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Assignment
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In order to complete this assignment you will be using the AIEIS video interview database.
How to get access to AIEIS video database: (click to open/close)
Access the videos at
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For each of the first three questions below, please compare and summarize in one-half page each, the responses of five of the respondents.
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· What advice would you give other Canadians getting ready to work as an expatriate in Japan? ADVICE
For each of the two questions below, please compare and summarize in one-half page each, the responses of the respondents.
· What is the role of silence when ideas are being discussed with Japanese colleagues? SILENCE
· Can you describe the logic and etiquette surrounding the exchange of business cards in Japan? BUSINESS CARDS
Please limit your response to this assignment to three single spaced, typed pages. Please cite your sources in the text and please reference them at the end of your assignment. Please end your write-up with one paragraph that summarizes what you think is the importance of this assignment
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AssignmentThis assignment seeks to help you understand the answe.docxssuser562afc1
Assignment
This assignment seeks to help you understand the answer to a broader concern and that is, "What are some of the cultural features specific to Japan that managers should pay attention to when operating in that country?" You should base your responses to the following questions on the answers offered by Canadian managers to questions posed in the video interview database.
In order to complete this assignment you will be using the AIEIS video interview database.
How to get access to AIEIS video database: (click to open/close)
Access the videos at
Busi 3913 Cross Cultural Management -> Business Culture of Japan -> Business Culture of Japan
For each of the first three questions below, please compare and summarize in one-half page each, the responses of five of the respondents.
· Can you please describe a typical work day for yourself in Japan including how you get to and from work? WORK DAY
· In your opinion, what factors would you suggest most likely contribute to the difficulties of expatriates who are unable to successfully adapt to working in Japan? FAILURE TO ADAPT
· What advice would you give other Canadians getting ready to work as an expatriate in Japan? ADVICE
For each of the two questions below, please compare and summarize in one-half page each, the responses of the respondents.
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Please limit your response to this assignment to three single spaced, typed pages. Please cite your sources in the text and please reference them at the end of your assignment. Please end your write-up with one paragraph that summarizes what you think is the importance of this assignment
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This document provides an abstract for Marco Lotz's PhD thesis which explores using a stage/phase-gate project management approach for Clean Development Mechanism (CDM) projects in South Africa. CDM projects have technical, financial, and regulatory complexities. Lotz developed a stage/phase-gate model (Model β) for CDM projects through literature reviews, questionnaires, expert interviews, and input from the South African Clean Development Industry Association. Model β is intended to help project developers plan and execute projects, and help buyers/investors assess project status. Applying Model β is expected to better manage risks, decrease project timelines, and control costs. The research aims to address why few CDM projects have succeeded in South Africa
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The document summarizes the purpose and agenda of the Acacia Research and Learning Forum All Partners Meeting in Dakar, Senegal from October 4-8, 2009. The goals of the meeting were to share lessons learned from Acacia-supported ICT4D projects in Africa, provide capacity building and networking opportunities, and explore future research priorities. It also aimed to answer how funding research in ICT4D has contributed to Africa's development. The document lists the total funding provided by Acacia from 2003-2009 and notes that the GRACE MENA project also included Lebanon, Palestine, Jordan, Egypt. It concludes by thanking participants and listing the Acacia team members from 1998-present.
The document summarizes the purpose and agenda of the Acacia Research and Learning Forum All Partners Meeting in Dakar, Senegal from October 4-8, 2009. The goals of the meeting were to share lessons learned from Acacia-supported ICT4D projects in Africa, provide capacity building and networking opportunities, and explore future research priorities. It also aimed to answer how funding research in ICT4D has contributed to Africa's development. The document lists the total funding provided by Acacia from 2003-2009 and notes that the GRACE MENA project also included Lebanon, Palestine, Jordan, Egypt. It concludes by thanking participants and listing the Acacia team members from 1998-present.
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Film Theory and Practice: Foucault
1. CARA: The CILECT African Regional Association
2012 Cape Town Conference:
Through Film Praxis to Critical Theory -
starring Michel Foucault
A presentation by Alan Taylor & Greg du Tertre
Film Program, TUT, South Africa
April 30th 2012
2. Through Film Praxis to Critical Theory –
starring Michel Foucault,
by Alan Taylor, Greg du Tertre
1. Introduction, conceiving the assignment, Taylor
2. Applying the assignment, du Tertre
3. Film viewing: An Experiment in Time
4. Summary account
q and a
CILECT African Regional Association Conference
/ Cape Town/ April 30th 2012
2
3. “We already know
theory is bad for us
before it arrives
because, like
spinach, it is decided
by others that it is
good for us, that there
is always lots of it and
with no choice, that
we must have it.” -
Taylor
CILECT African Regional Association Conference
/ Cape Town/ April 30th 2012
3
4. 1. The institution
2. The students
3. The curricular
CILECT African Regional Association Conference
/ Cape Town/ April 30th 2012
4
5. Histories: The Hero's
Journey 1971-2012
Pretoria Film School
Motion Picture Academy
Film Program
CILECT African Regional Association Conference
/ Cape Town/ April 30th 2012
5
12. THE INDY MINDS
ASSIGNMENT, a
Aims
Objectives
Grading Criteria
Deadline
CILECT African Regional Association Conference
/ Cape Town/ April 30th 2012
12
13. THE INDY MINDS
ASSIGNMENT, b
Theorists
Researchers
Filmmakers
CILECT African Regional Association Conference
/ Cape Town/ April 30th 2012
13
14. THE INDY MINDS
ASSIGNMENT, c
The Thinking
The Theories
Their Life
CILECT African Regional Association Conference
/ Cape Town/ April 30th 2012
14
15. THE INDY MINDS
ASSIGNMENT, d
The Panopticon
Scripting
Production
Process
CILECT African Regional Association Conference
/ Cape Town/ April 30th 2012
15
16. ::::::::::::::::
CILECT African Regional Association Conference
/ Cape Town/ April 30th 2012
16
18. F
I
N
A
L
T
H
O
U
G
H
T
S
CILECT African Regional Association Conference
/ Cape Town/ April 30th 2012
18
19. T Alan Taylor
Professor, Film Program, TUT, RSA
H Country Champion, Department of
Education, University of Oxford
A Contact: http://about.me/kinowords
N
Gregory du Tertre
K University Lecturer, Production (pt)
Postgraduate Research Student, TUT, RSA
S Contact: http://about.me/gregdut
19
Editor's Notes
“You already know theory is bad for you before it arrives because, like spinach, it is decided by others that it is good for you, that you must have it that that there is always lots of it.” - Taylor, 2011Whether one is teaching and learning in a Film School or Art School, one recurring and increasingly fraught institutional complication emerges in answering the question: how are we to evolve essentially what were not long ago vocationally orientated curricular into the more academically demanding expectations of Higher Education to which most of us are now bound? The CILECT Conference of 2001 in Ljubljana was specifically focused on this issue. One of its several speakers, Tuula Mehtonon from Helsinki, crystallized the problem well: “Because our department is affiliated to a university, we are duty bound to direct students towards writing reflective and analytical material on their main subject”. Eleven years on, this talk and accompanying short film presentation is designed to contribute to this debate both within CILECT and beyond. It will detail one recent attempt by the speakers to extend and elaborate upon film student’s zones of proximal development - by directly engaging, that is, vocationally- orientated senior students with the sometimes forbidding realm of the critical tradition. As such the talk will explore the ‘Indy Minds’ Assignment Project as it was conceived at the Tshwane University Film Programme in 2011 where, not incidentally, the theory and analysis ‘spinach’ strand is a uniquely compulsory element across the curricular for all students.While Course Leader Dr. Alan Taylor will initially share the pedagogic considerations and strategies behind ‘Indy Minds’, senior student Gregory du Tertre (2012 M-tech student, proposed) will present and reflect upon his experience as director/writer of his team’s resultant 5 minute film - with its dramatic focus on a key plot point in the life and times of a leading critical thinker and author.The 20 minute talk and viewing will, it is hoped, prompt further debate concerning the raising the informed praxis of our new millennium Film Students and advance thereby our own duty-bound remit as recalled from Ljubljana, 2001.” END
The present Film Programme of the TUT was actually founded as the Pretoria Film School I 197 by Jamie Uys. Since then it has formed as the Motion Picture Academy whole part of the Teknikon of Pretoria and now cached inside Africa’s larges University of Technology. The present Film Programme curricular content, from directing, cinematography, through editing, directing, sound and technology, echoes standard courses that might be found around the world. As for the theory course is actually compulsory across the four-year programme and, like all other courses, is grounded by statute on inherited Study Guide determinations.
The present Film Programme of the TUT was actually founded as the Pretoria Film School I 197 by Jamie Uys. Since then it has formed as the Motion Picture Academy whole part of the Teknikon of Pretoria and now cached inside Africa’s larges University of Technology. The present Film Programme curricular content, from directing, cinematography, through editing, directing, sound and technology, echoes standard courses that might be found around the world. As for the theory course is actually compulsory across the four-year programme and, like all other courses, is grounded by statute on inherited Study Guide determinations.
The present Film Programme of the TUT was actually founded as the Pretoria Film School I 197 by Jamie Uys. Since then it has formed as the Motion Picture Academy whole part of the Teknikon of Pretoria and now cached inside Africa’s larges University of Technology. The present Film Programme curricular content, from directing, cinematography, through editing, directing, sound and technology, echoes standard courses that might be found around the world. As for the theory course is actually compulsory across the four-year programme and, like all other courses, is grounded by statute on inherited Study Guide determinations.
The present Film Programme of the TUT was actually founded as the Pretoria Film School in 1971 by Jamie Uys. Since then it has formed as the Motion Picture Academy while part of the Technicon of Pretoria and is now cached inside Africa’s larges University of Technology. The present Film Programme curricular content, from directing, cinematography, through editing, directing, sound and technology, echoes standard courses that might be found around the world. As for the theory course is actually compulsory across the four-year programme and, like all other courses, is grounded by statute on inherited Study Guide determinations.