HO CHI MINH CITY UNIVERSITY OF

ECONOMICS & FINANCE

FACULTY OF INTERNATIONAL RELATIONS

COURSE SYLLABUS

Contact Information:

● MA. Le Phuong Cat Nhi (she/her)

Lecturer, Faculty of International Relations, UEF

Email: nhilpc@uef.edu.vn

● MSc. Bui Thach Hong Hung (he/him)

Lecturer, Faculty of International Relations, UEF

Email: hungbth@uef.edu.vn

1. Course name Vietnamese: Những vấn đề toàn cầu

English: GLOBAL ISSUES
2. Course code IRE1108E

3. Level Undergraduate

4. Total credit 3 (3,0) credits

5. Teaching methods TLM2 - Lecture

TLM4 - Inquiry
TLM9 - Discussion
TLM12 - Problem Solving
TLM14 - Case Study
TLM15 - Team Work Learning
TLM20 - Work Assignment
6. Faculty International Relations

7. General outcomes

Outcome Description PLOs

G(x)
G1 To identify, differentiate, and critically assess current global PLO 1
 issues from a variety of cultural and disciplinary perspectives PLO 3
G2 The ability to collaborate to solve global issues PLO 4
To be able to use English fluently to work with international PLO 5
partners PLO 6
G3 To assume responsibility in solving global issues as global PLO 9
citizens PLO 10
8. Learning outcomes

CLOs Description PLOs OR Gs

CLO1 Knowledge G1

CLO 1.1 (Interpret) an understanding of the issues facing the

countries in the world today.

CLO 1.2 (Detect) the interconnectedness of all global issues to

different political systems.

CLO 1.3 (Predict) the ability to tackle global issues on

individual, social group, regional, national, international level.

CLO2 Skills G2
CLO 2.1 (Demonstrate) the influences that increase the
interdependence of countries around the world;
CLO 2.2 (Dissect) instances of international cooperation and
conflict and (explain) the factors that contributed to each
CLO 2.3 (Measure) the social, economic, and environmental
impact of the strategies for sustainable development
implemented by a variety of individuals, organizations, and
institutions.
CLO 2.4 (Display) and discuss current global issues both
verbally and in writing.
CLO 2.5 (Advance with assurance) the team-working
CLO 2.6 (Measure) presentation skills via presenting, writing
and (persuading)
CLO 2.7 Perform automatically Specialized English skills
through reading comprehensive and presenting the global issues
CLO3 Behaviors
CLO 3.1 (Desire) the importance of international cooperation
and the role of Vietnam in resolving these issues.
- To respect cultural diversity as well as common traits
between cultures
- Pay close attention to global issues
- Tackle the ways to address the impact of GI on the
locality on the basis of cooperation with individuals
 and other actors
9. Brief description

The subject provides students groups of Global issues; via lectures and in-class discussions, students will recognize
those global issues, the ability to solve them, and the responsibilities and the roles of each individual.
A problem-solving approach which shows how international and comparative analyses contribute to a better
understanding of global security, prosperity, and community issues. This course will introduce a number of important
issues affecting most – if not all – of the world today and examine the impact that they have and how they are addressed
by different political systems. It will do so from a variety of disciplines and will focus on seven major areas:
- Population
- Wealth & Poverty
- Food
- Energy
- Climate change
- Environment
- Technology
10. Teaching content and teaching plan

Session Content Required/ Supplementary Readings Teaching Methods/

Assessment
1 INTRODUCTION TO THE TLM9: Discussion
COURSE
- Course objectives
- Forming groups for seminars
2 Population & Migration Reading and Discussing: TLM2 Lecture
- Apocalypse: Will People TLM4 Inquiry
Overwhelm the Planet? TLM9 Discussion
(Reading will be uploaded via LMS)

3 Wealth & Poverty Reading and Discussing: TLM2 Lecture

- Life in Zimbabwe: Poverty, TLM4 Inquiry
Hunger, Development and TLM9 Discussion
Politics.
(Reading will be uploaded via LMS)
4 Environmental Issues & Reading and Discussing: TLM2 Lecture
Sustainable Development - CASE STUDY: Common but TLM4 Inquiry
Differentiated Responsibilities? TLM9 Discussion
(Reading will be uploaded via LMS) TLM20 Work
Assignment
5 Energy Guest speaker: Ms. Vo Ngoc Bich Vy
6 Health & Education TLM9 Discussion
Spend some time on the two websites TLM12 Problem
below. How do they present differing Solving
views of the vaccination controversy? TLM14 Case Study
 TLM15 Team Work
- Freedom of Choice is Not Free: Learning
Vaccination News:
http://openstaxcollege.org/l/
vaccination_news
(http://openstaxcollege.org/l/vac
cination_news)
- Shot by Shot: Stories of
Vaccine-Preventable Illnesses:
http://openstaxcollege.org/l/shot
_by_shot
(http://openstaxcollege.org/l/
shot_by_shot)

7 Movie Date TLM9 Discussion

TLM12 Problem
Solving
TLM14 Case Study
TLM15 Team Work
Learning

8 Final Proposal - Students must submit their topic TLM9 Discussion

research plan for the final paper in MS TLM12 Problem
Team before session 8 Solving
- Students will meet the lecturer to TLM14 Case Study
discuss their topic and plan for the final TLM15 Team Work
paper. Learning

9 Equality TLM9 Discussion

TLM12 Problem
Solving
TLM14 Case Study
TLM15 Team Work
Learning

10 Peace & Human Development TLM4 Inquiry

TLM9 Discussion

11 Social Media & TLM4 Inquiry

Misinformation TLM9 Discussion

12 Global Governance TLM9 Discussion

 TLM12 Problem
Solving
TLM14 Case Study
TLM15 Team Work
Learning

13 Vietnam Story TLM9 Discussion

TLM12 Problem
Solving
TLM14 Case Study
TLM15 Team Work
Learning

14 FINAL PAPER: OUTLINE - Students must submit their outline for TLM4 Inquiry
the final paper in LMS TLM9 Discussion
- Students will meet the lecturer to
discuss their outline for the final paper
15 CONCLUSION

11.Assessment Grading breakdown Assignment GOs Percentage

A1.1. Attendance and punctuality (10%)

A1. Progressive 30%
score (30%) Attendance and punctuality are imperative to your
success in this course, especially due to your
responsibility to lead seminars and table
discussions. You are responsible to find out what
you have missed if you are absent.

A1.2 Quizzes and Film Reflection (20%)

A2. Mid-term (20%) A2. Seminar 20%

- Students will be divided into 10 groups.

Each group will establish a campaign based
on the chosen topic.
- Each group is asked to present your group
campaign regarding your topic knowledge
(various approaches).
- All documents regarding your campaign,
 including poster and one digital product,
should be submitted no later than 23:59 the
day of the session.

A3. Final (50%) A3. Individual final paper 50%

- Topic: Use your knowledge and academic

sources to analyze/explain the situation in
your hometown regarding your group's
chosen topic.
- The paper should provide answer to the
following question:
1. To what extent has your hometown
been affected by the chosen global
issue?
2. Is there any effort to tackle the
chosen global issue? Introduce one
prominent initiative
3. To what extent can you evaluate
your hometown's efforts to resolve
such global issue?
- Academic paper: 800-1000 words and
strictly follow academic style.

GRADING
SCALES 95%-100%=A 87%-89=B+ 77%-79%=C+ 67%-69%=D+
83%-86%=B 73%-76%=C 63%-66%=D
90%-94%=A- 80%-82%=B- 70%-72%=C- 60%-62%=D-

A Students achieving this level will have demonstrated the following:

1. Accurate and sophisticated understanding of readings and issues with ability to do more than
repeat what the text says or what was said in class, such as the ability to infer additional
important information from sources.
2. Critical stance toward opinions communicated in class or in the readings and the ability to
express their own views articulately and defend them well.
3. Originality of thought in expressing the critical stance, in drawing out additional implications
from the readings and class discussions, and in finding personal meaning in the readings and
issues discussed.
4. Clear expression of ideas, with papers containing very few grammatical or stylistic
 weaknesses.
5. All assignments completed and submitted within the time allowed.

B Students achieving this level will have demonstrated the following:

1. All of the “A” work, but with less accomplishment.
2. Accurate understanding of readings and issues, with the ability to do more than repeat the text.
3. A critical stance, with some effort, not always successful, to defend that stance.
4. Some attempt to find personal meaning, with at least hints of originality and creativity of
thought.
5. Very clear expression of thoughts and ideas.

C Students achieving this level will have demonstrated the following:

1. A generally accurate grasp of the readings and issues, but with some inaccuracy; lack of
sophistication understanding, such as the ability to infer from sources.
2. Some attempt to take a critical stance, but with little effort or success in defending that stance.
3. Some attempt to find personal meaning.
4. Sufficient clarity of expression to communicate ideas, but with stylistic or grammatical
weaknesses which create difficulties.

D Students achieving this level will have demonstrated the following:

1. Genuine efforts to understand, with some demonstrated understanding of readings and issues,
but with serious deficiencies.
2. Generally lacking in critical stance or in a defense of that stance.
3. Lack of understanding or an attempt to find personal meaning.

12. Course materials Textbook 1. Kristen A. Hite & John L. Seitz, Global Issues: An
Introduction (5th edition), Wiley Blackwell, 2016 –
Note as Kristen in the schedule below
2. Richard J. Payne, Global Issues: Politics,
Economics, and Culture (5th edition), Pearson, 2017
– Note as Richard in the schedule below

Additional material Ino Rossi ed., Challenges of Globalization and

Prospects for an Inter-civilizational World Order,
Springer, New York, 2020.

Website · The New York Times (www.nytimes.com)

· The BBC (news.bbc.co.uk)
· NPR (www.npr.org, also carried on WUGA on-line
and at 91.7FM)
· The Washington Post (www.washingtonpost.com)
 · The Wall Street Journal (www.wsj.com)
· The Globe and Mail (www.theglobeandmail.com)
· The Guardian (www.guardian.co.uk)
· The Irish Times (www.irishtimes.ie)
· Google News (http://news.google.com/nwshp?
hl=en&tab=wn), and choose “World” to see the
world’s news in the country of your choice; many
news sources here are in English (e.g., Canada,
New Zealand, Australia, South Africa) as well as
other languages.

13. Rubrics for mid-term presentation

Criteria % Exemplary Accomplished Developing Beginning

5 4 3 2

Content 50 ◻️Accurate ◻️Mostly accurate ◻️Partially accurate ◻️Inaccurate

◻️Appropriate ◻️Mostly appropriate ◻️Partially appropriate ◻️Inappropriate
◻️Detailed ◻️Mostly detailed ◻️Partially detailed ◻️Not detailed
◻️Organized ◻️Mostly organized ◻️Partially organized ◻️Unorganized
◻️Full understanding of ◻️Good understanding ◻️Fair understanding of ◻️Does not
topic of topic topic understand topic

Verbal 20 ◻️Speak clearly ◻️Speaks clearly most ◻️Speak somewhat ◻️Speaks unclearly
Skills ◻️Projects voice of the time clearly ◻️Weak voice
◻️Pronounces all words ◻️Projects voice most ◻️Projects voice projection
correctly of the time somewhat ◻️Incorrect
◻️No vocalized pauses ◻️Pronounces words ◻️Pronounces some pronunciation
(uh, um, well) correctly most of the words incorrectly ◻️10 or more
time ◻️6-9 vocalized pauses vocalized pauses
◻️1-5 vocalized pauses

Non-Verbal 20 ◻️Utilized eye contact ◻️Some eye contact ◻️Rarely uses eye ◻️Does not look at
Skills well ◻️Some appropriate contact audience
◻️Appropriate facial facial expressions ◻️Very few facial ◻️Expressionless
expressions (smiles, ◻️Some appropriate expression ◻️No hand gestures
appears interested) hand gestures ◻️Very few appropriate shown
◻️Appropriate hand ◻️Exhibits good hand gestures ◻️Sits, slumps, sways
gesture posture most of the ◻️Poor posture most of
 ◻️Exhibits good time the time
posture; stands up
straight with both feet
on the ground

Mechanics/ 10 ◻️Correct grammar; ◻️Correct grammar ◻️Sometimes uses poor ◻️Uses poor
Visual Aids usage most of the time grammar grammar
◻️Correct spelling ◻️1-2 spelling errors ◻️3-5 spelling errors ◻️6 or more spelling
◻️Graphics and pictures ◻️A few graphics are ◻️Graphics and pictures errors
are attractive and unattractive are unattractive ◻️Graphics and
support theme pictures detract from
presentation

- For final paper

Grade Research Argument Analysis (Body of Clarify Format

(Intro/Conclusion) paper)

A - A significant - An original and - Based on excellent - The paper is easy - Times New Roman
amount of provocative thesis research and an to read, analysis 12pt, double spaced,
independent, is clearly stated at original thesis, the flows expertly 1-inch margins, page
scholarly research the beginning of analysis is strong, and numbers
was undertaken the paper clearly follows - Language is
established research sophisticated - A cover page
- The majority of - The method of questions without being provides pertinent
sources are from proving that thesis jargonistic information
peer-reviewed is established - The research is
publications, those early on and artfully woven - Terms of analysis the bibliography
that aren’t are used justified on throughout the and argumentation follows a recognized
as primary scholarly terms analysis, shoring up are clearly laid out scholarly style
research only. and thoughtfully and well-defined
- The thesis supporting the citations are
- Research is provides the argument thorough and well
solidly within the backbone of documented
parameters of the analysis and - New information is throughout the paper
analysis and thesis reaches a well contextualized
argument satisfying and serves to propel
conclusion based the argument towards
on what was a satisfying
proposed at the conclusion
beginning

B - A reasonable - An interesting - The analysis is good - The paper is well - The paper basically
 amount of but predictable but there are some written but suffers follows the technical
independent, thesis is clearly significant from some requirements, with a
scholarly research stated at the weaknesses or lapses significant few minor
beginning of the grammatical exceptions
was undertaken
paper - The paper inconsistencies or
occasionally drifts spelling errors - Citations are solid
- Sources are - The thesis tends off-topic or into but not thorough,
mainly from peer- toward more territory that isn’t - Language is clear with some
reviewed description than adequately supported but lacks scholarly noticeable omissions
publications argument, leading by the research depth
research is sound to a weak
conclusion - The research - There are some
but predictable
questions are lapses in definition
- The interesting but and explication of
methodology is potentially unrealistic terms
there but isn’t in terms of the type
clearly laid out, or and/or level of - Segue between
is laid out but not research undertaken points in the analysis
followed through are weak
on an expert level

C - The minimum - The thesis is - Analysis is - There are - There are some
amount of fundamentally uninteresting or significant but not significant problems
independent, descriptive or uninspired, tending quite major with the technical
scholarly research dependent on a toward description problems in requirements of the
was undertaken value judgment grammar and paper that affect the
(good/bad, - Research questions spelling strength of its
- Sources also rely right/wrong) are poorly laid out analysis
on non-scholarly and inadequately - Language is
publications - The method is explored unclear and/or - Citations are weak
vague or poorly shallow and/or the
- Research is weak laid out - The research does bibliography is
and unoriginal not adequately - Terms are not well incomplete
- The argument support the analysis defined and analysis
fails to reach a leaps erratically
satisfying from point to point
conclusion, with
the paper simply
petering out

D - Less than the - There is no - Research questions - Major problems - There are major
minimum amount easily identifiable are not identified at with grammar and problems with the
of independent, thesis and/or little the outset spelling technical
scholarly research in the way of requirements of the
was undertaken method - There is little - Language is paper that affect the
interaction between murky, confused and strength of the
- Sources depend - There is no research and analysis difficult to follow analysis
heavily on non- conclusion
 scholarly because no - What is supposed to - There is a paucity - There are next to
publications argument was pass as analysis is of definitions or no citations and/or
established early little more than context for analysis no bibliography or it
- Research is weak on description does not follow a
and unoriginal, but scholarly style
also fails to
adequately support
the argument

F - Little to no - There is no - Analysis is nearly - Language is sub- - The paper does not
research thesis and/or no non-existent, weak, par for university, follow a scholarly
undertaken, method minimal and riddled with format in either
scholarly or not unsupported by grammatical and technical or citation
- The conclusion research spelling errors format
- Little evidence of is deeply flawed
scholarly research or outright non- - Analysis is
in the paper existent difficult to follow
and lacks any sense
of flow

I. FOR YOUR FINAL PAPER

Organization / Format for academic paper (800 – 1000 words):
- Paper must have Introduction, Body paragraphs, Conclusion and References.
- All papers must be typed, using 12 point Times New Roman font.
- All papers must be double-spaced, using 1” margins.
- Number your pages.
- Do not forget to write your name, assignment, date and essay title on each assignment.
- Proofread and spell-check all drafts.
- Provide in-text citations (at least 5 in-text citation) and attach a works cited list (at
least 5 academic sources).
- Staple all pages together.
- Late papers will be penalized a full letter grade for every 24 hours past the deadline.
- Students must submit hard and soft copies (on LMS).

II. POLICY STATEMENT

The Importance of Diversity

Diversity must be made an integral part of any learning environment. A prerequisite for critical
thinking is an open mind, and exposure to a variety of different ideas. Treat all ideas and
arguments with respect, even if your personal politics makes you prone to disagree. Do not
critique a reading or another student’s argument until you have fully absorbed the author’s point
and understand its merits. Ultimately, you will write more penetrating criticisms this way.

Respect of intellectual, ethnic, religious and gender/sexual orientation diversity is the ethical
responsibility of every student and teacher. Respond to every individual’s viewpoint with
respect. Please see me immediately if you feel discriminated against in this classroom for any
reason, and I will remedy the situation. I am committed to providing a supportive environment
for all students.

Technology Policy

No open laptops or phones will be permitted during class without special permission from the
instructor. Repeated misuse of technology in the classroom will result in an additional two-page
essay assignment about challenges for policymakers as they negotiate the relationship between
human security and rapid technological change.

Cell Phones

Cell phones must be turned off (or placed on “vibrate”) while in the classroom. A cell phone call
is disruptive and disrespectful to the other students in the class.

Attendance Policy

Classroom attendance is an integral part of the academic experience; therefore, students are
expected to attend all class sessions. If an absence is unavoidable, the student, prior to class,
should communicate with the instructor. Arrangements should be made at that time for
submission of any missed assignments. It is also expected that students arrive on time and not
leave until the class is dismissed. Tardiness will result in a reduced grade for the course. If you
cannot attend every class session you should consider dropping the course.

IMPORTANT: For 15-week courses, missing 04 class sessions will drop the final report grade
by one letter grade (for example if a student earns a grade of “B” in the course, the final grade
would be a “C”).

Academic Dishonesty
The FACULTY OF INTERNATIONAL RELATIONS (UEF) prohibits all forms of academic
dishonesty. Academic dishonesty is normally defined as, but not limited to, the following two
categories:

Cheating – Using inappropriate sources of information in an assignment or on a test. The

following are examples of cheating taken from real student experiences:

Case #1: A student is enrolled in an introductory psychology course. He has co-workers who
have taken the same course. As the end of the course approaches, he wonders how he will find
the time to get the research paper finished, and asks one of his co-workers for help. His co-
worker hands him a research paper that he submitted in a similar course. The student makes
minor modifications to the paper, and submits it under his own name.

Case #2: A student enrolled in a humanities course is unsure about how to structure an essay. She
is doing research on the World Wide Web, and comes across an essay written by a student from
another university. Using her computer mouse, she copies and pastes the essay into her word
processor. She goes to great lengths to re-word the paper in her own style, but essentially leaves
the content and organization the same.

Plagiarism – Intentional as well as unintentional failure to acknowledge sources as well as

the use of commercially available so-called “research papers” without full recognition of
the source. Presenting as one’s own, the ideas, words, or products of another. The following
are examples of plagiarism taken from real student experiences:

Case #3: A student is conducting research for a Civil War research paper. He has reviewed work
on the Internet. Finding helpful information, he has summarized his findings without citing his
sources. He believes that minor paraphrasing is all that is necessary.

Case #4: A student is writing a paper that requires her to address specific topics and problems in
the assigned course textbook. She takes the information directly from the textbook with slight
modification, without giving any citation. She thinks that since it is the course textbook, she
doesn’t have to use quotations or citations.

Academic dishonesty applies to all courses, assignments or exams completed by students and
submitted as their own original work, whether in person or by electronic means. The University
does not tolerate cheating in any form. It is a serious breach of conduct with serious
consequences. Instructors have the right to determine the appropriate penalty for academic
dishonesty in their own courses; generally, however, such acts will result in a failing grade for
the assignment and/or the course. The penalty for subsequent acts of academic dishonesty may
include expulsion.

Resources for learning about academic integrity are available at:

• http://www.plagiarism.org/

• http://www.turnitin.com/static/plagiarism-spectrum/

Ethics Statement of Confidentiality

An integral component of the course is student and faculty expression of personal experiences
for the purpose of facilitating coursework. Students enrolled in the program are expected to
honor confidentiality as it pertains to student disclosure. Shared information, comments, or
opinions expressed by another student or the faculty member during the course of classroom
discussion should never be used in a manner which is intended to humiliate, embarrass, harass,
damage, or otherwise injure other students in their personal, public, or business lives. In addition,
confidentiality must be upheld by not disclosing any information that would identify any
particular individual.

Late Assignments

Please turn in your assignments on time. Late assignments will be penalized. Exceptions will be
made only in serious circumstances, and will require documentation of the emergency from a
person of authority. Late submissions of the final essay (without an extension) will be
downgraded a third of a letter grade (for example, from “A-” to “B+”) for each day or portion of
a day late.