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In the United States, the past thirty years have brought with them a substantial rise in income and wealth inequality rates. Inequality in the U.S. has risen to levels not seen for nearly a century and shows no signs of decreasing in the near future. Conversely, Canada has experienced lower levels of inequality during this same period despite many similarities and ties to the U.S. Therefore, the purpose of this paper will be to examine the extent to which these two countries differ in this area and identify some of the more salient factors that have contributed to this divergence, including tax policies, unionization rates, and financial industry regulation, as well as the deeper, more fundamental elements of each nation's identity.
ContributorsPetrusek, Nicholas Anthony (Author) / Puleo, Thomas (Thesis director) / Sivak, Henry (Committee member) / Thomas, George (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / Department of English (Contributor)
Created2015-05
Description
This project created a teaching curriculum resource guide for using the popular series, The Hunger Games, in 6th-8th grade classrooms to introduce cultural issues such as child soldiers and international development to students. Studies have shown that literature can cultivate empathy and encourage youth to act. This combined with the expanding phenomenon of participatory culture and fandom activism as outlined by Henry Jenkins demonstrate the potential for youth to learn and act when given the opportunity and resources to do so. The curriculum is composed of three units: The first is a three-week reading of the books with various activities for students to really understand the narrative and source text. The second and third units address the issues of child soldiers and international development using The Hunger Games as a framework and a keystone to build connections so that these complex issues are accessible to youth. This project is a first step in the development of a curriculum that spans the full trilogy and covers a variety of current event topics.
ContributorsSimpson, Rebecca (Author) / Sivak, Henry (Thesis director) / Blasingame, James (Committee member) / Nelson, Margaret (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2014-05
Description
This thesis approaches the concept of nationalism within the context of post-Soviet Estonian and Georgian state-building from a sociological perspective, building upon the work of Émile Durkheim, Bernard Yack, Anthony Smith, and Rogers Brubaker. Taking such a stance identifies nationalism as a social concept whose relationship with geopolitics and political integration comments on the merits of post-Soviet Estonian and Georgian geopolitical conditions and their respective state-building processes, specifically regarding ethnic minority and international integration. I argue that the cases of Estonia and Georgia demonstrate that social solidarity institutionalized in states and expressed through nationalism has significant effects on geopolitics and the integration of ethnic minorities into a broader multi-ethnic state as well as on the integration of a broader multi-ethnic state into the international community. This thesis demonstrates that the different paths that Estonia and Georgia took towards this integration indicate the significance not only of domestic nationalistic circumstances, but also of the larger geopolitical realities and underlying historic foundations in which and from which state-building must occur.
ContributorsLepley, Karissa Renee (Author) / Sivak, Henry (Thesis director) / Pout, Daniel (Committee member) / School of Politics and Global Studies (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-12