{"id":406,"date":"2013-02-07T12:01:00","date_gmt":"2013-02-07T18:01:00","guid":{"rendered":"https:\/\/pages.stolaf.edu\/lotta\/?page_id=406"},"modified":"2026-05-13T15:37:31","modified_gmt":"2026-05-13T20:37:31","slug":"ps-321","status":"publish","type":"page","link":"https:\/\/pages.stolaf.edu\/lotta\/ps-321\/","title":{"rendered":"PS 321"},"content":{"rendered":"","protected":true},"excerpt":{"rendered":"","protected":true},"author":40,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"

DESCRIPTION<\/strong><\/p>

The historical emphasis on the institution of sovereignty has long been a cornerstone of international relations theory.\u00a0 Enshrined in international law, this institution limits intervention within states even when gross violations of human rights occur. Only during times of armed conflict within states or when threats to international peace and security are present does international law exempt states from strict adherence to non-intervention. Even in these rare cases, international laws (of non-intervention) are justifiably<\/em> violated in order to respond to other violations of international law (of jus cogens, jus in bello,<\/em> or jus ad bellum<\/em>). The question before us in this course is how do we conceptualize intervention on humanitarian grounds? When do individual states or groups of states have a justifiable right to violate sovereignty for humanitarian reasons? When does the UN system allow for justifiable compromises in the right to self-determination enshrined in the charter? Most importantly, how do power, authority, hegemony, institutional history, and legal theory merge in a reading of international humanitarian intervention for the 21st Century?<\/p>

POLICIES<\/strong><\/p>

1. Participation- It is expected that you will attend each class session, arriving on time and having prepared to discuss the readings. The quality of your contribution is more important than the quantity of contributions to class discussions. Clear references to readings and concepts is a necessary component of participation. Listen carefully and respond effectively to other students in a courteous, relevant, and engaged manner. Contribute to out-of-class group assignments. The use of technology that distracts from your learning and that of your fellow classmates is not acceptable. In order to reward you for your participation, you will be expected to enter each classroom discussion day<\/em> (noted on the reading schedule) with a one page typed presentation draft of the scheduled reading. See 'Assessment' below for further details.<\/p>

2. Attendance- Full attendance is an integral part of a liberal arts education and all students are expected to be present. Attendance is not participation but a prerequisite for it. In the unlikely circumstance that you need to miss a class, make sure to provide me with a written explanation of your absence and whether this absence is excused by the college. Excused absences are defined as class sessions missed due to illness, conflicts with significant academic\/college activities and\/or family emergencies.<\/p>

3. Care- Approach all of your course work with care, especially your written assignments and oral presentations. All papers should be turned in on time (or you should contact me before the due-date to discuss very rare instances in which you cannot meet a deadline). Late assignments will receive the deduction of one grade designation per day late (for example, an A paper will receive an A- after one day and a B+ after two days). All papers (unless otherwise noted) should be double-spaced with standard margins and Times New Roman 11 pt. font. All papers should include your name, my name, and course title on the first page and all subsequent pages should be numbered. To receive full credit, papers need to be written using Turabian (Chicago) footnotes<\/a>. Be sure to take the time to proofread your work for spelling, grammar, sentence structure and flow.\u00a0 All written work needs to be in paper form.\u00a0 Do not send an electronic copy as this does not constitute having turned in an assignment and will prevent deductions for late assignments.<\/p>

4. Commitment- As the Academic Catalog suggests, students should spend approximately 2-3 hours of study\/reading time for each hour of class time.\u00a0 This means that a Tuesday\/Thursday class period should receive about 3-4.5 hours of your out-of-class time. I have designed the class accordingly and advise you to make a note of this as you prepare your study schedule for the term. In addition, we will be critiquing and presenting components of papers in late April and early May. This requires additional time when it is most valuable to you. While time has been set aside during class to critique and present on our empirical findings, significant time will be required outside of the classroom.<\/p>

5. Assistance- As your professor, I am your first resource for academic assistance and am happy to meet with you during office hours or at a time mutually arranged. In addition, St. Olaf College provides a number of additional resources. The Writing Center<\/a> and the Academic Support Center<\/a> are good places to turn if you require assistance with the quality of your written work, time-management or study skills, and tutoring. The ASC employs both professional and student staff to assist students with study strategies, time management, analytical reading, note-taking, writing, math, test-taking, and problem solving. The ASC also provides services for students with disabilities and learning differences ranging from visual and hearing disabilities to Attention Deficit Disorder. If you have a diagnosed disability, please provide that office with a copy of your documentation in order to receive the support you need. If you are concerned that you might have an undiagnosed disability, make an appointment by calling x3288.<\/p>

6. Disability Accommodations- It is St. Olaf College policy to provide reasonable accommodations to students with disabilities. Course materials are available in alternative formats to persons with disabilities upon request and documentation. If you have alternative requirements, please provide me with written documentation at the beginning of the semester.<\/p>

7. Communication- One of the great benefits of a liberal arts campus like St. Olaf is the opportunity to meet with your professors and discuss academic issues.\u00a0 I seek to maintain the integrity of that relationship.\u00a0 Therefore, I request that you contact me after class or during office hours.\u00a0 E-mail should be used for emergencies- it should not be used for classroom management issues, sending completed work, or asking substantive questions regarding the course.\u00a0 Learning to ask questions is part of the education process.\u00a0 Please seek me out in person! If my office hour schedule does not work with your schedule, it is appropriate to contact me via email to schedule an alternative meeting time.<\/p>

8. Assessment- St. Olaf College Catalog describes grades in the following way. Please click on each description for a detailed explanation of grading.<\/p>

Superior Achievement<\/a> (A or A-)
Good Achievement<\/a> (B+, B, B-)
Adequate Achievement<\/a> (C+, C, C-)
Limited Achievement<\/a> (D+, D, D-)
Inadequate Achievement<\/a> (F)<\/p>

Course grades are determined in the following manner:<\/p>

Presentation Outline Set<\/a> (10%)- a complete set of presentation outlines (minus the two lowest scores) will be averaged to total 10% of your final grade. These presentation outlines are part of your participation grade and cannot be turned in electronically or late.<\/p>

Formal Presentation of Course Readings<\/a> (5%)- during the course you will be required to use your presentation outline as a template from which to engage the class in questions and discussion. If you do not have a presentation outline available on the day your name is called, then you forfeit this portion of your final grade.<\/p>

Presentation of Topic<\/a> and Workshop Assignments (5%)- in the second part of the course you will be required to present original evidence from your research as well as complete as series of workshop assignments. These assignments (when compiled) make up 5% of your grade- no late assignments will be accepted.<\/p>

Research Design <\/a>(10%)- This research design is a very specific assignment that includes a research question\/puzzle that needs to be addressed, a working thesis statement, a thoughtful, integrated, and analytical review of the course literature, and a methodological proposal for research on an agreed (with your instructor) intervention issue.<\/p>

Paper Assignment One<\/a> (20%)- This paper assignment requires that you write a literature review of course readings supplemented by a limited number of peer-reviewed journal articles relating to the assigned intervention issue. Of particular importance, this review of the literature must focus on a thematic issue from the course readings.<\/p>

Paper Assignment Two<\/a> (25%)- This paper assignment requires you to have completed research on your intervention issue. In this paper, you will present your research question and your thesis argument, introduce and explain your methodology, and provide a clear defense of your empirical argument.<\/p>

Paper Assignment Three<\/a> (25%)- This paper assignment requires you to integrate paper assignment one and two into a polished research paper that is linked substantively to at least three other papers in the course. In May, we will use the class time to explore specific components of our papers. These classes will offer you an opportunity to network with others in the course and expand your own understanding of humanitarian intervention.<\/p>

9. Conduct- One of the great goals of education is to learn to conduct oneself honorably in intellectual affairs. At the very least, honorable conduct in this course means that you will not turn in any work as your own that was written by someone else. Plagiarism is a serious affront to the life of the academy. If you have questions, please consult The Book<\/a>.<\/p>

10. Inclusivity- This course affirms people of all gender expressions and gender identities. If you prefer to be called a different name than what is on the class roster, please let me know. Feel free to correct me on your preferred gender pronoun. If you have any questions or concerns, please do not hesitate to contact me. In keeping with St. Olaf College\u2019s mission statement, this class strives to be an inclusive learning community, respecting those of differing backgrounds and beliefs. As a community, we aim to be respectful to all citizens in this class, regardless of race, ethnicity, religion, gender or sexual orientation.<\/p>

11. St. Olaf Pride- As an Ole, I will practice: PASSION for learning and pursuit of vocation; RESPECT for the worth and dignity of all people; INTEGRITY at all times, in all circumstances; DEDICATION to a life of service; and ENGAGEMENT with my community and the world.<\/p>

12. Changes- I consider this webpage and the accompanying reading schedule to represent a contractual commitment between you (the student) and me (the instructor). Together, these documents constitute the syllabus for the course. However, there are moments in a course when it becomes necessary to make a changes in order to accommodate intellectual interest or manage current events. In these unlikely events, I will inform you of the changes to the syllabus at the earliest possibility.<\/p>

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