Course POLS-205 1.     Reflection Textbook, Ch. 10, “The Canadian Political Cult

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Course POLS-205
1.     Reflection
Textbook, Ch. 10, “The Canadian Political Culture”.
Journal Article
Hayday, Matthew. 2010. “Fireworks, Folk-Dancing and Fostering a National Identity: The Politics of Canada Day.” Canadian Historical Review 91 (2): 287-314.
Value: 15% of final grade (10 reflections in total, 1.5% of grade each)
Due Date: End of each module (see course schedule)
Purpose: The Reflective Journal Entries are a series of low-stakes learning activities to facilitate the ongoing development of critical writing skills and engagement with course material. There will be 10 Reflective Learning Journal entries to be submitted in this course.
Description: Students must submit a 350 – 500 word Reflective Journal Entry for each module. Each entry should follow a 3-2-1 format, including:
What are the 3 most important points from the module materials? here isn’t an ‘objective’ right or wrong answer here – what do you think the most important points are, and why? Briefly explain and summarize those 3 points, and explain why you think they are the 3 most important. 
What are 2 ideas that arose from the module that you found particularly interesting? Two ways that students often approach this is either ideas you encountered in the material, or ideas of your own that emerged while you were reading the material. Remember to explain why you thought they were interesting;
1 question that you still have about the material. If something was unclear, or there was something that the material didn’t answer. 
Your reflection should use in-text citations, using Chicago author-date format. Since your reflection is meant to guide your engagement with the module readings (chapter from the textbook, and one academic article) you only need to cite these two sources. 
Each reflection will be given a mark assessing whether students have followed the instructions provided and submitted their journal on-time. Check the grading rubric for greater detail. Late entries will receive a maximum mark of 50%, but must be completed in order to move on to the next module.
Completed Reflective Journal Entries will be submitted to the appropriate assignment submission link in Canvas. Entries posted there are only visible to yourself and your instructor.
2. Discussion .
Read the following CBC News story from 2021, then read the following CBC News story from 2024.
You may have noticed a significant change in tone between these two news stories, even though they are only three years apart. What do you make of the issue brought up in the 2021 article regarding the celebration of “Canada Day”? Do you think Canada Day should continue as a celebration as it is? Or should it be altered somehow, or should it be canceled entirely?
Value: 10% of final grade (10 discussion boards in total, 1% for each discussion board)
Due Date: End of each module (see course schedule)
Purpose: To allow students to articulate their views on the various issues discussed in the modules as well as promote a virtual community/classroom. Here you will have an opportunity to demonstrate not only your understanding of the course material but also examine the insights of your peers.
Description: One of the most important aspects of this course is online participation. Each module has a discussion board, which will have a discussion question related to the learning material for that module. The discussion question for each module will focus on an active political issue related to the module content and will be deliberately provocative. 
You must post an answer to this discussion question, as well as engage with a post from another student. When answering the discussion question, attempt to relate concepts, theories, or ideas explored in the module readings to your answer. Remember that you do not need to agree with your peers, but if you do disagree, you must do so respectfully.
You will be graded based on posting on-time, your grasp of the module material, as well as your insight and critical thinking. Check the grading rubric for more detailed grading information.
Please note that while the discussion boards will remain open until the end of the course, you must complete the discussion post before moving on to the next module. Late posts can only receive a maximum mark of 50%.
SOC-232
Discussion
In Module 3, ethical principles for social research were discussed, including the need to consider ethics throughout the research trajectory. Now it is your turn, along with your group members, to think about how to apply ethical guidelines in practice. Because ethical conduct relies on formal guidelines and personal views, it is helpful to recognize that there can be multiple ways of approaching a situation. Please complete the following activities:
Review each of the ethical scenarios (below) and identify the ethical principle(s) that are most relevant. Imagine that you are the researcher and decide what you would do in each scenario.
Share your ideas in a post to your group that identifies the relevant ethical principle(s) and your response to two of the ethical scenarios (approximately 200 to 250 words in length). 
Respond to at least one group member’s postwith the aim of providing constructive feedback and asking questions that encourage discussion (50 to 100 words in length). Note: you can take some additional time to complete your comment to a group member as outlined on the course schedule. However, you are welcome to share ideas sooner as it might be beneficial to engage in ongoing discussion up until the deadline for commenting.
Ethical Scenarios
Nosey Friend – You are interviewing young adults about their experiences of mental illness and addictions. During the data collection process, a friend asks you about your research and who you have interviewed, indicating that they think their acquaintance Jamie might have been one of your interviewees. What would you tell your friend?
No Signature – You have travelled some distance to interview a participant in their home. They ask you about the consent form and why they have to sign it – what difference does it make? It is clear that they don’t object to the interview or have concerns about the topic you are planning to discuss, but they don’t want to sign the form. How would you respond?
Upset Participant – Toward the end of a focus group about immigration experiences, one participant becomes upset while recalling past events. Other group members and your co-researcher try to console the individual with no luck. How would you manage this situation? Do you perceive the research as having caused harm?
Resistance to Pseudonyms – You are doing a participatory study with a community group that involved the participants taking photographs and explaining them to you during focus groups. Although the consent form explained that quotations from the focus groups would be presented with pseudonyms, several of the participants told you afterward that they would like their real names associated with the data. How would you approach this situation?
From the Bell, Bryman, & Kleinknecht text, read Ch. 3 – Research Ethics [Textbook]
From the Tri-Council Policy Statement 2 (2018) – Chapter 9: Research Involving the First Nations, Inuit and Métis Peoples of Canada, read the introductory sections titled: Preamble, Context, B. Interpreting the Ethics Framework in Indigenous Contexts, C. Applying Provisions of This Policy in Indigenous Research Article 9.1 and 9.2

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