Peoples, Cultures, and History of Southeast Asia
Peoples, Cultures, and History of Southeast Asia Extra Credit Opportunities: Films on Burma and Vietnam You may watch any or all of the films listed below for extra credit. After viewing the film, complete a brief paper of 2-3 single-spaced paragraphs(no more than one single-spaced page). The paper must be typed and contain the following: 1) a paragraph synopsis or summary of the film, in your own words; 2) a paragraph or two in which you include pertinent observations or commentaries on the film, particularly as they pertain to the issue(s) raised below and in class. Only papers containing these two specific types of paragraphs will receive the full 5 points credit.Papers will be accepted until the last regularly scheduled class meeting (i.e., the week preceding the Final Exam).
Important note: There are a number of on-line reviews of these movies. I am familiar with most of the reviews, and have copies of them in my files; I also have a sophisticated plagiarism search engine on my PC. If you plagiarize an on-line review, i.e., copy passages, ideas, etc., you will not only receive 0 points, you will be in danger of an ‘F’ for academic misconduct for the entire course and disciplinary action by the University. The whole point of my offering these opportunities is that you watch (and hopefully enjoy) these films, learn something from them, and connect them to topics pertinent to our class. ‘Nuff said…
1. The Quiet American. Based on Graham Greene’s famous 1955 novel of the same name, this film deals with both the French and American involvement in Vietnam in the early 1950’s. Base your comments on our class readings & discussions of this era in Vietnam; most Americans think of ‘the Vietnam War’ as being something that happened in the 1960’s & 1970’s, but as this film portrays, U.S. involvement dates back to the early 1950’s when the French were still an occupying force (before their fall at Dien Bien Phu in 1954). How is this involvement portrayed via the character Pyle? What are Fowler’s views on foreign involvement in the politics of Vietnam?
2. The Lady. Connect your comments to class readings and discussions about Aung San Suu Kyi and the democracy movement in Burma.
3. The Vertical Ray of the Sun. Beautifully filmed in Vietnam by the man who is probably Vietnam’s most famous director, Tran Anh Hung, this film is an introspective look at the daily lives and struggles of three Hanoi sisters. Direct your comments toward the film’s portrayal of ordinary Vietnamese people’s lives, cultural practices that strike you as interesting, and how this film contrasts with typical (Hollywood) presentations of ‘Vietnam.’
4. The Killing Fields. This is one of the most important films about Southeast Asia, received with wide international acclaim. Connect your comments to readings and class discussion on the Khmer Rouge and Cambodia’s situation in the late 1970’s.
5. A Passage to India. Nominated for 11 Academy Awards, this film was based on the famous colonial-era novel by E.M. Forster. Connect your comments to our reading of Larkin and the nature of the British colonial system in India (and by extension, of course, Burma). 6. Gran Torino. We will be reading about the Hmong and the Hmong-American community in Fadiman’s book at the end of the semester. What aspects of Hmong life are illustrated in the movie, especially as they connect with the Fadiman text? What are some of the challenges facing the Hmong-American community, as illustrated in the movie? In what ways does the movie remind you of passages you have read in the Fadiman text? 7. Non-movie Option: Read the short book Siddhartha by H. Hesse (available on-line, at the library, or thousands of copies used at sites such as www.bookfinder.com). Type a 2-3 page report with two sections: 1) a brief synopsis of the work; 2) most importantly, a 1-2 page commentary in which you reflect on the work, make connections with Asma’s Buddha book, etc. This assignment will earn a maximum of 15 points, provided the report is thorough and complete.
Peoples, Cultures, and History of Southeast Asia Anthropology 2237 Peoples, Cultures, and History of Southeast Asia Extra Credit Opportunities: Films on Burma and Vietnam […]
Comparison of Harriet Jacob's Incidents in the Life of a Slave Girl and The Narrative of the life of Frederick Douglass Comparison of Harriet […]
Piaget maintained that a child’s level of cognitive development influences his or her understanding of health and illness
ANSWER EACH QUESTION IN ONE PAGE
FROM CHAPTER TWELV E: “Physical Development and Health in Middle Childhood”
1. Piaget maintained that a child’s level of cognitive development influences his or her understanding of health and illness.
(a) Explain this Piagetian principle
(b) What would it mean in terms of a school education program targeting healthy eating and obesity concerns? (Be certain to include the information and concerns on this issue that are presented in the chapter.)
FROM CHAPTER THIRTEEN: “Cognitive Development in Middle Childhood”
2. Piaget proposed that moral reasoning develops in three stages. List each of the three stages, and note the corresponding age range of the children in each stage. Describe each stage by explaining how a child in that stage would solve a moral dilemma.
3. “No Child Left Behind” means that each child in school will be given the opportunity to learn, and the level of learning will be monitored and remediated when necessary. When children do not meet the objectives that have been set, school systems make difficult decisions about a student’s future. Explain the apparent conflict between social promotion and retention.
FROM CHAPTER FOURTEEN: “Psychosocial Development in Middle Childhood”
4. (a) How do children’s relationships with peers change in middle childhood, and how do they choose their friends during this period?
(b) Define and explain the differences between hostile aggression, instrumental aggression, and relational aggression. Give examples of each.
CUMULATIVE QUESTION: (25 points)
Chapter One in our text presents six fundamental aspects or “points” for which consensus regarding the development of children and adolescents has emerged (See “An Emerging Consensus” – page 18-20). Briefly define and discuss each concept and provide an example you have learned that demonstrates your understanding of each concept.
Piaget maintained that a child’s level of cognitive development influences his or her understanding of health and illness ANSWER EACH QUESTION IN ONE PAGE […]
Diplomacy and Analysis Paper
Diplomacy and Analysis Paper
Object of the game:
To control the most supply centres at the end of the session (April 24th start of class) or to be the first to control 18 supply centres (whichever comes first).
Sequence of play:
1. Diplomacy period (largely out of class)
2. Writing & submission of orders. (due at the beginning of every class)
3. Simultaneous movement of units as per orders. (Will receive updates via WCR on Tuesday and Thursday afternoons)
a. Resolution of conflicts
4. Adjustments of forces during fall turns.
Open negotiations and military planning (joint or otherwise). During diplomacy periods a player may say or do anything he wishes. He may keep the content of his conversations secret or otherwise. He may try to overhear the discussions of others. Public announcements may be made. Documents may be written. The rules do not bind a player to anything he may say or do, deciding who to trust as situations arise is part of the game.
Writing of orders:
To avoid confusion the following format is considered the most legible template for writing orders:
1. Movement orders:
[unit] [present location] to [space intended to be occupied]
e.g: army Berlin to Prussia
2. Hold orders:
[unit] holds [present location]
e.g: fleet stands English Channel
3. Support orders:
[unit] [present location] supports [unit] [present location] to [intended move]
e.g: army Berlin supports army Silesia to Prussia
4. Convoy orders:
[unit] [present location] convoys [unit] [present location] to [intended move]
e.g: fleet English Channel convoys army London to Belgium
Only one unit may occupy one province or body of water at a time. Each turn a player may move some, none or all of his units. A unit may only move to an adjacent space (empty or otherwise). Army units may not move to a body of water (unless convoyed over it by a naval unit present). Naval units may only be moved to a land province if:
a. It is adjacent to a body of water the naval unit presently occupies.
b. It is a costal province.
The unit stays in the space it presently occupies. A unit ordered to hold may receive support from other units as per the support order.
A unit may give up its move in order to support another unit trying to enter or hold a space. This space must be one to which the supporting unit could technically move to that turn.
A fleet occupying a body of water may convoy an army unit provided:
a. The army unit occupies a coastal province adjacent to the body of water occupied by the fleet.
b. The destination space of the army unit is a coastal province adjacent to a body of water occupied by the fleet. An army unit may be convoyed across several spaces by fleets each occupying adjacent bodies of water.
If two or more units are ordered to the same space, neither may move to that space (or any other space not specified in orders).
If a unit is ordered to hold or is prevented from moving as per the above, and other unit(s) are ordered to its present space, those units may not move either.
If more than two units are each ordered to the space the other occupies, then neither may move.
These situations are called Stand-offs.
Effects of support:
A unit moves to the new space with the strength of itself and all its’ valid supporting pieces, unless the movement of that piece is opposed by a unit equally well or better supported, then that piece may move to its’ ordered space. A unit which otherwise would have remained in the space attacked by a unit better supported is therefore dislodged and must retreat or disband. A unit belonging to a player cannot dislodge any other owned by himself. While a player may not dislodge his own units, he can stand himself off by ordering two equally well supported attacks on the same vacant space, however, if one of the attacks has more support than the other then that move will succeed.
A unit receiving support looses the same if the supporting unit is itself the victim of an attack from any space other than the one it is giving support to.
A unit can only retreat in the following circumstances;
1. It moves to a space to which it could ordinarily move if unopposed by other units and is presently unoccupied.
2. A unit may not move to a space left vacant by a stand off.
3. A unit may not move to a space its attacker came from.
4. If no space is available for a retreat then the unit must be disbanded and removed from the board.
Retreats may not be supported or convoyed.
A player may gain pieces at the end of every fall move as follows:
1. A player may gain a unit for each new supply centre he occupies at the end of every fall move. (Note: this means that any units occupying supply centres during Spring turns are not eligible for the above).
2. If a player occupies more supply centres than he has units on the board, then his forces may be built up to equal that of his supply centres owned.
3. If a player has more units on the board than supply centres he occupies and owns then his forces are reduced to equal that of supply centres currently owned and/or occupied.
4. Any home supply centres (or centres anywhere on the board not presently occupied by him), that are now occupied by enemy units deplete the home players’ forces by one unit per home supply centre occupied.
5. Players eligible for gaining new units must place them on their own home supply centres and must specify whether they are to be army or fleet units. (the latter are only available at home coastal supply centres).
Additional Class Rules:
• You will be assigned to teams of 3-4. Each team must elect a Prime Minister, who is responsible for submitting all orders to me. If the Prime Minister misses class and does not personally deliver orders to me by the start of class, then your team cannot move their armies that season.
• We will play until someone wins or April 24th
• You win or lose with your team. However, your participation will be graded individually.
• There will be discussion forums available on World Classroom. Each time will have a private discussion forum and there will also be general discussion forums for public announcements. There will be some time set aside during class to play in the first week of class, but most negotiating will take place outside of class.
• Keep in mind that I can only grade what I see, so try to keep your negotiations either on WCR or in class.
• Your reaction paper is due on April 29th . With your paper you will turn in an assessment of the other players in the game, including your own team. You will also be able to note who on your team really shined and who, if anyone, failed to participate. Remember that part of your final grade for the course is based on your participation in this game.
• The members of the winning team will receive 3% added to their final grade. The 2nd place team will receive 1%. If there is no winner by April 24th, the win will be awarded to the team holding the most supply centers at the start of class that day (following the last set of orders). If there is a tie between two teams, the tying teams each receive 1% and no one is awarded the 3% prize. If more than 2 teams tie for the win, NO ONE gets the extra credit prize. Be in it to win!
Throughout the course we will be playing the board game Diplomacy. At the start of every class session beginning in Week 2, your team will turn in your country’s orders. We will play until either one country secures 18 supply centers, or the end of Week 14 of class. The winning team will receive 300 extra credit points added to their final grade; the team with the second most supply centers at game’s end will receive 100 points. There will also be an individual award of 100 points to the person voted as everyone’s ‘favorite’ player.
In addition, at the end of the game you will each write an analysis of the game play applying the theories and concepts of international relations to the game. This short paper (3-5 pages) is worth 10% of your final grade.
The professor wants me to write this short paper (3-5 pages) including the theories and concepts of international relations to the game also
What did i learn from the game
What diplomacy did i use
How did i participate with my teammate
What benefit did i take from the game
How this game made me socializing with my classmates
What theory did i use in the game which is realism theory
Diplomacy and Analysis Paper Diplomacy and Analysis Paper Object of the game:To control the most supply centres at the end of the session (April […]
Write a 2,500-word case study on a film, a film genre, a film franchise, TV programme or
documentary of your choosing. The case study should be a comprehensive analysis of the
music and how it is used, positioning it in a theoretical context, for which you may use either
the models you explored in Coursework 1 or the model I delivered in the first lecture. You
must also use reputable literature to support your analysis.
In this context, “reputable literature” means books and journal articles but not fan sites, Wiki
or other material of doubtful provenance. The Internet may be used for background reading
and you may cite it, providing your own analysis supports what is being said in the article.
Make sure that you are using a comprehensive analytical model for the basis of your
work, and remember that you should refer to a wide range of academic literature to
support your arguments, using the correct in-text referencing format.
You should expect to use musical quotes and theoretical musical analysis as appropriate.
Film Music Write a 2,500-word case study on a film, a film genre, a film franchise, TV programme or documentary of your choosing. The […]