LACS*6030 GLOBALIZATION AND INSECURITY IN THE AMERICAS School of Languages and Literatures University of Guelph Fall 2015

1 LACS*6030 GLOBALIZATION AND INSECURITY IN THE AMERICAS School of Languages and Literatures University of Guelph Fall 2015 Time: Friday 2:30 5:20 Room: MCKN 026 Instructor: Dr. Pascal Lupien Email: plupien@uoguelph.ca Office: MacKinnon 248 Office Hours: Fridays 1:00-2:30 Course Overview Welcome to LACS 6030, Globalization and Insecurity in the Americas. This graduate seminar will provide an analytical, critical and interdisciplinary introductory overview of Latin America and the Caribbean in the larger context of the Americas, from the point of view of the security and insecurity of its people. It will concentrate on the interplay of environmental, economic, social, political, and cultural factors upon such security in an era of globalization. The first part of the course opens with an introduction to the historical roots of underdevelopment in Latin America and the various theoretical and conceptual frameworks that contribute to understanding the region s social, economic and political realities. In the second part of the course, we will look at globalization and its consequences, with a focus on four key dimensions of human security and insecurity: economic, environmental, cultural and political. The third and final section will examine how various actors, from students to indigenous groups to new political movements, are responding to these threats and how such resistance is reshaping the political landscape in the region. Course Format and Requirements Students will be required to write a research proposal and an essay. They will also have the opportunity to demonstrate their understanding of key issues through weekly critical reflections on the course readings. Class sessions will be conducted in a highly participatory seminar format. Students are expected to actively participate in classroom discussions and activities. They will present and lead two discussions during the course. The participatory format requires that students attend class sessions on a regular basis, complete all assigned readings before our weekly session and come to class prepared to discuss and respond to questions. The work requirements for the course are as follows: 1. Research Proposal (Nov. 6) 15% 2. Research Essay (Dec. 4) 35% 3. Attendance and Participation 15% 4. Weekly Critical Reflections on the Readings 15% 5. Student-Led Class Discussions 20%

2 Required Course Readings Books for Purchase: these are available at The University Bookstore in the MacNaughton Building (a copy of each is also on course reserve at the library) Eduardo H. Galeano, Open Veins of Latin America: Five Centuries of the Pillage of a Continent (Monthly Review Press, 1997); 25 th Anniversary Edition. Roberta Rice, The New Politics of Protest: Indigenous Mobilization in Latin America s Neoliberal Era (The University of Arizona Press, 2012). Electronic Books: these can be accessed through the Courselink page for LACS6030. Eduardo H. Galeano, Las Venas Abiertas de América Latina (Siglo XXI Editores). Jorge Nef, Human Security and Mutual Vulnerability: The Global Political Economy of Development and Underdevelopment (International Development Research Centre, 1999). Jagdish Bhagwati, In Defense of Globalization (Oxford University Press, 2004). Timothy David Clark, Liisa North, and Viviana Patroni, eds., Community Rights and Corporate Responsibility: Canadian Mining and Oil Companies in Latin America (Between the Lines, 2006). Gillette Hall and Harry Anthony Patrinos, eds., Indigenous Peoples, Poverty and Human Development in Latin America, 1994-2004 (Palgrave Macmillan, 2006). Electronic Journal Articles: these can be accessed through the Courselink page for LACS6030. Evaluation Criteria for Written Work 1) Level of Style and Organization: Your work must be free of grammatical, spelling and typographical errors. References can be in any accepted style but the same format must be used consistently and they must be accurate. The organization of the paper should assist the reader by providing a readily understandable presentation of background information, research findings, analysis and conclusions. 2) Strength of the Research: Your findings should be derived thorough careful research. Your work should be free of major factual errors or unsupported and/or undocumented assertions. You should link your findings to those of other scholars and draw meaningful conclusions based on your evidence. 3) Cogency of the Argument: Your written work should have a clear focus and an argument that is logically constructed. Your analysis should display understanding of the topic and originality of thought.

3 Assignment Guidelines Attendance and Participation As a learning experience, the course will depend heavily upon the quality of student participation. Students are expected to come to class prepared. Your attendance and participation grade will depend on your active participation in class discussions and activities. Weekly Critical Reflections on the Readings Each student is expected to submit a one-page, single-spaced critical response to the weekly readings by 5:00 p.m. on the day before our class meeting (to be uploaded to Courselink). The papers should critically evaluate the authors arguments, findings and contributions to the topic of the week and pose questions for further discussion. The reflections will be graded and handed back at the start of class session. Please note: you do not have to do a critical response the weeks you are leading the class discussion on the topic. Student-Led Class Discussion Each student is expected to present the readings and lead class discussion on a topic twice during the semester. The intention is not to merely summarize the readings. Students will be expected to highlight the main argument(s), the assumptions, the findings and contributions of the readings. They should do so with a critical eye, pointing out strengths and weaknesses as well as how they tie into broader debates and/or the other readings. At least two students will be presenting during each class. Students are expected to coordinate with the other presenters ahead of time to set the agenda for discussion. A sign-up sheet will be circulated during the first class. Students are responsible for covering all of the required material for their week. If you have to miss the class in which you are presenting, you must arrange to switch weeks with another student in the course. There will be no alternative assignment. Research Proposal The purpose of this assignment is to provide you with instructor feedback during the preparation of your research essay. The proposal is also intended to assist you in selecting your essay topic, formulating your research question, locating sources and organizing your ideas in a timely fashion. Research proposals should be between 4-5 double-spaced pages (not including bibliography). Proposals should: a) identify your research question; b) outline what other scholars have said or found on the topic; c) outline your basic argument; and d) provide an overview of your research design (e.g. single case study; comparative case studies; quantitative analysis) and identify what kinds of data (e.g. statistics, historical evidence, etc.) you will use to support your argument. You should also attach a proposed bibliography to your proposal. Students are welcome to submit a proposal that they will eventually develop into their MRP or thesis. Research Essay The research essay assignment is an opportunity to develop a professional seminar paper. Students must develop a research topic that is relevant to the course. Your essay should be approximately 15-20 double-spaced pages (not including bibliography). Ensure that you state your argument in the introduction, support your assertions with evidence (citing any contrary views or evidence as relevant) and conclude by summarizing your findings and outlining any

questions or avenues for future research. You must cite sources either in footnotes, endnotes or embedded in the text and provide a bibliography. The papers will be graded on (a) the depth and comprehensiveness of the research effort; (b) the strength of the analysis; and (c) organization, clarity and writing style. Students will share their findings with their colleagues on the last day of class. 4

5 CLASS SCHEDULE AND ASSIGNED READINGS Part I: The Roots of Insecurity and the Nature of the Latin American State Sept. 11: Introduction to the Seminar, Understanding Globalization and Human Security Sept. 18: Historical Roots of Underdevelopment Eduardo H. Galeano, Open Veins of Latin America: Five Centuries of the Pillage of a Continent (New York: Monthly Review Press, 1997), 25 th Anniversary Edition. Mario Vargas Llosa, Questions of Conquest: What Columbus Wrought, and What He Did Not, in Harper s Magazine, Vol. 281, No. 1687 (Dec. 1990), pp. 45-53. E. Bradford Burns, The Poverty of Progress: Latin America in the Nineteenth Century (University of California Press, 1980). Richard L. Harris and Jorge Nef, Capital, Power, and Inequality in Latin America and the Caribbean (Rowman & Littlefield, 2008). Dietrich Rueschemyer, Evelyn Huber Stephens and John Stephens, Capitalist Development and Democracy (University of Chicago Press, 1992). Sept. 25: Theoretical Explanations of Underdevelopment J. Samuel Valenzuela and Arturo Valenzuela, Modernization and Dependency: Alternative Perspectives in the Study of Latin American Underdevelopment, in Comparative Politics, Vol. 10, No. 4 (July 1978), pp. 535-557. Andre Gunder Frank. "The Development of Underdevelopment." Monthly Review, 18.4 (1966): 17-51. Patrick Heller, Dietrich Rueschemeyer and Richard Snyder, Dependency and Development in a Globalized World: Looking Back and Forward, in Studies in Comparative International Development, Vol. 44, No. 4 (Sept. 2009), pp. 287-295. Arturo Escobar, Reflections on Development: Grassroots Approaches and Alternative Politics in the Third World, in Futures, Vol. 24, No. 5 (June 1997), pp. 411-434. Fernando Henrique Cardoso and Enzo Faletto, Dependency and Development in Latin America (University of California Press, 1979)

6 Cristóbal Kay, Latin American Theories of Development and Underdevelopment (University of California Press, 1989). Peter Evans, Dependent Development: The Alliance of Multinational, State, and Local Capital in Brazil (Princeton University Press, 1979). Fernando Henrique Cardoso, New Paths: Globalization in Historical Perspective, Studies in Comparative International Development, Vol. 44, No. 4, pp. 296-317. Peter Evans, From Situations of Dependency to Globalized Social Democracy, Studies in Comparative International Development, Vol. 44, No. 4, pp. 318-336. Gerardo Munck, Democracy and Development in a Globalized World: Thinking About Latin America from Within, Studies in Comparative International Development, Vol. 44, No. 4, pp. 337-358. Oct. 2: The Nature of the State, Democracy and Economy in Latin America Guillermo O'Donnell. 1994. Delegative Democracy, Journal of Democracy, Vol. 5, No. 1, pp. 55 68. Barry Gills and Joel Rocamora, Low Intensity Democracy, Third World Quarterly, Vol. 13, No. 3 (1992), pp. 501-523. Jorge Nef. Globalization and the Crisis of Sovereignty, Legitimacy, and Democracy, Latin American Perspectives, Vol. 29, No. 6 (Nov., 2002), pp. 59-69. Maxwell Cameron, Eric Hershberg and Kenneth Sharpe. 2012. Chapter 1: Voice and Consequence: Direct Participation and Democracy in Latin America, In New Institutions for Participatory Democracy in Latin America (New York: Palgrave McMillian), pp. 1-20. Frances Hagopian. 1990. "Democracy by Undemocratic Means? Elites, Political Pacts, and Regime Transition in Brazil, Comparative Political Studies, Vol. 23, No.2, pp. 147-70. Frances Hagopian. 2005. Government Performance, Political Representation and Public Perceptions of Contemporary Democracy in Latin America In Hagopian and Mainwaring, Third wave of Democratization in Latin America: Advances and Setbacks (Cambridge ; New York: Cambridge University Press), pp. 319-362. Boaventura de Sousa Santos and Leonardo Avritzer. 2005. Opening up the Cannon of Democracy, in Democratizing Democracy: Beyond the Liberal Democratic Canon, London; New York: Verso.

7 Guillermo O'Donnell. 2004. Human Development, Human Rights and Democracy In O'Donnell, Vargas Cullel and Iazzetta. Quality of Democracy: Theory and Applications (Notre Dame, Ind.: University of Notre Dame Press), pp. 9-92. Juan Linz and Alfred Stepan. 1996. Problems of Democratic Transition and Consolidation. Baltimore: John Hopkins University Press. Guillermo O'Donnell. 2010. Democracy, Agency, and the State: Theory with Comparative Intent. (Oxford ; New York: Oxford University Press). Part II: Globalization and its Consequences, Dimensions of Insecurity Oct. 9: Economic Insecurity Jorge Nef, Human Security and Mutual Vulnerability, ( A Framework for Analysis; and Economic Insecurity ). Jagdish N. Bhagwati, In Defense of Globalization, ( Poverty: Enhanced or Diminished? ), pp. 51-67. David Harvey, Neoliberalism as Creative Destruction, in The Annals of the American Academy of Political and Social Sciences, Vol. 610, Issue 1 (2007), pp. 21-44. Yasmine Shamsie and Ricardo Grinspun, Missed Opportunity: Canada s Re-Engagement with Latin America and the Caribbean, in Canadian Journal of Latin American and Caribbean Studies, Vol. 35, No. 69 (2010), pp. 171-199. G. Honor Fagan and Ronaldo Munck, eds., Globalization and Security: An Encyclopedia (Praeger, 2009). Jeffry Friedan, Debt, Development, and Democracy (Princeton, 1991). Joan M. Nelson, Economic Crisis and Policy Choice: the Politics of Adjustment in the Third World (Princeton 1990). William C. Smith, Carlos H. Acuña and Eduardo Gamarra, eds., Democracy, Markets, and Structural Reform (North South Center Press, 1994).

8 Oct. 16: Environmental Insecurity Jorge Nef, Human Security and Mutual Vulnerability, ( Environmental Insecurity ), pp. 27-44. Jagdish N. Bhagwati, In Defense of Globalization, ( Environment in Peril? ), pp. 135-161. Timothy David Clark, Liisa North, and Viviana Patroni, eds., Community Rights and Corporate Responsibility: Canadian Mining and Oil Companies in Latin America, ( Chapter 1 Mining and Oil in Latin America: Lessons from the Past, Issues for the Future, by Liisa North and Timothy David Clark), pp. 1-16. Anthony Bebbington, The New Extraction: Rewriting the Political Ecology of the Andes? in NACLA Report on the Americas, Vol. 42, No. 5 (Sept.-Oct. 2009), pp. 12-20. Sarah A. Radcliffe, Development for a Postneoliberal Era? Sumak Kawsay, Living Well and the Limits to Decolonisation in Ecuador, in Geoforum, Vol. 43, No. 2, (March 2012), pp. 240-249. Liisa L. North, Malos Vecinos: Las Empresas Canadienses en América Latina, in Ecuador Debate, No. 82 (2011), pp. 129-136. Joseph Jabbra and Onkar Dwivedi, eds., Governmental Response to Environmental Challenges in Global Perspective (IOS Press, 1998). Adil Najam, David Runnalls, and Mark Halle, Environment and Globalization: Five Propositions (International Institute for Sustainable Development, 2007). Timothy David Clark, Liisa North, and Viviana Patroni, eds., Community Rights and Corporate Responsibility: Canadian Mining and Oil Companies in Latin America, ( Chapter 6 EnCana in Ecuador: The Canadian Oil Patch Goes to the Amazon, by Nadja Drost and Keith Stewart), pp. 113-138. Oct. 23: Cultural Insecurity Jorge Nef, Human Security and Mutual Vulnerability, ( Cultural Insecurity ), pp. 93-104. Jagdish N. Bhagwati, In Defense of Globalization, ( Culture Imperiled or Enriched? ), pp. 106-121. Gillette Hall and Harry Anthony Patrinos, eds., Indigenous Peoples, Poverty and Human Development in Latin America 1994-2004, ( Introduction: The Indigenous Peoples Decade in Latin America, by Gillette Hall, Heather Marie Layton and Joseph Shapiro), pp. 1-24.

9 Charles R. Hale, Does Multiculturalism Menace? Governance, Cultural Rights and the Politics of Identity in Guatemala, in Journal of Latin American Studies, Vol. 34, No. 3, (2002), pp. 485-524. Juan Somavía. 1981 The Democratization of Communications: From Minority Social Monopoly to Majority Social Representation. Development Dialogue 2: 13-29 Bret Gustafson, New Languages of the State: Indigenous Resurgence and the Politics of Knowledge in Bolivia (Duke University Press, 2009). Monica C. DeHart, Ethnic Entrepreneurs: Identity and Development Politics in Latin America (Stanford University Press, 2010). Alison Brysk, From Tribal Village to Global Village: Indian Rights and International Relations in Latin America (Stanford University Press, 2000). Oct. 30: Political Insecurity Jorge Nef, Human Security and Mutual Vulnerability, ( Political Insecurity; and Conclusion: The Global Predicament ), pp. 73-91 and pp. 105-108. Jagdish N. Bhagwati, In Defense of Globalization, ( Democracy at Bay? ), pp. 92-105. Magaly Sanchez. "Insecurity and Violence as a New Power Relation in Latin America". Annals of the American Academy of Political and Social Science, Vol. 606, No. 1 (Jul 2006): 178-195. Todd Gordon, Positioning Itself in the Andes: Critical Reflections on Canada s Relations with Colombia, in Canadian Journal of Latin American and Caribbean Studies, Vol. 35, No. 70 (2010), pp. 51-84. Diane E. Davis, The Age of Insecurity: Violence and Social Disorder in the New Latin America, in Latin American Research Review, Vol. 41, No. 1 (Feb. 2006), pp. 178-197. Douglas Chalmers et al., eds. The New Politics of Inequality in Latin America: Rethinking Participation and Representation (Oxford University Press, 1997). Grace Livingstone, America s Backyard: The United States and Latin America from the Monroe Doctrine to the War on Terror (Zed Books, 2009). Felipe Agüero and Jeffrey Stark, eds., Fault Lines of Democracy in Post-Transition Latin America (North-South Center Press, 1998).

10 Nov. 6: Student and Labour Protests Part III: Responses and Resistance Richard L. Harris, Resistance and Alternatives to Globalization in Latin America and the Caribbean, in Latin American Perspectives, Vol. 29, No. 6 (Nov. 2002), pp. 136-151. Javier Auyero, Glocal Riots, in International Sociology, Vol. 16, No. 1 (Mar. 2001), pp. 33-53. Peter Evans, Fighting Marginalization with Transnational Networks: Counter-Hegemonic Globalization, in Contemporary Sociology, Vol. 29, No, 1 (Jan. 2000), pp. 230-241. Cesar Guzman-Concha, The Student s Rebellion in Chile: Occupy Protest or Classic Social Movement? Social Movement Studies, Vol. 11, No. 3-4 (Aug./Nov. 2012), pp. 408-415. Diana Guillen, Mexican Spring? #Yosoy132, the Emergence of an Unexpected Collective Actor in Social Movement Studies, Vol. 12, No. 4 (2013), pp. 471-476. Marcus J. Kurtz, The Dilemmas of Democracy in the Open Economy: Lessons from Latin America, in World Politics, Vol. 56, No. 2 (Jan. 2004), pp. 262-302. J. Patrice McSherry and Raúl Molina Mejía, Chilean Students Challenge Pinochet s Legacy, in NACLA Report on the Americas, Vol. 44, No. 6 (Nov./Dec. 2011), pp. 29-34. Manuela Nilsson and Jan Gustafsson, eds. Latin American Responses to Globalization in the 21 st Century (Palgrave Macmillan, 2012). Eduardo Silva, Challenging Neoliberalism in Latin America (Cambridge University Press, 2009). Edward Webster, Robert Lambert, and Andries Bezuidenhout, Grounding Globalization: Labor in the Age of Insecurity (Blackwell, 2008). ***Research Proposal Due*** Nov. 13: Indigenous and Environmental Protest Roberta Rice, The New Politics of Protest: Indigenous Mobilization in Latin America s Neoliberal Era (The University of Arizona Press, 2012). Susan Spronk and Jeffery R. Webber, Struggles against Accumulation by Dispossession in Bolivia: The Political Economy of Natural Resource Contention, in Latin American Perspectives, Vol. 34, No. 2 (2007), pp. 31-47.

11 Deborah J. Yashar, Contesting Citizenship in Latin America: The Rise of Indigenous Movements and the Postliberal Challenge (Cambridge University Press, 2005). Donna Lee Van Cott, From Movements to Parties in Latin America: The Evolution of Ethnic Politics (Cambridge University Press, 2005). Pascal Lupien. 2011. The Incorporation of Indigenous Concepts of Plurinationality into the New Constitutions of Ecuador and Bolivia. Democratization, Vol. 19, No. 3: 774-796. Allen Gerlach, Indians, Oil, and Politics: A Recent History of Ecuador (Scholarly Resources, 2003). José Antonio Lucero, Struggles of Voice: The Politics of Indigenous Representation in the Andes (University of Pittsburgh Press, 2008). Oscar Olivera and Tom Lewis, Cochabamba! Water War in Bolivia (South End Press, 2004). Nov. 20: Latin America s Left Turn and the New Regionalism Matthew R. Cleary, Explaining the Left s Resurgence, in Journal of Democracy, Vol. 17, No. 4 (Oct. 2006), pp. 35-49. Steve Ellner. The Distinguishing Features of Latin America s New Left in Power: The Chávez, Morales and Correa Governments. Latin American Perspectives, Vol. 38, No. 1 (2012). Steve Ellner, The Radical Thesis on Globalization and the Case of Venezuela s Hugo Chávez, in Latin American Perspectives, Vol. 29, No. 6 (Nov. 2002), pp. 88-93. Ximena de la Barra and R.A. Dello Buono, From ALBA to CELAC: Toward Another Integration?, in NACLA Report on the Americas, Vol. 45, No. 2 (Summer 2012), pp. 32-36. Pascal Lupien. 2013. The Media and Attacking the Bad Left From Below in Venezuela and Bolivia. Latin American Perspectives, 40(3). Christopher Sabatini, Will Latin America Miss U.S. Hegemony? in Journal of International Affairs, Vol. 66, No. 2 (Spring/Summer 2013), pp. 1-14. Maxwell A. Cameron and Eric Hershberg, eds., Latin America s Left Turns: Politics, Policies, and Trajectories of Change (Lynne Rienner, 2010). Steven Levitsky and Kenneth M. Roberts, eds., Resurgence of the Latin American Left (The Johns Hopkins University Press, 2011).

12 Thomas Muhr, ed., Counter-Globalization and Socialism in the 21 st Century: The Bolivarian Alliance for the Peoples of our America (Routledge, 2013). José Antonio Sanahuja, Post-Liberal Regionalism in South America: The Case of UNASUR, EUI Working Papers, 2012 Kurt Weyland, Raúl L. Madrid, and Wendy Hunter, eds., Leftist Governments in Latin America: Successes and Shortcomings (Cambridge University Press, 2010). Nov. 27: Citizen Participation and Student Research Roundtable Maxwell Cameron, Eric Hershberg and Kenneth Sharpe. 2012. Chapter 10: Institutionalized Voice in Latin American Democracies, In New Institutions for Participatory Democracy in Latin America (New York: Palgrave McMillian), pp. 231-250. Gianpaolo Baiocci. 2003. The Porto Alegre Experiment. In Deepening Democracy: Institutional Innovations in Empowered Participatory Governance (London ; New York: Verso, 2003), pp. 45-76. Roger Burbach and Camila Piñeiro. 2007. Venezuela's Participatory Socialism. Socialism and Democracy 21 (3) (Nov): 181-200. Pascal Lupien. 2015. Mechanisms for Popular Participation and Discursive Constructions of Citizenship, Citizenship Studies. Vol. 19, No.2. Carole Pateman. 1974. Participation and Democratic Theory. Cambridge: University Press. Joshua Cohen and Archon Fung. 2004. Radical Democracy. Swiss Journal of Political Science, 10(4). Cristobal Valencia. 2015. We Are the State! Barrio Activism in Venezuela s Bolivarian Revolution. Phoenix: University of Arizona Press. María Pila García-Guadilla,. 2008. La praxis de los consejos comunales en Venezuela: Poder popular o instancia clientelar?, Revista Venezolana de Economía y Ciencias Sociales, 14 (1): 125-151. ***Final Research Paper Due Dec. 4***

13 E-mail Communication As per university regulations, all students are required to check their <mail.uoguelph.ca> e-mail account regularly: e-mail is the official route of communication between the University and its students. When You Cannot Meet a Course Requirement When you find yourself unable to meet an in-course requirement because of illness or compassionate reasons, please advise the course instructor (or designated person, such as a teaching assistant) in writing, with your name, id#, and e-mail contact. See the Graduate Calendar for information on regulations and procedures for Academic Consideration. Drop Date The last date to drop one-semester courses, without academic penalty, is Friday, 6 November 2015. For regulations and procedures for Dropping Courses, see the Graduate Calendar. Copies of out-of-class assignments Keep paper and/or other reliable back-up copies of all out-of-class assignments: you may be asked to resubmit work at any time. Accessibility The University of Guelph is committed to creating a barrier-free environment. Providing services for students is a shared responsibility among students, faculty and administrators. This relationship is based on respect of individual rights, the dignity of the individual and the University community's shared commitment to an open and supportive learning environment. Students requiring service or accommodation, whether due to an identified, ongoing disability or a short-term disability should contact Student Accessibility Services as soon as possible. For more information, contact CSD at 519-824-4120 ext. 56208 or email sas@uoguelph.ca or see the website: http://www.uoguelph.ca/csd/ Student Rights and Responsibilities Each student at the University of Guelph has rights which carry commensurate responsibilities that involve, broadly, being a civil and respectful member of the University community. The Rights and Responsibilities are detailed in the Graduate Calendar Academic Misconduct The University of Guelph is committed to upholding the highest standards of academic integrity and it is the responsibility of all members of the University community faculty, staff, and students to be aware of what constitutes academic misconduct and to do as much as possible to prevent academic offences from occurring. University of Guelph students have the responsibility of abiding by the University's policy on academic misconduct regardless of their location of study; faculty, staff and students have the responsibility of supporting an environment

14 that discourages misconduct. Students need to remain aware that instructors have access to and the right to use electronic and other means of detection. Please note: Whether or not a student intended to commit academic misconduct is not relevant for a finding of guilt. Hurried or careless submission of assignments does not excuse students from responsibility for verifying the academic integrity of their work before submitting it. Students who are in any doubt as to whether an action on their part could be construed as an academic offence should consult with a faculty member or faculty advisor. The Academic Misconduct Policy is detailed in the Graduate Calendar. Recording of Materials Presentations which are made in relation to course work including lectures cannot be recorded or copied without the permission of the presenter, whether the instructor, a classmate or guest lecturer. Material recorded with permission is restricted to use for that course unless further permission is granted. Resources The Academic Calendars are the source of information about the University of Guelph s procedures, policies and regulations which apply to undergraduate, graduate and diploma programs.