HONR 209T Cities and the World - Globalization and Urban Development
Monday through Friday 2 - 5 p.m.
Dr. Mila Zlatic, Department of Geography

Globalization! An inherited buzz word from the 20th century. Is it really going to change the very texture of life in all of our cities and local communities? How is it going to influence me as a citizen of the world? and why? In this class we will investigate both questions.

In remarkably short time, a world of "urban specks" was replaced by a predominantly "urban world." Today, more than 50 percent of the world's population lives in the cities. Cities, besides being our home-towns, are becoming crucial nodes for the international coordination and servicing of firms, markets, and even whole economies. These cities emerge as strategic places in the global economy. The development of the world urban system and the role of cities across the globe, with a special focus on world cities will be discussed. The world cities have become strategic sites for the management of the global economy and
production of the most advanced services and financial operations. At the same time globalization is becoming a cause of inequality among cities, inequalities visible in the geography and characteristics of urban system.

We will focus on the new era of de-industrialization of the city and the complicated relationship between globalization and urbanization, urban impact on globalization and the role of cities in globalization. In order to understand what is happening in
Baltimore, New York, or Sydney we must understand that cities are shaped simultaneously by outside forces far beyond their borders, as well as by factors much closer to home. The impact of the global economy on cities and the impact of cities on the global economy will be explored this class.

Tentative reading list:
J. Allen and C. Hamnett, (eds) A shrinking World? Global Unevenness and Inequality
Manuel Castells, Technopoles of the World: The Making of 21st Century Industrial Complex
David Clark, Urban World/Global City, New York
R.T. LeGates and F. Stout (eds), The City Reader, London
Saskia Sassen, 2000, Cities in a World Economy
Saskia Sassen (ed), 2002, Global Networks Linked Cities
John R. Short and Yeong-Hyun Kim, Globalization and the City
David Smith, Third World Cities in Global Perspective: The Political Economy of Uneven Urbanization

HONR 228Y Power, Peace, and Nonviolence
M-F 1-4 p.m.
Coleman McCarthy, Columnist

If every government claims it wants peace, and if every human heart yearns for peace, why is there so little of it? Why are fists, guns, and bombs routinely relied on as the ways to settle conflicts, whether across the living room or across an ocean? And one more question: why are so few of the nation's 78,000 elementary schools, 31,000 high schools, and 3,100 colleges and universities offering courses on the study and practice of nonviolent force? This course is a modest solution. It offers students a chance to break away from conventional thinking, worn-out politics, quick fixes, and slow progress. Studying nonviolence is not for the faint or weak of heart, nor conformists, nor the closed-minded. Instead, it is for those who are intellectually brave, spiritually alive, and socially engaged.

The course is discussion-based. Dissent and debate is welcomed. One skeptic enlivens the class more than adozen passive agreers. Readings will be assigned at the end of class for the next day's class. Topics will include: Patriotism or Peace (Tolstoy), Pacifism or Warism (Dorothy Day), the Call to Service (Robert Coles), Gandhi on Nonviolence, the Danish and Dutch Resistance in World War II, Personal Response to Physical Assault, The Nine Steps of Nonviolent Conflict Resolution, Nonviolence Toward Animals, the Vietnam War is not Over, Loving Your Enemies (Martin Luther King, Jr.), Noviolent Solutions to Sept. 11, How to Raise Decent and Caring Children, Abolishing the Death Penalty, Hot Violence and Cold Violence.

Course Texts:
Strength Through Peace: The Ideas and People of Nonviolence
Solutions to Violence
All of One Peace

PAPERS: Two papers, between 1200 and 1500 words each, are expected. The first is due after the tenth class, the second by the last class. The papers should be reflective essays analyzing any of the writings in the course texts. The writing should be fresh, clear, and convincing -- a blend of commentary, imagination, and insight.

GRADES: Each paper counts for 45% of the final grade, with the remaining 10% based on the intangibles: attendance, preparedness, open-mindedness.

CORE: Behavioral & Social Sciences

HONR328R From Europa to the Euro
A University of Maryland Study Abroad Course
For more info. see: European Economic History on the Study Abroad web site.

HONR 348L Research-Based Health Advocacy
MTWThF 12:00 pm - 3:00 pm
Paul Jung, M.D. and guests

Take this course and make a difference.

A daily seminar to address (and begin to solve!) major problems in health care.

Through readings, interactive discussions, and practical excercises, students will develop a written research protocol to address problems in the health care system, such as:

-Why is a pound of antibiotics for a horse cheaper than a single pill for a human?

- Why do med schools charge such high tuition if it doesn't go directly to teaching?

- Why is more money spent on alternative medicine than on regular dictor's visits?

- Why do pharmacuetical companies spend $12 billion a year pushing drugs?

- Why does your doctor get free trips to the Bahamas for prescribing a drug?

If you think the U.S. health care system can use some improvement but don't know how to change it, this class will give you the tools you need to make a positive difference through research and advocacy. What are you waiting for?

Paul Jung, MD, MPH is a medical officer in the U.S, Public Health Service. A graduate of the Maryland Honors Program, Dr. Jung trained in internal medicine and has worked as a health care lobbyist in Washington, D.C., served on the Clinton Health Care Task Force, and campaigned for California Proposition 186.

HONR379K Sustainable Tropical Ecosystems

Spend winter term in Costa Rica (January 6-21, 2003) learning first-hand about tropical ecosystems. HONR 379K/NRSC 499A Sustainable Tropical Ecosystems will explore the diversity of Costa Rica including the plants, the wildlife, and the people. Additional information and applications are available through the UM Study AbroadOffice and website. Applications are due October 1.

Comments and questions may be directed to dhebert@deans.umd.edu