How might Western missionaries respond to Zhang’s analysis of the relationship between Christian beliefs and Chinese beliefs?

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Asia for Educators|
Questions:
1. How does Zhang bring Christianity and Confucianism together?
2. Compare Zhang’s writing with Han Yu’s essay on the Bone of the Buddha. In
what ways are the two similar? What might account for the similarity?
3. How might Western missionaries respond to Zhang’s analysis of the
relationship between Christian beliefs and Chinese beliefs?

Horizontal vs. Vertical Integration:Which is better to work for? Which offers workers the better opportunity to better yourself?

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This week let’s discuss integration.

First, name a company the practices horizontal integration. Describe the structure. Now do the same for a company vertically integrated. In your opinion, which is better to work for? Which offers workers the better opportunity to better yourself?

Now, if you owned the business, which would you implement? Think again about the workers opportunities. Does their betterment also mean what’s best for your business?

Did their experience mirror yours in any way? Can you offer any advice or suggestions?

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Breaking With Tradition: Reading The Modern World

Twine Workshop

To Do This Week

Overview

We have looked at the distinction between games and interactive stories, the mechanics of how they work, and some of the theory behind the genre known as “interactive fiction.” Now we are going to make our own. This project will last for the rest of the semester.

This week, you will learn the fundamentals of how to code stories in Twine (it’s easy), which is the interactive platform that has been used to build most of the games/stories we have read in this section of the class. Next week, you will start making a game based on a work, topic, or theme from the readings we have done so far. Then, you will have more time to finish. All you have to do this week is start learning Twine and post in the Discussion Forum.

This is sort of the culmination of the work you began in writing fanfiction and annotating a comic. I think that, as time goes on, there are more and more ways that people interact with stories and literature, and this class has been exploring ways that readers can be writers too.

What is Twine?

Twine is a free platform that consists mostly of hyperlinks, which are those links in the games that have taken you through the stories. In Twine, you write text in a box called a Passage (see tutorial below) and you include Links to new Passages. You can set Statistics, which you can later Test, but at its fundamental level, Twine is simply offering the reader a story with choices.

You will have to code this, but the coding is easy, and you will spend this week learning the basics.

First of all, download Twine here:

http://twinery.org/ (see the note on the right for “Download Twine 2.31”)

Here is a tutorial that will walk you through what you see when you are setting up Twine:

https://twinery.org/wiki/twine2:how_to_create_your_first_story

A quick note from the start: You can play twine on a phone or tablet, but you will need a desktop or laptop to write with it. For the tutorial, you can use the online version, but I would recommend you downloading Twine. I am including a cheat sheet from the JJ library that has instructions for saving and using the online version, but it is more complicated than just doing it on your computer (although it would work if, for example, you were just using JJ computers and you can save files to a flash drive).

Also, a quick note: Twine comes in several different versions: Harlowe, SugarCube, Snowman. You should use Harlowe and, if you are searching online for help, search for answers in that version.

The game this week: Pet That Cat does a lot of the things we will be talking about in a clear, straightforward way. It’s a successful bare-bones Twine with not a lot going on behind the scenes, although, when we are done, I hope you will be able to easily guess at the code behind it.

The Basics

If you have Twine on your computer, open it and select the button that says “+Story” You can title it whatever you want.

Doubleclick on the first Passage (It will be called “Untitled Passage”). This is your game’s starting point. Go ahead and retitle it “Start”

Now, you can start writing immediately. Let’s say you want to give the reader a room with two doors and make them choose between the doors.

Since Twine is a game of Passages connected by Links, you need to connect the Start passage to two new Passages representing the room behind each door.

The code to Create a passage in Twine is easy, you simply put two brackets around a word: [[ ]]

à So, type “You are in a room with two doors. Do you want to go in the [[left door that smells like moldy cheese]] or the [[right door that smells like flowers]]”

à Next, click on the X at the top right to close the passage and look at what happened. You’ve just created two new passages. Their titles are exactly the same as the text of your choices.

Twine is very open. There are multiple ways to do this very same thing. Let’s try a couple of other ways.

Changing an Existing Link

  • Go back to your Start passage. You are going to change the text to forget about right and left. Edit your text so that it says, “You are in a room with two doors. Do you want to go in the [[door that smells like moldy cheese]] or the [[door that smells like flowers]]”
  • Now, close this window and notice the difference: there are two new passages but the old ones are still there.
  • The old passages are clutter, so let’s delete them. Hover over them and click the trash can.

Changing the title of where a link goes to

You can have the reader see the text of a Link but direct them elsewhere. This can come in handy at times. I don’t like moldy cheese, so let’s open the Passage for “door that smells like flowers.”

We want to give the reader a choice that might lead them back to where they started. Here’s how to do that:

  • Give the reader a choice: “Now you see a ladder going [[up]] and [[down|Start]]. One leads to treasure and the other takes you back to the beginning.”
  • Close it out and look at what’s changed. This time, only one new Passage popped up because the other has an arrow going back to Start. By putting a | between the display text (“down”) and the Passage title (“Start”), you hid the real destination of the link.
  • Now, doubleclick on the “up” Passage and write, “You found a bunch of treasure!” Who doesn’t want treasure?

Now, you can hover over the “Start” variable and click the Play button to play the game.

Two really important notes:

à Capitalization matters. If you write that last choice as [[down|start]], it will create a whole new passage called “start” since it cannot tell that “Start” and “start” are the same thing.

à Spacing matters. If you write [[down| Start]], it will create a new passage for the same reason

Making it Multiple Choicey

Like Pet that Cat, you can also do the very same thing that we did before but make it more like a multiple choice test (like Choice of Dragons). If you want it to look like this, you first passage can be:

“You are in a room with two doors. Which do you want to open?

The [[left door that smells like moldy cheese]]

The [[right door that smells like flowers]]”

It doesn’t really matter how you do it. They will all get you to the same place.

Finally, your game as it stands should look like this:

If you want to look over any of this from another tutorial, here is a basic summary of how links work: https://twinery.org/wiki/twine2:how_to_create_links

*You should now have gotten the basics of how Twine operates. You should be able to make a rough Choose Your Own Adventure-style game if you want.

Variables

Take a deep breath. We’re going to get more complicated by adding variables. One of the fun things about Twine is that it is very open and customizable. You can make it do almost whatever you want. The way to do that is because of Variables and Macros (code snippets that test Variables).

There are three types of variables,

  1. Boolean (aka True/False)
  2. Numerical (i.e. 1, 2, 3), or
  3. Text (i.e. “valerian steel” “gemstones” “dragon glass”)

I’ll start with Boolean. They are all slightly different, but they work the same way. We are only going to tackle the Booleans today, because that is enough, but we will pick up with the others next week.

Boolean

  1. Go back to Start.
  2. At the bottom, type in (set: $map to false). This will create the variable ($map) and set it to its initial value of “false,” meaning the reader does not have the map when they start the game
  3. Go to the moldy cheese room’s Passage and type in:

“You found a map in all that gross, moldy cheese!

(set: $map to true)

You find a secret door leading to [[another room|door that smells like flowers]]

Awesome. You have created a pathway so that the player can get a map. Now we are going to test that value with more specific code.

  • Go to the “door that smells like flowers” passage.
  • At the bottom, type in (if: $map is true)[Your map tells you to choose [[up]]!]
  • Close it, go back to Start and play it, this time avoiding the map. Everyone should be like it was before.
  • Go back to Start and play it but go in the moldy cheese room first in order to get the map. This time, the text you wrote for the map shows you the right way to the treaasure!

If that code looks complicated, let’s break it down:

  • (if: tells Twine to test what is inside the parentheses to see if it matches certain conditions.
  • $map is the name of the variable that you set in the moldy cheese room. This is what is being tested.
  • is standard coding language.
  • true) finishes the code snippet by testing to make sure that $map has been set to true. If you haven’t gone in the moldy cheese room, $map will still be false and nothing will happen.

“[Your map tells you to choose [[up]]!]” is more intricate.

  • When you’ve tested for a variable, you want to allow for a consequence if the test meets those conditions. To tell Twine to do that, you need to enclose the following text or code in a pair of brackets, as I did above, with a “[“ before the Your and a “]” after the “!”. It does not matter what you type after you have tested for $map, or how many lines you type, there is always a bracket at the end.
  • This can look odd. For example, if I was not enthusiastic enough, I could have not done an exclamation point and it would have looked like [Your map tells you to choose [[up]]] with three brackets at the end.
  • You can also “nest” things inside those brackets by putting another choice in there. So, if you’re feeling lucky, you can change this to
  • (if: $map is true)[Your map tells you to choose [[up]] but maybe you just want to go [[home|]]?]

Note

As above, punctuation and spacing matter. If you type (if: $mapp is true), (if $map is true), (if: $map is  true), you will get an error.

So your game might now look like this:

If you want to review this from another tutorial, or you are burning to learn about the other types of variables, check this out:

https://damonwakes.wordpress.com/2018/01/24/twine-for-beginners-using-variables/

This Week: Discussion

I think we’ve all had enough moldy cheese and maps. Close that Story and I want you to experiment by making a new one about whatever you want. It should have at least 2-3 choices and at least 1 variable.

When you have done this tutorial and made your own game, please post about your experience. Did it work fine? Were you surprised by anything you did? Frustrated? What would you like to do next?

And, please comment on someone else’s post. Did their experience mirror yours in any way? Can you offer any advice or suggestions?

Problems?

I always come across weird problems when I am working in twine, so, if you are confused, want to learn how to do something new, or are encountering a problem, I would suggest that you:

  • Simple google your issue (i.e. google “can’t set variable twine Harlowe” will give you some forum posts)
  • More specifically, search in this forum: https://twinery.org/forum/
  • Post in the Q&A Forum. Someone from the class (or me) can probably help.

When the media is being negative about climate change protestors why is that?

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– Research topic in scholarly readings, media sources
– Write it up as an essay/report does not matter
– Might work best as a case study
Research:
– best to start with news and current affairs sources
– CBCA Database etc.
– Academic Journal articles
Report Development:
– Describe it but also ANALYZE IT –> make sense of it, how does it work, what’s happening?
– Think critically –> consider what is problematic in the situation, ask questions about fundamentals, why we look at it a certain way for example: when the media is being negative about climate change protestors why is that?
– Use the topic to discuss some aspects of theory
Length: 8-10 pages double spaces
Sources MUST be cited, include bibliographhy
AT LEAST ONE COURSE READING TO BE USED/REFERRED TO IN THE PAPER
– http://www.yorku.ca/anderson/geog3040%20f19/index.htm
– INFORMATION/KNOWLEDGE PRESENTED MUST BE UPDATE; LOST HAS BEEN DONE IN TERMS OF PROGRESS IN THE LAST 4 YEARS ON FIRST NATION WATER SUPPLIES

What do your peers need to know to understand and appreciate the issue you have identified?

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The purpose of this assignment is to provide learners with the opportunity to disseminate evidence-based practice topics identifies during the capstone expertise to colleagues in the healthcare environment and provide them with the opportunity to communicate a scholarly project in a professional manner using the format of a narrated PowerPoint (PPT) presentation.
Requirements
After completion of the capstone experience, determine what comprises the most relevant data and evidence to support recommendations for resolution of the issue or concern. What do your peers need to know to understand and appreciate the issue you have identified? Develop a concise outline, presenting the topic, existing literature from your annotated bibliography, and recommended resolution of the problem or concern. There is also a PPT template that may be found in Course Resources that will assist with the development of the presentation.
Preparing the Assignment
The following should be incorporated into the presentation.
Identification, definition, and description of the issue or problem
Summary of relevant literature and evidence related to the issue. This should include the annotated bibliography you developed to support your research topic.
Project details (describe context, target recipients, recommendations for how you might resolve the issue, including any plan you might have for dissemination after graduation)
Summary of project: proposed resolution of the chosen issue, next steps, expected outcomes, and evaluation if project was presented or implemented after graduation
Appropriate APA format based on sixth edition of the manual
Slides that are professional in appearance and include narration
Correct grammar, spelling, and punctuation
Requirements
12–15 slides of text, excluding title and reference slides
1–2 slides with references in APA style
Documentation of all sources (everything cited, including ideas, images, statistics, data, facts, quotations, all journal articles and other references, and/or summary or paraphrase of others’ ideas)
Definition of key terms or explanation of relevant facts

How Medicine Affected a Person’s Brain:How would they describe her new desires and behavior? What would behaviorists say about all of this?

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Assignment 3 – Understanding Our Minds Name:

Typing your name is necessary to earn points on this assignment.

Instructions:
Write at least 2 paragraphs addressing 28:45-42:08 of the following audio clip:
How Medicine Affected a Person’s Brain

Describe what happened to this woman and how her behavior changed. Address what became exceedingly important to her, what she began to do with her time, and what seemed to have brought this about. Then try to explain what Cartesian dualists and behaviorists would say about her radical transformation. What would dualists say we should focus on? How would they describe her new desires and behavior? What would behaviorists say about all of this? What would they say we should look at and discuss?

A Note on Writing Assignments in this Class:
The ultimate purpose of every writing submission is to clearly and correctly explain and apply philosophical material in your own words. When writing your responses, imagine that the reader is not in the class and is entirely unfamiliar with the material. If the only introduction to the topic she has was your paper, would it give her proper understanding of the issues? It is imperative that your submissions are in your own words, using sentences that you could use in conversation. Using someone else’s words, or making slight changes to words from the text or another source, do not prove that you understand this material, so explaining things yourself is vital. Submissions will be evaluated using plagiarism detection software.

Begin writing your answer in this document (but use double-spacing) and save the file in .docx format. When you are ready to turn in your work, press ‘Upload’ in the appropriate area for this assignment. Each assignment is worth 30 points. Your response should begin just below this paragraph. 

How does your creativity influence your decisions inside or outside the classroom? Does your creativity relate to your major or a future career?

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COLLEGE APPLICATION
● There is one required question you must answer
● You must also answer 3 out of 7 additional questions
● Each response is limited to a maximum of 350 words
● MINIMUM OF 250 WORDS
● Which three questions you choose to answer are up to you: But you should
select questions that are most relevant to your experience and that best
reflect your individual circumstances.
● 4 DIFFERENT ESSAYS NOT 1 JOINT TOGETHER
Required question
Please describe how you have prepared for your intended major, including your
readiness to succeed in your upper-division courses once you enroll at the university.
Things to consider: How did your interest in your major develop? Do you have any
experience related to your major outside the classroom — such as volunteer work,
internships and employment, or participation in student organizations and activities? If
you haven’t had experience in the field, consider including experience in the classroom.
This may include working with faculty or doing research projects.
If you’re applying to multiple campuses with a different major at each campus, think
about approaching the topic from a broader perspective, or find a common thread
among the majors you’ve chosen.
ADDITIONAL QUESTIONS MUST CHOOSE 3 FROM HERE

1. Describe an example of your leadership experience in which you have positively
influenced others, helped resolve disputes, or contributed to group efforts over time.
Things to consider: A leadership role can mean more than just a title. It can mean being
a mentor to others, acting as the person in charge of a specific task, or taking lead role
in organizing an event or project. Think about your accomplishments and what you
learned from the experience. What were your responsibilities?
Did you lead a team? How did your experience change your perspective on leading
others? Did you help to resolve an important dispute at your school, church in your
community or an organization? And your leadership role doesn’t necessarily have to be
limited to school activities. For example, do you help out or take care of your family?

2. Every person has a creative side, and it can be expressed in many ways: problem
solving, original and innovative thinking, and artistically, to name a few. Describe how
you express your creative side.
Things to consider: What does creativity mean to you? Do you have a creative skill that
is important to you? What have you been able to do with that skill? If you used creativity
to solve a problem, what was your solution? What are the steps you took to solve the
problem?
How does your creativity influence your decisions inside or outside the classroom?
Does your creativity relate to your major or a future career?

3. What would you say is your greatest talent or skill? How have you developed and
demonstrated that talent over time?
Things to consider: If there’s a talent or skill that you’re proud of, this is the time to share
it. You don’t necessarily have to be recognized or have received awards for your talent
(although if you did and you want to talk about, feel free to do so). Why is this talent or
skill meaningful to you?
Does the talent come naturally or have you worked hard to develop this skill or talent?
Does your talent or skill allow you opportunities in or outside the classroom? If so, what
are they and how do they fit into your schedule?

4. Describe how you have taken advantage of a significant educational opportunity or
worked to overcome an educational barrier you have faced.
Things to consider: An educational opportunity can be anything that has added value to
your educational experience and better prepared you for college. For example,
participation in an honors or academic enrichment program, or enrollment in an
academy that’s geared toward an occupation or a major, or taking advanced courses
that interest you — just to name a few.
If you choose to write about educational barriers you’ve faced, how did you overcome or
strived to overcome them? What personal characteristics or skills did you call on to
overcome this challenge? How did overcoming this barrier help shape who are you
today?

5. Describe the most significant challenge you have faced and the steps you have taken
to overcome this challenge. How has this challenge affected your academic
achievement?
Things to consider: A challenge could be personal, or something you have faced in your
community or school. Why was the challenge significant to you? This is a good
opportunity to talk about any obstacles you’ve faced and what you’ve learned from the
experience. Did you have support from someone else or did you handle it alone?
If you’re currently working your way through a challenge, what are you doing now, and
does that affect different aspects of your life? For example, ask yourself, “How has my
life changed at home, at my school, with my friends, or with my family?”

6. What have you done to make your school or your community a better place?
Things to consider: Think of community as a term that can encompass a group, team or
a place – like your high school, hometown, or home. You can define community as you
see fit, just make sure you talk about your role in that community. Was there a problem
that you wanted to fix in your community?
Why were you inspired to act? What did you learn from your effort? How did your
actions benefit others, the wider community or both? Did you work alone or with others
to initiate change in your community?

7. Beyond what has already been shared in your application, what do you believe
makes you stand out as a strong candidate for admissions to the University of
California?
Things to consider: If there’s anything you want us to know about you, but didn’t find a
question or place in the application to tell us, now’s your chance. What have you not
shared with us that will highlight a skill, talent, challenge or opportunity that you think will
help us know you better?
From your point of view, what do you feel makes you an excellent choice for UC? Don’t
be afraid to brag a little.

Explain how Western culture has adopted, appropriated and reworked Asian culture, and why we in the West are so fascinated with Asian “otherness.” What Asian cultures generally get left alone, and why?

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IDS 100

Second Essay Topics

Length: Same as the first essay

  1. Prepare a shopping cart of about four or five processed food items (i.e. ones that come in tins, boxes or other kinds of packaging, as opposed to fresh produce) that are produced outside of Canada (and, ideally, outside of the US), but sold at one of the major grocery store chains (Safeway, Sobey’s, Extra Foods). In particular, I’d like you to pick items from smaller, “alternative” companies—organic, all-natural, or independent brands—and compare them in terms of ingredients, nutritional value, and price to major brands.  So, for example, instead of Uncle Ben’s rice, you’d go for the bag of jasmine rice from Thailand.  Instead of Campbell’s soup, you’d find some organic, vegetarian concoction produced by a small family collective in California.  Once you’ve done your comparison, write an analysis of your findings, and consider at least one of the following questions:
  2. Does being a “globally aware” shopper change your attitudes about buying brand items instead of independent ones?
  3. What incentives are there to buying from alternative sources (if you choose coffee or tea, this could be an important question)? What disincentives are there?
  4. How much shelf space is dedicated to the alternative products over the name brands? How are they displayed and/or marketed in the store?
  5. How are the alternative products packaged? How do they make themselves attractive to consumers?
  6. How have the major brands tried to undermine the attractiveness of these alternatives (be careful here—sometimes major companies compete with themselves by marketing alternative choices through some other brand. Check the packaging carefully to make sure those smiling hippies on the box aren’t really a creation of Kraft.)
  7. Find a document (photograph, advertisement, poster, newspaper article, &c.) that depicts “the East” in some way. How does your document use Orientalist stereotypes, either positive or negative?  Write a critique of your document, explaining how the document is intended to be used (ie audience), what traditions it builds on, and how this document contributes to our image of the Middle East/South Asia/East and Southeast Asia.

2. A somewhat narrower version of 2: Find an example of a Western appropriation of Asian culture. Consider, for example:

India:

Ayurvedic medicine; yoga, meditation and “export gurus”; popular

culture’s appropriation of Indian music (thank you, George Harrison); Bollywood movies; Western imitations of Indian food (including “curry powder” and overpriced chai!!).

Japan:

Manga, anime, kawaii; Western versions of sushi and other Japanese food; J-pop (and maybe K-pop while you’re at it)—basically, how does the West see (and try to assimilate) Japan’s unique culture.

Explain how Western culture has adopted, appropriated and reworked Asian culture, and why we in the West are so fascinated with Asian “otherness.” What Asian cultures generally get left alone, and why?

Where do they locate moral value? How and why do their female protagonists triumph, if indeed they do triumph?

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1—Compare/contrast how Wharton in The House of Mirth and Hurston in Their Eyes Were Watching God employ a feminist perspective. Some things you might wish to consider: How do they offer critiques of patriarchal society? Where do they locate moral value? How and why do their female protagonists triumph, if indeed they do triumph? What meaning can you find in the fates of their female protagonists, and perhaps of significant male characters? (These are just suggestions; you don’t have to do all of them.)

Do not summarize the story, simply analyze quotations from the books to support your arguments. No outside sources allowed. Use quotes from the books to support your argument.