. After students have written their essays, the instructor provides constructive feedback on their perform ance according to the criteria outlined. The em phasis is on expositoryand analytical writing in response to questions from the instructor about the content, m ethods, and conclusions of the assigned texts. To this end, students are asked to write essays in both the m idterm exam and the final exam . Those essays require students to show that they not only have understood descriptive m aterials, but have also learned to assess, evaluate, and criticize topics related to gender ideologies and practices. Instructor comm ents on the early paper will cover content, organization, gram m ar and style with an eye to prom pting student growth throughout the sem ester. Students are expected to write a m inim um of 5000 words a sem ester. W riting assignm ents will em phasize the application of the disciplinary fram eworks em ployed in anthropology, history, sociology, political science, and wom enÕs studies to the analysis of issues and problem s discussed in the course.

2) Critical Thinking Instruction in advanced critical thinking skills centers on the nature of the questions that students are asked to address in both class discussions and in their writing assignments, and in the tools that they learn to use when evaluating answers. In class, the instructor will discuss general procedures for assessing the validity and significance of alternative views of gender ideologies and practices, including the nature of argumentation, the ch aracter of knowledge claims, the structure and role of l ogic in argumentation, the nature of evidence and its bearing on knowledge claims, and the role of bias and how to identify it. Students will be required to apply these skills in several ways. Students are encouraged to use the theoretical and analytic knowledge gained from the readings and lectures, in particular the disciplinary approaches of anthropology, history, sociology, political science, and womenÕs studies to explain global gender ideologies and practices. Critical thinking/problem solving will also be demonstrated by students in oral presentations, and by their responses in their written papers. Students are asked to examine, consider, and even challenge common perceptions of global gender relations. Written essays require that they take positions on the materials in the course. Lectures and discussions are d esigned to p romote this sort of critical inquiry by exposing students to conflicting views/theories of gender status and relations.

D) Suggested Types of Assessment Short essays or reading journals: 10% Oral presentation: 15% Written paper: 15% Midterm Exam: 25% Final Exam: 25% Participation 10% Total 100%

1. Grading System The above weighting of item s is suggested only and individual faculty m ay adjust this schem a to reflect their own priorities. However, there m ust be a final exam ination [or final essay that serves the function of a final exam ination] and at least two other m easures of evaluation. Instructors are encouraged to offer m ultiple assignm ents in order to prom ote learning and allow assessm ent throughout the sem ester. University policy requires that the final exam m ay count for no m ore than one third of the total grade. University policy on assignm ent of grades applies. Refer to the current California State University, Long Beach Catalog of Undergraduate and Graduate Studies for m ore detailed guidelines.

A = 90-100 Indicates mastery of the relevant course standards. B = 80-89 Indicates above average proficiency of the relevant course standards. C = 70-79 Indicates satisfactory proficiency of the relevant course standards. D = 60-69 Indicates partial proficiency of the relevant course standards. F = 0- 59 Indicates little or no proficiency of the relevant course standards.

E) Policies for Attendance, Withdrawal, Late Assignments, etc. No cell phones or texting is allowed in class. Attendance at all classes is

expected. Individual faculty will set attendance and l ate assignment policies that may result in lowering of a class grade. University policy on withdrawal applies. Refer to the current California State University, Long Beach Catalog of Undergraduate and Graduate Studies for more detailed guidelines.

F) Policy on reasonable accommodations for students with disabilities. Students with disabilities who need reaso nable modifications, special assistance, or accommodations in this course should promptly direct their request to the c ourse instructor. If a student with a disability feels that modifications, special assistance, or accommodations offered are inappropriate or insufficient, s/he should seek the assistance of the Director of Disabled Student Services on campus.

G) Policy on conformity with standard course outline. Future syllabi of this course will conform to this Standard Course Outline.

7. Selected Bibliography

A. REFERENCE WORKS. International Development Resource Books. (IDRB) 20 vols. (1984) #1. Industrialization and Development. #2. Urban development in the Third World. #3. Technology policy and development. #4. Energy policy and third world development. #5. Population, Environment and Resources. #6. Health, Food, and Nutrition. #7. Economic policy and Planning. #8. Development policy and Planning. #9. New international economic order. #10. Foreign aid and third world development. #11. Multinational corporations. #12. Economic integration. #13. Third world development: A basic needs approach. #14. Appropriate technology (Powerpoint presentations are necessary for teachers). #15. Development cooperation. #16. International trade. #17. Disarmament and development. #18. Developing South Asia. #19. Developing Latin America. #20. Developing Africa.

The World Bank: World Development Reports. (WDR) Yearly. WDR 1980. Poverty and human development. WDR 1982. Agriculture and economic development. WDR 1983. Management and development. WDR 1984. Population change and development. WDR 1985. International capital and economic development. WDR 1986. Trade and pricing policies in world agriculture. WDR 1987. Industrialization and foreign trade. WDR 1988.Public finance in development. WDR 1989. Financial systems and development. WDR 1990. Poverty. WDR 1991. The challenge of Development. WDR 1992. Development and the Environment. WDR 1993. Investing in Health. WDR 1994. Infrastructure for Development. WDR 1997. The State in a changing world. United Nations Development Programme (UNDP) Human Development Report.(Yearly since 1995) HDR 1995. The Revolution for gender equality. Decline of Women;s rights under the Bush era. HDR. 1996. Growth for human development interms of fertility. HDR. 1997. Human development to eradicate poverty. HDR. 1998. Changing todayÕs consumption patterns-for tomorrowÕs human development. State of the World. (Yearly, since 1983 to present) World watch papers. (Since 1983) Developing world, Annual editions. Global Issues, Annual editions.

A. GENDER IN GLOBAL PERSPECTIVE. Online source: Feministmajority.rog Optional Books: Peters, Julie and Andrea Wolper, WomenÕs Rights, Human Rights: International Feminist Perspectives, New York: Routledge, 1995. West, Lois A.,ed. Feminist Nationalism, New York: Routledge, 1997. Brettell, Caroline B.. and Barolyn F. Sargent. Gender in Cross Cultural Perspective, Upper Saddle River, New Jersey: Prentice Hall,1997. Bystydzienski, Jill M. and Joti Sekhon, Democratization and WomenÕs Grassroots Movements, Bloomington and Indianapolis, Indiana: Indiana University Press, 1999. Craske, Nikki, Women and Politics in Latin American, New Brunswick: Rutgers University Press, 1999. Daily handouts.