<panel> East Asian Images of Japan
Recent disputes between Japan and her regional neighbours have been met with resentful incomprehension by many Japanese - contributing to the election in December 2012 of perhaps the most nationalist Diet since 1945. These developments highlight the persistent gulf between the images most Japanese harbour of their country, and the ways it (and they) are perceived and portrayed by their neighbours. This panel stems from a project that aims to help bridge this gulf and promote a more informed debate about on Japan's relationships with other East Asian societies.
Over the past three years, an international network of scholars based in East Asia, Europe and North America has been looking at the portrayal of Japan in a range of media - school texts, TV, cinema, museums and the internet - in societies including China, Korea, Taiwan, Hong Kong, Singapore, Malaysia and the Philippines. A major international symposium in Fukuoka this September 6-7 will showcase this research. This panel presentation introduces a small sample of work by several of the scholars involved.
Naoko Shimazu first offers an overview of the work of the broader network, discussing the various ways in which Japan is portrayed as an 'Other' in societies throughout East Asia. In the course of outlining the various images of Japan that prevail in different societies, she will discuss why these particular images have emerged, and how they relate to domestic debates over national and local identities.
Paul Morris and Christine Han discuss the cases of Hong Kong and Singapore respectively. While the histories of these societies are in many respects comparable (predominantly ethnic Chinese, former British colonies, occupied by Japan during the Second World War), the kinds of images of Japan that have emerged in the postwar period, and the ways in which these have been produced or manipulated by key elites, reflect important differences in the political and social dynamics that have shaped their recent histories.
Edward Vickers then compares the portrayal of Japan in major national historical museums of the People's Republic of China and Taiwan, focusing particularly on two museums opened or re-opened in 2011: the National Museum of China (Beijing), and the National Museum of Taiwan History (Tainan). He argues that the images of Japan visible in these two flagship institutions reflect both fundamental differences in historical experience vis-a-vis Japan, and the stark divergence in official discourse on national identity within Taiwan and China over recent decades. They also reflect the different ways in which the role of museums has evolved on either side of the Taiwan Strait over recent years - a phenomenon closely related to broader political and social change (or the lack of it).
<panel> East Asian Images of Japan
Recent disputes between Japan and her regional neighbours have been met with resentful incomprehension by many Japanese - contributing to the election in December 2012 of perhaps the most nationalist Diet since 1945. These developments highlight the persistent gulf between the images most Japanese harbour of their country, and the ways it (and they) are perceived and portrayed by their neighbours. This panel stems from a project that aims to help bridge this gulf and promote a more informed debate about on Japan's relationships with other East Asian societies.
Over the past three years, an international network of scholars based in East Asia, Europe and North America has been looking at the portrayal of Japan in a range of media - school texts, TV, cinema, museums and the internet - in societies including China, Korea, Taiwan, Hong Kong, Singapore, Malaysia and the Philippines. A major international symposium in Fukuoka this September 6-7 will showcase this research. This panel presentation introduces a small sample of work by several of the scholars involved.
Naoko Shimazu first offers an overview of the work of the broader network, discussing the various ways in which Japan is portrayed as an 'Other' in societies throughout East Asia. In the course of outlining the various images of Japan that prevail in different societies, she will discuss why these particular images have emerged, and how they relate to domestic debates over national and local identities.
Paul Morris and Christine Han discuss the cases of Hong Kong and Singapore respectively. While the histories of these societies are in many respects comparable (predominantly ethnic Chinese, former British colonies, occupied by Japan during the Second World War), the kinds of images of Japan that have emerged in the postwar period, and the ways in which these have been produced or manipulated by key elites, reflect important differences in the political and social dynamics that have shaped their recent histories.
Edward Vickers then compares the portrayal of Japan in major national historical museums of the People's Republic of China and Taiwan, focusing particularly on two museums opened or re-opened in 2011: the National Museum of China (Beijing), and the National Museum of Taiwan History (Tainan). He argues that the images of Japan visible in these two flagship institutions reflect both fundamental differences in historical experience vis-a-vis Japan, and the stark divergence in official discourse on national identity within Taiwan and China over recent decades. They also reflect the different ways in which the role of museums has evolved on either side of the Taiwan Strait over recent years - a phenomenon closely related to broader political and social change (or the lack of it).
IntroductionIn order to become a licensed teacher in the state o.docxLaticiaGrissomzz
Introduction
In order to become a licensed teacher in the state of North Carolina, candidates must complete a state-approved teacher education program from a regionally accredited college or university. All universities have a secondary admissions requirement to enter into the Educator Preparation Program (EPP).
Using the list of 12 public universities under the transfer articulation agreement, conduct research on 3 of the 12 universities to compare secondary admission requirements for the teacher education program.
Appalachian State University
East Carolina University
Elizabeth City State University
Fayetteville State University
North Carolina Agricultural and Technical State University
North Carolina Central University
University of North Carolina-Charlotte
University of North Carolina-Greensboro
University of North Carolina-Pembroke
University of North Carolina-Wilmington
Western Carolina University
Winston-Salem State University
Conduct your research using the attached research form. Once the research is completed for 3 universities, identify two universities you are most interested in applying to upon graduation from your associate degree program and write a 2-paragraph (8-10 sentences) narrative to explain in detail why you chose those two universities.
Use module content and university websites to complete this assignment. You may want to contact the program directly. Secondary admission is admission to the Educator Preparation Program, not the general or transfers admission to the university. These are education program-specific.
.
IntroductionIn order to become a licensed teacher in the state o.docxLaticiaGrissomzz
Introduction
In order to become a licensed teacher in the state of North Carolina, candidates must complete a state-approved teacher education program from a regionally accredited college or university. All universities have a secondary admissions requirement to enter into the Educator Preparation Program (EPP).
Using the list of 12 public universities under the transfer articulation agreement, conduct research on 3 of the 12 universities to compare secondary admission requirements for the teacher education program.
Appalachian State University
East Carolina University
Elizabeth City State University
Fayetteville State University
North Carolina Agricultural and Technical State University
North Carolina Central University
University of North Carolina-Charlotte
University of North Carolina-Greensboro
University of North Carolina-Pembroke
University of North Carolina-Wilmington
Western Carolina University
Winston-Salem State University
Conduct your research using the attached research form. Once the research is completed for 3 universities, identify two universities you are most interested in applying to upon graduation from your associate degree program and write a 2-paragraph (8-10 sentences) narrative to explain in detail why you chose those two universities.
Use module content and university websites to complete this assignment. You may want to contact the program directly. Secondary admission is admission to the Educator Preparation Program, not the general or transfers admission to the university. These are education program-specific.
.
1. North Carolina State University
Spirit of Auburn Scholarships are awarded among Alabama resident college students from October
to February, based mostly on educational achievement as demonstrated by standardized test scores
and highschool GPA. Students have to be accepted for admission, full the scholarship application
through AUSOM by February 15 , and have the minimal ACT or SAT score and highschool GPA
requirements to receive consideration.
Academic Scholarships are awarded amongst eligible non-resident college students from October to
February, based on educational achievement as demonstrated by standardized test scores and
highschool GPA.
College students usually invited to complete the scholarship
utility by AUSOM in December are these with a minimal 34
ACT or 1490 SAT score academic based scholarships and a
three.5 highschool GPA and have been accepted for admission
by December 1. Following a January software deadline,
finalists are invited to campus in February to interview.
Minimal test scores required for consideration at each stage do not include the writing score. These
four-yr, renewable scholarships are awarded at three ranges: Presidential, Heritage, and
Constitution. The University Scholarship Committee invitations a choose group of eligible incoming
freshmen to use for as much as six of Auburn's most prestigious scholarships.
Have to be a resident and a graduate of a high school in Elmore County, Alabama, and have a
minimal 28 ACT or 1250 SAT score and a 3.5 highschool GPA. Must be an Alabama resident; have a
minimal 31 ACT or 1360 SAT score and a 3.5 high school GPA; and be enrolled in civil engineering,
mechanical engineering, or building science. Will need to have a minimum 34 ACT or 1490 SAT
rating and a three.5 high school GPA and be enrolled in engineering.
