tag:blogger.com,1999:blog-17045129030494124772024-02-06T23:54:09.829-06:00In Global ContextBuilding Global Competence in College Classrooms - With a Focus on Literature, Composition, and e-Learning ApplicationsHanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.comBlogger33125tag:blogger.com,1999:blog-1704512903049412477.post-47769924423181331642007-09-09T11:25:00.001-06:002009-07-26T11:48:38.913-06:00Finland's Education - A Noteworthy Comparison<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV68q-MyBllwXfUsKb6CBj1p4IvyPGZf497u35de3WzbuzsAoOaCLV0mbrnFzdNf7-nafl82TQoRIca5EXupb_sOZ0WzRt1NuIb0yVz9Yjgt1_DPvJD1fcVbXHo1dKbqukbNZquAUS9Nk/s1600-h/HelsinkiU_sm.jpg"><img id="BLOGGER_PHOTO_ID_5109498529286559586" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV68q-MyBllwXfUsKb6CBj1p4IvyPGZf497u35de3WzbuzsAoOaCLV0mbrnFzdNf7-nafl82TQoRIca5EXupb_sOZ0WzRt1NuIb0yVz9Yjgt1_DPvJD1fcVbXHo1dKbqukbNZquAUS9Nk/s200/HelsinkiU_sm.jpg" border="0" /></a><br /><div><em><span style="font-size:78%;"><center>University of Helsinki, Finland</span></em></center><br />Which country <span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">wouldn</span></span>’t want to be regarded as the best-educated nation in the world? During my recent visits to Finnish schools, I discovered that Finland, in fact, feels a bit uneasy about its unrivaled number-one ranking in the international PISA student assessment surveys. “Sure, we’re proud of our students’ success,” noted <span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">Esko</span></span> <span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">Poikela</span></span>, principal of <span class="blsp-spelling-error" id="SPELLING_ERROR_3"><span class="blsp-spelling-error" id="SPELLING_ERROR_3">Kotimäki</span></span> School in <span class="blsp-spelling-error" id="SPELLING_ERROR_4"><span class="blsp-spelling-error" id="SPELLING_ERROR_4">Kaarina</span></span>, during our chat in May. But Poikela also questioned, "What do the results really mean? What do they really tell us about the Finnish education system?”<br /><br />In case you've never heard of PISA before, PISA stands for the <strong><a href="http://www.pisa.oecd.org/">Programme for International Student Assessment</a></strong>. It is an internationally standardized assessment of the knowledge and skills of 15-year-old students from nearly sixty participating countries in the areas of mathematical, science, and reading literacy. Finland has scored the highest overall in the first two surveys, PISA 2000 and PISA 2003. Both assessments show that Finnish students are better at reading than students in other high-literary <strong><a href="http://www.oecd.org/home/0,2987,en_2649_201185_1_1_1_1_1,00.html"><span class="blsp-spelling-error" id="SPELLING_ERROR_5"><span class="blsp-spelling-error" id="SPELLING_ERROR_5">OECD</span></span></a></strong> countries, such as Korea, Canada, Australia, and New Zealand. Finland also performed better in sciences than the two other top <span class="blsp-spelling-error" id="SPELLING_ERROR_6"><span class="blsp-spelling-error" id="SPELLING_ERROR_6">OECD</span></span> countries, Japan and Korea. According to the official PISA 2003 report, Finland is now at same level with East Asian countries, whose performance in mathematics and science had been previously unmatched. However, many Finnish educators wonder, if not worry, where Finland will stand when PISA 2006 results are released. “We can only go down from the top,“ observed <span class="blsp-spelling-error" id="SPELLING_ERROR_7"><span class="blsp-spelling-error" id="SPELLING_ERROR_7">Poikela</span></span>, “and then what will happen? What will that tell us about the Finnish education system?” While Finnish educators may have some reason for concern, the rest of the world has begun to view the Finnish education system as a model or, certainly, a worthwhile point of comparison.<br /><br />I will expand much more on this in my upcoming article in the <strong><a href="http://www.kantele.com/nwfwebsite/index.html">New World Finn</a></strong> journal. In this blog post, I will take the opportunity to share some general observations and comment on a few photos from my recent visits to Finnish schools. Finland's PISA success has peaked a great deal of interest in the U.S. K-16 institutions and systems, including Minnesota State Colleges and Universities, which are increasingly concerned about the rising number of students entering higher education under-prepared.</div><div><br />By all accounts, Finland’s PISA success appears to be a sum of factors. Some most common reasons include the equity of schools, school autonomy, highly-qualified and highly-motivated teachers (all have minimally a Master degree), the popularity of reading among all <span class="blsp-spelling-error" id="SPELLING_ERROR_8"><span class="blsp-spelling-error" id="SPELLING_ERROR_8">socio</span></span>-economic groups, and the flexibility of curriculum, classroom interaction, and teaching methods. Also, disruptive behavior and violence are uncommon in Finnish schools. For example, <span class="blsp-spelling-error" id="SPELLING_ERROR_9"><span class="blsp-spelling-error" id="SPELLING_ERROR_9">Poikela</span></span> recalls only two incidents of school bullying during his two-year tenure as principal of <span class="blsp-spelling-error" id="SPELLING_ERROR_10"><span class="blsp-spelling-error" id="SPELLING_ERROR_10">Kotimäki</span></span> School, which serves about 600 students in grades 1-9 in a small town right outside a major city, <span class="blsp-spelling-error" id="SPELLING_ERROR_11"><span class="blsp-spelling-error" id="SPELLING_ERROR_11">Turku</span></span>.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkmREApNdCo_ZyZ_2bxp-PPlu8OTL_pzAMsk6_FzYmYShMwZJ_0pTCn3Bcn3cC7SkgeCriWnCYc7ML3mTkNaGyRAPrTIeeXSVZx7oJC2fxpfwjibVXscfrgDQX6R4Xi1280A4fHsMT320/s1600-h/Ulla_Koulu10_M.JPG"><img id="BLOGGER_PHOTO_ID_5108259269916945602" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkmREApNdCo_ZyZ_2bxp-PPlu8OTL_pzAMsk6_FzYmYShMwZJ_0pTCn3Bcn3cC7SkgeCriWnCYc7ML3mTkNaGyRAPrTIeeXSVZx7oJC2fxpfwjibVXscfrgDQX6R4Xi1280A4fHsMT320/s200/Ulla_Koulu10_M.JPG" border="0" /></a>Theft in Finnish schools is also uncommon. A visible proof of Finnish schools' calm and trusting atmosphere is this photo of <span class="blsp-spelling-error" id="SPELLING_ERROR_12"><span class="blsp-spelling-error" id="SPELLING_ERROR_12">Kotimäki</span></span> School's front yard, which shows dozens, if not hundreds, of bicycles, mopeds, and helmets unlocked in the schoolyard. I spent an entire 15-minute recess period in early May examining the bicycles and many rather expensive-looking mopeds and helmets - not one was locked! Bicycles and mopeds are a common form of transportation for Finnish students and teachers.<br /><br />By the way, all Finnish students, at least through middle school, have several recess breaks during the day to catch fresh air and an opportunity to socialize and exercise between class sessions. In contrast, many U.S. schools, even elementary schools, have reduced, if not altogether given up, their recess breaks. I think it's a pity and, I suspect, not the best choice educationally.<br /><br />A common feature of Finnish education system is teaching that occurs in real life contexts – a goal that is shared by many U.S. schools. Here’s a photo of Ulla <span class="blsp-spelling-error" id="SPELLING_ERROR_13"><span class="blsp-spelling-error" id="SPELLING_ERROR_13">Haapanen</span></span>, a biology teacher in <span class="blsp-spelling-error" id="SPELLING_ERROR_14"><span class="blsp-spelling-error" id="SPELLING_ERROR_14">Kaarina</span></span>, on one of her regular bird watching excursions into a nearby nature reserve, a familiar locale for her middle school students. The photo was taken in early May, before the nature's green summer growth.</div><div><br /></div><p><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgfPS-prXH_eqWTh381e98WyQOBBgInq54Iqc_VcKkFxTKY6vqg-Hq-iTL-8Olukx6272vUCCzQzEOz1CqIsJM6Q5zoDGah0hbjqaDI1xq3FDMHXjdPEwwjo4PgSjoU6BjJfgOak7qBmQ/s1600-h/Ulla_Birds8_SM.JPG"><img id="BLOGGER_PHOTO_ID_5108259660758969570" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgfPS-prXH_eqWTh381e98WyQOBBgInq54Iqc_VcKkFxTKY6vqg-Hq-iTL-8Olukx6272vUCCzQzEOz1CqIsJM6Q5zoDGah0hbjqaDI1xq3FDMHXjdPEwwjo4PgSjoU6BjJfgOak7qBmQ/s200/Ulla_Birds8_SM.JPG" border="0" /></a><br />My visits also revealed that much emphasis is placed on creating bright, spacious study environments within the school buildings. Here (below) is Ulla <span class="blsp-spelling-error" id="SPELLING_ERROR_15"><span class="blsp-spelling-error" id="SPELLING_ERROR_15">Haapanen</span></span> in her biology classroom.<br /></p><div><br /></div><p><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjppvQI6E9SFt66tzObrQ3l42Dy12GVSaURLXQlUezJpw_WQpKa_Vv9YtPQQhQbdkCa0WHhcWSGBe9mxAqW-yJG7fGrs0IxyZfMk6yjFEvXPXJ_cQWZxf3V1hv3DWx8AjDZ6bYlYNlniuE/s1600-h/Ulla_Koulu4_SM.JPG"><img id="BLOGGER_PHOTO_ID_5108267391700102402" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjppvQI6E9SFt66tzObrQ3l42Dy12GVSaURLXQlUezJpw_WQpKa_Vv9YtPQQhQbdkCa0WHhcWSGBe9mxAqW-yJG7fGrs0IxyZfMk6yjFEvXPXJ_cQWZxf3V1hv3DWx8AjDZ6bYlYNlniuE/s200/Ulla_Koulu4_SM.JPG" border="0" /></a><br />So, in terms of the PISA survey, where does the U.S. fits in? In contrast to Finland’s assessment success, the survey results place the United States at, or slightly below, the PISA average. In some areas, U.S. students rank at the end of the scale, prompting U.S. Secretary of Education Rod Paige in a December 6, 2004 press release to exclaim, “’The PISA results are a blinking warning light" ("<strong><a href="http://www.ed.gov/news/pressreleases/2004/12/12062004a.html">PISA Results Show Need for High School Reform</a></strong>"). However, the United States is not alone. Many other industrialized countries, including Germany and the United Kingdom, have also received disappointing PISA results, and many of them have began to look to Finland to learn from its assessment success.<br /><br /><span style="font-size:78%;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS8EYTJ4SBCwRQBDhe_UoddbQqievSxud1IBbhuFnjBjpBLCD1HbRO1PFb1GdLuH08oUHzH8klPTpNTvPq9TxX8UPxa-0fwva-xKMUxAqHdgeH2BiJOqm5fmxEUqi3fjvfky_JHd-zubw/s1600-h/Leikkikoulu_SM.jpg"><img id="BLOGGER_PHOTO_ID_5108273486258695506" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS8EYTJ4SBCwRQBDhe_UoddbQqievSxud1IBbhuFnjBjpBLCD1HbRO1PFb1GdLuH08oUHzH8klPTpNTvPq9TxX8UPxa-0fwva-xKMUxAqHdgeH2BiJOqm5fmxEUqi3fjvfky_JHd-zubw/s200/Leikkikoulu_SM.jpg" border="0" /></a></p></span><div><br /></div><center></center><div><br /></div><span style="font-size:78%;"><center></span></center><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEig1ZsVsuR1nimc2slMJ7lF4fAPeFHdeqFKEGo1RCuD2iG2xTsJSsoRFkwf630dI0cC7_zUxDi2A4Syx0puYS1U69P1RekQUHr6s38OBAy7Yjay5lLMl_QuT0hZdVWUCL1JVbpjA4NY7Ts/s1600-h/Suomi_Luonto_SM.jpg"><img id="BLOGGER_PHOTO_ID_5108272713164582194" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEig1ZsVsuR1nimc2slMJ7lF4fAPeFHdeqFKEGo1RCuD2iG2xTsJSsoRFkwf630dI0cC7_zUxDi2A4Syx0puYS1U69P1RekQUHr6s38OBAy7Yjay5lLMl_QuT0hZdVWUCL1JVbpjA4NY7Ts/s200/Suomi_Luonto_SM.jpg" border="0" /></a> Above is a picture of a school yard of <span class="blsp-spelling-error" id="SPELLING_ERROR_16"><span class="blsp-spelling-error" id="SPELLING_ERROR_16">Joensuu</span></span> Bilingual Preschool, where students play and learn using both Finnish and English. Natural settings, with open spaces are common features of Finnish schools. This is not a surprise to anyone who has experienced the country's expansive natural beauty. Finland, which in size is about as large as Minnesota and Iowa together, has over 100,000 lakes, and it is fair to say that much of the country resembles Minnesota's Boundary Waters Canoe Area Wilderness near the Canadian border. Left is a photo taken in June near the city center of <a href="http://www.jns.fi/Resource.phx/sivut/sivut-jns/index.htx"><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_17"><span class="blsp-spelling-error" id="SPELLING_ERROR_17">Joensuu</span></span></strong></a>, a mid-size town in Eastern Finland, where many of my relatives live.<br /><br />Whatever the true reasons behind Finnish education system's assessment success are, I believe that Finland can serve as an informative and interesting point of comparison and model to educators, parents, and students worldwide.Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com3tag:blogger.com,1999:blog-1704512903049412477.post-33674939393217763072007-09-09T10:06:00.001-06:002007-09-10T06:46:32.917-06:00Tartu, Estonia - Listen Up!<div align="left"><u><span style="color:#0000ff;"></span></u><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbex1p6FSo1gLdVu50AUrj7dpPm68ugyjT8PlT2-mVcDH35bvZ0J09wjFXgHgc3ULU7i4lQnHqXXR_fkZD92uxByiF7-gZVorD50D35CG1B16Ia3zWxzx33Ihr2IA0fqshDrw71C9eZp0/s1600-h/Tartu_Sewer_Cover_SM.jpg"><img id="BLOGGER_PHOTO_ID_5108242652688477330" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbex1p6FSo1gLdVu50AUrj7dpPm68ugyjT8PlT2-mVcDH35bvZ0J09wjFXgHgc3ULU7i4lQnHqXXR_fkZD92uxByiF7-gZVorD50D35CG1B16Ia3zWxzx33Ihr2IA0fqshDrw71C9eZp0/s320/Tartu_Sewer_Cover_SM.jpg" border="0" /></a><br />Before my sabbatical ended in June, I had a chance to attend an interesting, small conference in <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Tartu</span>, Estonia. <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Tartu</span> is located relatively close to my home country Finland – it took me three hours by boat, from Helsinki to Tallinn, Estonia, and six hours by an express bus to reach <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Tartu</span>. <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Tartu</span> is the second largest city of Estonia, with a population of over 100,000. While <span class="blsp-spelling-error" id="SPELLING_ERROR_4">Tartu</span> might not be familiar to many Americans, it is a well-known historical university town in Europe. The first written records of <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Tartu</span> date from 1030; the <a href="http://www.ut.ee/error"><strong>University of <span class="blsp-spelling-error" id="SPELLING_ERROR_6">Tartu</span></strong> </a>was founded in 1632.<br /><br /><br /><div align="left"><img id="BLOGGER_PHOTO_ID_5108238576764513314" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEji1SEmkjffo3E81MpWl5ujFjHIqm1PxUzvZLXlL3rK1mRatxrRftqDfBQEFRo2znI0yVjWxxTOFv46_f0Io2W1yGtF87FhkyDw2cNjPsug91nMuY1f1sVbNkjqiPFmlFyv6tPcbZEGfd8/s200/Tartu_University_SM.jpg" border="0" /><span style="font-family:trebuchet ms;font-size:78%;"><em><br /><br /><center>University of <span class="blsp-spelling-error" id="SPELLING_ERROR_7">Tartu</span>, founded in 1632</em></span><br /></center><div align="left"><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDKl6Mcx1QFjZbkdmePCUh2fGGmovZlx7pOWCK1n0CEDe3n6H9uyisSMLYc-Bf2cIJeHXUOataCQ7EslFu8Kyf4djpMXgh1hnYMj4kzp5rzDVt_6LsS4a4pU5cXFbLQJZf1FYvaoqz_ZA/s1600-h/Tartu_Cathedral_SM.jpg"><img id="BLOGGER_PHOTO_ID_5108239306908953714" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDKl6Mcx1QFjZbkdmePCUh2fGGmovZlx7pOWCK1n0CEDe3n6H9uyisSMLYc-Bf2cIJeHXUOataCQ7EslFu8Kyf4djpMXgh1hnYMj4kzp5rzDVt_6LsS4a4pU5cXFbLQJZf1FYvaoqz_ZA/s200/Tartu_Cathedral_SM.jpg" border="0" /></a>To a tourist familiar with other European locales, <span class="blsp-spelling-error" id="SPELLING_ERROR_8">Tartu</span> resembles a charming medieval Italian or Spanish town, with narrow, windy cobble-stoned streets and interesting architectural features and medieval churches (like the <span class="blsp-spelling-error" id="SPELLING_ERROR_9">Tartu</span> Cathedral shown on left). Unlike its comparisons, <span class="blsp-spelling-error" id="SPELLING_ERROR_10">Tartu</span> is still recovering from the neglect of Soviet rule. All over the city, buildings are being renovated, largely with EU restoration funds, and like Tallinn, which has experiences rapid “clean up” and modernization, I predict that <span class="blsp-spelling-error" id="SPELLING_ERROR_11">Tartu</span> in five years will have many more beautifully restored buildings, along with ultra-modern office buildings similar to those that have changed Tallinn’s skyline, and most of the rundown, cluttered alleyways and backyards will have been replaced by modern parking lots and tidy street cafes and restaurants.<br /><br />I was lured to <span class="blsp-spelling-error" id="SPELLING_ERROR_12">Tartu</span> by the city’s reputation as an old, respected university town and by the international <strong><a href="http://www.conferencealerts.com/">Conference Alerts</a></strong> website, which I had been checking regularly prior to my sabbatical leave. I spotted an alert from the small International Association for Citizenship, Social, and Economics Education organization, whose conference title, “<a href="http://www.iacsee.org/conf2007.php"><strong>Constructing Curricula for International Understanding: Challenges for Citizenship, Social, and Economics Educators</strong></a>,” promised an opportunity to learn more about my sabbatical theme, internationalizing curricula.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMaFq0EiOrw999kqBmS5Zfc9ESruE3-tGbumvudd-d5xlZpi_VF4R9xcJa8Fag6jx4iq6QuhX0pLht2zM17ZKwuAkENqFNqIakHFOiDj4EYkEVrN3YUd13T0sbv0c8cziNKJzLXyh00iE/s1600-h/Tartu_Conference_Lunch2_SM.jpg"><img id="BLOGGER_PHOTO_ID_5108238838757518386" style="FLOAT: right; MARGIN: 0px 10px 10px 0px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMaFq0EiOrw999kqBmS5Zfc9ESruE3-tGbumvudd-d5xlZpi_VF4R9xcJa8Fag6jx4iq6QuhX0pLht2zM17ZKwuAkENqFNqIakHFOiDj4EYkEVrN3YUd13T0sbv0c8cziNKJzLXyh00iE/s200/Tartu_Conference_Lunch2_SM.jpg" border="0" /></a> The networking opportunities in <span class="blsp-spelling-error" id="SPELLING_ERROR_13">Tartu</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_14">didn</span>’t disappoint me. The conference introduced me to many new, interesting contacts from England, Scotland, Sweden, Japan, and Estonia, among others. In the photo on the right, I am joined by a Swedish colleague on the left and an English colleague on the right. Our day trip across the Russian border in a small mini-van, with participants from eight different countries, was an unforgettable experience – notably thanks to the Japanese participants’ eagerness to sing karaoke (mostly old Beatles tunes) as we strolled along windy, narrow Southern Estonian highways. However, I found the conference program less relevant to my teaching. The presentations focused far more on the subject areas, such as methods of teaching economics, than ways to internationalize the curricula – which should have been the conference theme. Thankfully, my frequent discussions with international colleagues made the trip worthwhile.<br /><br />The Estonian participants, in particular, opened my eyes to different ways of teaching and learning. They tend to view education from their former rulers’ (the Soviets’) perspective – more as a hierarchical, authoritative experience, where the professor talks and the student listens. One of the Estonian professors noted that he feels much more comfortable with this approach than the more democratic, collaborative Western approach. He commented, “In Estonia, one person speaks and everyone listens; in Western universities, everyone speaks and no one listens.” Well, I must admit that this made me think about the collaborative teaching methods many of us in the U.S. and many other Western countries employ to inspire student participation and thought. Certainly, there are many times when we learn a great deal through dialog with others, but how can we better utilize the moments when “everyone [just] talks and no one listens”? How could we learn to listen better? I suspect that in both approaches, true thoughtful, deep listening is not adequately encouraged and taught. After all, haven't we all witnessed - and been guilty of - moments when one speaks, yet no one listens? Thanks to my Estonian colleague, I am curious to learn more about the <strong>art of listening</strong> – both from the teacher’s and the student’s perspective. Having recently accepted an interim dean’s position, I am also interested in discovering and practicing better ways to listen to faculty and staff needs and ideas.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5Um8t8wHIA2W6AYGDK-5qpHv3BRZFvkhZi0NL61y-5VGWELTz8uRsw6sdg_NU5YbvpM_hbWXQWMTaANsI2NgRwLDpTNDWjJUhfSy11WeOSauUOBdWTiCBqmqp-4sJ1OSMvkaDJtOudcg/s1600-h/Tartu_Contrast_SM.jpg"><img id="BLOGGER_PHOTO_ID_5108555584005664130" style="FLOAT: right; MARGIN: 0px 0px 10px 10px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5Um8t8wHIA2W6AYGDK-5qpHv3BRZFvkhZi0NL61y-5VGWELTz8uRsw6sdg_NU5YbvpM_hbWXQWMTaANsI2NgRwLDpTNDWjJUhfSy11WeOSauUOBdWTiCBqmqp-4sJ1OSMvkaDJtOudcg/s200/Tartu_Contrast_SM.jpg" border="0" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidMh6YSEW96pCvRF2NP4lqOKUUczWnC7i7WEAsVXhbP4I7V3IOe54ylIP-ZWktmILfGZ8rwxTXlIOLk2Lxa_UxLLYEaJWXrk38ux08GUFbj0EDtJdr_qWa6ip9KwH_3FNVKtmWGWniFSk/s1600-h/Tartu_Renovation_SM.jpg"><img id="BLOGGER_PHOTO_ID_5108554609048087922" style="FLOAT: right; MARGIN: 0px 0px 10px 10px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidMh6YSEW96pCvRF2NP4lqOKUUczWnC7i7WEAsVXhbP4I7V3IOe54ylIP-ZWktmILfGZ8rwxTXlIOLk2Lxa_UxLLYEaJWXrk38ux08GUFbj0EDtJdr_qWa6ip9KwH_3FNVKtmWGWniFSk/s200/Tartu_Renovation_SM.jpg" border="0" /></a> </div>Strolling along the streets of <span class="blsp-spelling-error" id="SPELLING_ERROR_15">Tartu</span> in late-May heat, watching the city renew itself through ongoing, rapid building renovation, I felt a sense of personal renewal…. <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0RrgH9cq26c1iJuFciUAQ9e4wSzUUJz0Pfx0CoqZBrz5fpoAqTuNeZR0KaQdwP51QTDHIMDviJG-dqnWSzFmHq0jqYLNAJa-mOFEV6Ro-_PkM-Wy5DCs3NxqxACk6B_8mcjanfgAwUhE/s1600-h/Tartu_Backyard_SM.jpg"></a>We can, and we should, open our eyes and ears to different ways of doing things. How can I “renovate” my thoughts on teaching and learning? What can I learn from my new international colleagues? </div><br /><div align="left"></div><br /><div align="left">Listen, that’s what I can do. Listen, and I hope, learn from it. </div><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBAQlwhheCz6UTWz1k3nnn9x3XT6d9mjOtKsByp5WDmNh2Ce-AQqtg8vkBtSTVxFyWjrOKKOFoovdYzbhGEYHbkzMfHnnDGDZmvXfMKA7YSK_GTrXSzlHRVMtHHaKINpSh9UCo1bcBgv8/s1600-h/Tartu_Rock_Concert2_SM.jpg"><img id="BLOGGER_PHOTO_ID_5108239388513332354" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBAQlwhheCz6UTWz1k3nnn9x3XT6d9mjOtKsByp5WDmNh2Ce-AQqtg8vkBtSTVxFyWjrOKKOFoovdYzbhGEYHbkzMfHnnDGDZmvXfMKA7YSK_GTrXSzlHRVMtHHaKINpSh9UCo1bcBgv8/s200/Tartu_Rock_Concert2_SM.jpg" border="0" /><br /><p align="center"></a></p><em><span style="font-size:78%;">A summer evening rock concert in <span class="blsp-spelling-error" id="SPELLING_ERROR_16">Tartu's</span> medieval town hall square - the times are changing!</span></em></div>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0tag:blogger.com,1999:blog-1704512903049412477.post-9739592880397067852007-05-26T04:44:00.000-06:002007-06-04T23:27:16.089-06:00The Arctic Norway in May<div align="center"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8kQjFJPA_5-S0hmIVwrIlpw_laTp0S8cDyFK6CcM7t96nATHqUxhd8wUdq3vA1AJiNTZ5XaDA9e4iIWcOkRaYo1jGA3dAMdkKp1kIZPXnzonoiiov7i6IpoUMrycy3ym9dMZyEVSmn5M/s1600-h/Blog_Sunbathing.JPG"><img id="BLOGGER_PHOTO_ID_5068836214308577122" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8kQjFJPA_5-S0hmIVwrIlpw_laTp0S8cDyFK6CcM7t96nATHqUxhd8wUdq3vA1AJiNTZ5XaDA9e4iIWcOkRaYo1jGA3dAMdkKp1kIZPXnzonoiiov7i6IpoUMrycy3ym9dMZyEVSmn5M/s320/Blog_Sunbathing.JPG" border="0" /></a></div><center><em><span style="font-size:85%;">Sunbathing in the Artic Norway in mid-May - not just a vacation</span></em></center><br />My blog has been inactive for a little while since I have been traveling in Europe, experiencing global contexts firsthand. Traveling is, of course, still one of the best ways to learn about other cultures. A visit to a different culture always involves <strong>active learning</strong> as we engage ourselves through seeing, hearing, touching, smelling, and speaking, often in situations that inspire, if not demand, our keen attention, challenge our limits, and surprise - and sometimes even humble - us with new insights and discoveries.<br /><br />Although I have traveled a great deal over the years, I am constantly amazed at how much one learns from any new travel experience, at any time, anywhere. My recent visit to <strong><a href="http://uit.no/informasjon/english?Language=en">University of Tromsø</a></strong> in the Arctic Norway is a perfect example! Admitedly, I had been joking about a May visit to the Arctic. Why experience snow in May? Why seek the ever-present company of seagulls? Why give a lecture at the northern most university in the world? Why sunbathe wearing a Russian fur hat?<br /><br />Many of the answers can be found in the following photographs: The Arctic is incredibly beautiful in May. The Arctic waters provide flavorful fish and whale meat. Even the seagulls provide eggs for breakfast (just remember to boil them for about 20 minutes!). And the best and most magical of all, the midnight sun appears in mid-May and rewards the Artic region with constant sunshine for weeks and weeks. Why not visit the Arctic Norway in May?<br /><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIY5Mq_i36rWGcokyNkMoBfUmJkR_dn4rijEETMfg2l9DcQ9_En2Qz3TzkBcszJjQIhmApTAAEeKM5clFcMqgi14PH9G1pvJqN0Ci3QfwlmBd_aLTjcZDdO4WvuIunz18BJqh_Bma2aZw/s1600-h/Blog_FinnishSisters_Norway_May07.JPG"><img id="BLOGGER_PHOTO_ID_5068834629465644754" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIY5Mq_i36rWGcokyNkMoBfUmJkR_dn4rijEETMfg2l9DcQ9_En2Qz3TzkBcszJjQIhmApTAAEeKM5clFcMqgi14PH9G1pvJqN0Ci3QfwlmBd_aLTjcZDdO4WvuIunz18BJqh_Bma2aZw/s320/Blog_FinnishSisters_Norway_May07.JPG" border="0" /><br /><p align="center"></a></p><p align="center"><span style="font-size:85%;"><em>Finnish </em>s<em>isters Hanna and Minna against the backdrop of Norwegian Arctic beauty</em> </span></p><span style="font-size:85%;"><p><br /></p></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg24PCoCWvxUYENJwfyHCN0qKGflDVwlWWMIhTVYEtdNFOrXba9UCJksXxLfXJCGPB9rDCvLmpc8cnnyg3hFf9OkeXNCmoMOu9-giAAszwXGiNMxnmz_9vHl04cv-FQvQoYuzgaf96QioI/s1600-h/Blog_Poet_Hut_Norway_May07.JPG"><img id="BLOGGER_PHOTO_ID_5068834715364990690" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg24PCoCWvxUYENJwfyHCN0qKGflDVwlWWMIhTVYEtdNFOrXba9UCJksXxLfXJCGPB9rDCvLmpc8cnnyg3hFf9OkeXNCmoMOu9-giAAszwXGiNMxnmz_9vHl04cv-FQvQoYuzgaf96QioI/s320/Blog_Poet_Hut_Norway_May07.JPG" border="0" /><br /><p align="center"></a></p><p align="center"><span style="font-size:85%;"><em>Welcoming the Midnight Sun at a writer's hut overlooking a fjord - it stayed this light most of the night!</em><br /></span><br /></p><div align="center"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjX-3LHSbo9dD1-hut96GMJ1Hq3ERtzYWbuUFeO04u9qNvvNTitmLg5_mqXijwylFXoLBmOxor5MlJ7JS3TCBL3XhaIUDB1UaLrRhsYRbtKJzvB6_t8me3tsXutOx3wTtRE1bAmH1cC36U/s1600-h/Blog_Arctic_Fjord_Norway_May07.JPG"><img id="BLOGGER_PHOTO_ID_5068834492026691266" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjX-3LHSbo9dD1-hut96GMJ1Hq3ERtzYWbuUFeO04u9qNvvNTitmLg5_mqXijwylFXoLBmOxor5MlJ7JS3TCBL3XhaIUDB1UaLrRhsYRbtKJzvB6_t8me3tsXutOx3wTtRE1bAmH1cC36U/s320/Blog_Arctic_Fjord_Norway_May07.JPG" border="0" /></a><em> <span style="font-size:85%;">A chilly, tranquil Arctic fjord</span></em><br /><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_XGqKxhnnImIrM_kUBSJpmQrIDl0j9xV5DvWJ5o4bKFGR6KxUFKWQPZ_J9pnwY-wD6W-_DJInxUiV6msx0VskKyyOPoEnVMIy6LMjHr-QIa04WcIw_z1W7B41m1Ng0TZ-HJgx1Lc6dmg/s1600-h/Blog_Fisherman_House_Norway_May07.JPG"><img id="BLOGGER_PHOTO_ID_5068835638782959394" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_XGqKxhnnImIrM_kUBSJpmQrIDl0j9xV5DvWJ5o4bKFGR6KxUFKWQPZ_J9pnwY-wD6W-_DJInxUiV6msx0VskKyyOPoEnVMIy6LMjHr-QIa04WcIw_z1W7B41m1Ng0TZ-HJgx1Lc6dmg/s320/Blog_Fisherman_House_Norway_May07.JPG" border="0" /></a><em><span style="font-size:85%;"> One of many old fishermen's houses<br /></span></em><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlUrprkMwACOh7I_r1w_g7aXj5LjaRoT_FC3K5BkpIvx4vyCxXSWIsHpHMhTWyfZ6B8m1pZXsDE6apsuZtwGglu2uhdB2sg5rw3L9HzWxok6KehF_RYJbKwnVHfAsCjQRWnH5Bs4dj2m4/s1600-h/Blog_FishingVillage_Norway_May07.JPG"><img id="BLOGGER_PHOTO_ID_5068835570063482642" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlUrprkMwACOh7I_r1w_g7aXj5LjaRoT_FC3K5BkpIvx4vyCxXSWIsHpHMhTWyfZ6B8m1pZXsDE6apsuZtwGglu2uhdB2sg5rw3L9HzWxok6KehF_RYJbKwnVHfAsCjQRWnH5Bs4dj2m4/s320/Blog_FishingVillage_Norway_May07.JPG" border="0" /></a><em> <span style="font-size:85%;">A fishing village in the fjord</span></em><br /><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0I9QLWWIR3jh2BfZDloSlb-U6AL2UWWO_GMjLlI79Or6bxfYHOdLGmUhF3IEDBtXm6yJeYchU32NH-71L1ZZkjkma7KebcI0cHMyyTZdTTBFg4yXT5Pxs_V7JEb_sZ7FL9B1xHwTciG8/s1600-h/Blog_Cod_on_the_Rack.JPG"><img id="BLOGGER_PHOTO_ID_5068835501344005890" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0I9QLWWIR3jh2BfZDloSlb-U6AL2UWWO_GMjLlI79Or6bxfYHOdLGmUhF3IEDBtXm6yJeYchU32NH-71L1ZZkjkma7KebcI0cHMyyTZdTTBFg4yXT5Pxs_V7JEb_sZ7FL9B1xHwTciG8/s320/Blog_Cod_on_the_Rack.JPG" border="0" /></a><span style="font-size:85%;"> <em>Cod on a rack</em><br /></span><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnNWv7xTL4BuUFqi8KW03jEqPN5TjsyyjRSAxEWNnVQqWumGO96MzYb4HovUGTnb3uRHocoIQ3txaMzGW7A725Y57SIZYcNyydzK3PfFhKS-9ZnWPqz3s7aLkXcSg7sMDRYVQdPeVUIQw/s1600-h/Blog_Reindeer.JPG"><img id="BLOGGER_PHOTO_ID_5068835320955379442" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnNWv7xTL4BuUFqi8KW03jEqPN5TjsyyjRSAxEWNnVQqWumGO96MzYb4HovUGTnb3uRHocoIQ3txaMzGW7A725Y57SIZYcNyydzK3PfFhKS-9ZnWPqz3s7aLkXcSg7sMDRYVQdPeVUIQw/s320/Blog_Reindeer.JPG" border="0" /></a><span style="font-size:85%;"><em> Beware of reindeer - we saw plenty!</em><br /></span><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdtk6ibrm7pl7h0dXmvEgDPhkLtU_WJfhAkPGPA5ZcvTcltHW1ypn3TSHEhslAekURbWs4kN2Ij4zlZbdiCOQEyYd2hdQC_ATRYGLwTppJ7MXJse174bps9M6Ozn_Gwiho9IHdWspRKHI/s1600-h/Blog_In_the_Fjord_Norway_May07.JPG"><img id="BLOGGER_PHOTO_ID_5068835728977272626" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdtk6ibrm7pl7h0dXmvEgDPhkLtU_WJfhAkPGPA5ZcvTcltHW1ypn3TSHEhslAekURbWs4kN2Ij4zlZbdiCOQEyYd2hdQC_ATRYGLwTppJ7MXJse174bps9M6Ozn_Gwiho9IHdWspRKHI/s320/Blog_In_the_Fjord_Norway_May07.JPG" border="0" /></a> <em><span style="font-size:85%;">Every fjord reveals a treasure</span><br /></em><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkrdmjMSYVj76dNq34DO44LAec-U-eF3_mnGCiQBFc52oZECDAvu-vorwkN_rabxF7JbhUoDDBRDNlOcd5BF-tm_k22RucBIH7fdDv9TnnqzTuZVV6UhcAfwGdtWL1xPxUrok7kv2iC8M/s1600-h/Blog_Sister_Midnight_Sun_Norway_May07.JPG"><img id="BLOGGER_PHOTO_ID_5068835896480997186" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkrdmjMSYVj76dNq34DO44LAec-U-eF3_mnGCiQBFc52oZECDAvu-vorwkN_rabxF7JbhUoDDBRDNlOcd5BF-tm_k22RucBIH7fdDv9TnnqzTuZVV6UhcAfwGdtWL1xPxUrok7kv2iC8M/s320/Blog_Sister_Midnight_Sun_Norway_May07.JPG" border="0" /></a><em><span style="font-size:85%;">No kidding, this picture was taken at midnight on May 18!<br /></span></em><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic7NtXChf-3djwi3QDHdD8bTV4E_LrVqmcal_3HsfInXPmt_l4mbsru68yLxkUtByruEj_VsobTQ897_50e45ZlrSZPM06FM6u3aHNE1hbKkAK_eV58kqJx6fzIpofI_wT7HNgPibK9yY/s1600-h/Blog_Russian_Woman_Norway_May07.JPG"><img id="BLOGGER_PHOTO_ID_5068836059689754450" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic7NtXChf-3djwi3QDHdD8bTV4E_LrVqmcal_3HsfInXPmt_l4mbsru68yLxkUtByruEj_VsobTQ897_50e45ZlrSZPM06FM6u3aHNE1hbKkAK_eV58kqJx6fzIpofI_wT7HNgPibK9yY/s320/Blog_Russian_Woman_Norway_May07.JPG" border="0" /></a><em><span style="font-size:85%;">A humbling moment: wearing Russian fur hats to stay warm at midnight</span></em><br /><em><span style="font-size:85%;"></span></em><br /><center></div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhd8njZoFqRdMrad9tRkeqf55w8kRGKgB35PD-YhjatJkKYaO7peQwTtr-ZqMgYAIDt4qMzFCYiGTJQ3H-ZwOZAL5AQxol5QV68DFaOS58wfUyUCsVXBCGDIz-wbvftDkcRHZVMoZhB0uM/s1600-h/Blog_Tromso_Street.JPG"><img id="BLOGGER_PHOTO_ID_5068841853600636802" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhd8njZoFqRdMrad9tRkeqf55w8kRGKgB35PD-YhjatJkKYaO7peQwTtr-ZqMgYAIDt4qMzFCYiGTJQ3H-ZwOZAL5AQxol5QV68DFaOS58wfUyUCsVXBCGDIz-wbvftDkcRHZVMoZhB0uM/s320/Blog_Tromso_Street.JPG" border="0" /></a><em><span style="font-size:85%;">Main street in Tromsø, Norway </span></em></center><br /><span style="font-size:85%;"><div align="left"></div><div align="left"></span></div><span style="font-size:100%;">Besides admiring the Arctic Norway's geography for its remarkable beauty, I also discovered that the region is an opportune location for <strong>online teaching</strong>. My presentation titled "Quality Online Education: A Shared Responsibility" attracted good attention and feedback from a variety of sources, from enthusiasts, skeptics, and curious newbies alike wanting to learn more about online teaching. University of Tromsø offers some online courses, but so far, there appears to be more enthusiasm for expanding the online programming than actual works in progress. I also witnessed some understandable, but I think largely unfounded, nervousness about the potential negative impact of online education on the unversity's traditional course offerings. These are the same concerns we faced in Minnesota about 8-10 years ago and soon afterwards discarded as largely unwarranted concerns. I think a major Norwegian university that attracts students from a wide, remote Arctic region (just see the pictures!) would be wise to invest in more e-learning. I understand that more support services, especially for students, would need to be created, but I trust this could be done. I encourage my colleagues in Tromsø to keep exploring e-learning opportunities and to solicit feedback from those of us who have already been involved with e-learning for many years. Let's keep these global connections alive! </span><div align="left"><br /></div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdE7I3M_MYx7eqmAQy8FvcYjyUCc8jhUccv8I5TsLO42Tr7VZZQsxZiNWnWV-3xieqnF-YTQFOvCQwPhmLJQqHtzodijEb-ZndPiOTBJfIWOjk91OjCasuMgx1IwrHTgEOdWqDclbxeZM/s1600-h/Blog_Presentation_UofTromso_Norway_May07.JPG"><img id="BLOGGER_PHOTO_ID_5068836313092824946" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdE7I3M_MYx7eqmAQy8FvcYjyUCc8jhUccv8I5TsLO42Tr7VZZQsxZiNWnWV-3xieqnF-YTQFOvCQwPhmLJQqHtzodijEb-ZndPiOTBJfIWOjk91OjCasuMgx1IwrHTgEOdWqDclbxeZM/s320/Blog_Presentation_UofTromso_Norway_May07.JPG" border="0" /> <p align="center"></a><em><span style="font-size:85%;">Sharing about e-learning</span></em> </p>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com3tag:blogger.com,1999:blog-1704512903049412477.post-7812858470822818542007-04-19T07:28:00.000-06:002007-04-27T12:00:42.231-06:00Made in China: Mardi GrasIn my previous post, I mentioned an excellent resource, a documentary titled <em><strong><a href="http://www.mardigrasmadeinchina.com/">Made in China: <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Mardi</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Gras</span></a></strong></em> (<span class="blsp-spelling-error" id="SPELLING_ERROR_2">Sundance</span>, 2005), which I plan to use in my College Composition course to inspire and prepare first-semester college composition students to compose an argument essay about <strong>the human impact of globalization</strong>, as shown within the context of a documentary that follows the trail of <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Mardi</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_4">Gras</span> beads from China to New Orleans. <center><br /><a title="Photo Sharing" href="http://www.flickr.com/photos/kuvakansio/460370506/"><img height="146" alt="Made in China: Blouse" src="http://farm1.static.flickr.com/170/460370506_17ae8a208b_m.jpg" width="240" /></center></a><br />I suggest some of the following preparatory steps and resources for teachers planning to use the documentary for an argument writing assignment:<br /><br /><strong><span style="color:#003333;">Suggested guiding questions:</span></strong><br /><ul><li><div align="left">What is globalization, and how does it impact product manufacture and sales?</div></li><li><div align="left">Who produces goods for the U.S. market and where?</div></li><li><div align="left">Why do more and more U.S. companies manufacture and source products overseas, and why do U.S. consumers purchase these products?</div></li><li><div align="left">Why do overseas factories welcome U.S. customers and investors? </div></li><li><div align="left">What are the working conditions at foreign factories producing goods for the U.S. market?</div></li><li><div align="left">Why do factory workers in foreign factories work under the current conditions? </div></li><li><div align="left">What role, if any, does gender play in the U.S.-overseas production chain?</div></li><li><div align="left">How are artifacts/products embedded with social and cultural meaning? How and why does a product become disposable?</div></li><li><div align="left">What are the economic and social impacts of globalization?</div></li></ul><p align="left"><strong><span style="color:#003333;">Suggested teacher resources:<br /></span></p></strong><ul><li><div align="left">Two websites by companies that connect Americans interested in manufacturing and sourcing products in China with resources in China: <strong><em><a href="http://www.builtinchina.com/?gclid=CIrMo4GHxosCFQlQWAodbwGtHQ">Built in China</a> </em></strong>and <strong><a href="http://www.made-in-china.com/">Made-in-China.com</a></strong> </div></li><li><div align="left"><span class="blsp-spelling-error" id="SPELLING_ERROR_5">Fishman</span>, Ted. C. <em>China Inc.: How the Rise of the Next Superpower Challenges America and the World</em>. New York: Scribner, 2005. </div></li><li><div align="left"><strong><a href="http://lcweb2.loc.gov/frd/cs/cntoc.html">The Library of Congress Country Studies: China</a></strong></div></li><li><div align="left">“<a href="http://yaleglobal.yale.edu/display.article?id=8283"><strong>Made in China: <span class="blsp-spelling-error" id="SPELLING_ERROR_6">Wal</span>-Mart Unions</strong></a><strong>"</strong> on the <span class="blsp-spelling-error" id="SPELLING_ERROR_7">YaleOnline</span> website</div></li><li><div align="left"><strong><a href="http://www.mardigrasmadeinchina.com/"><em><span class="blsp-spelling-error" id="SPELLING_ERROR_8">Mardi</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_9">Gras</span>: Made in China</em> Official Website</a></strong> </div></li><li><div align="left"><strong>“<a href="http://afe.easia.columbia.edu/china/for_pol/ch_trade.htm">200 Years of U.S. Trade with China</a>”</strong> on the Asia for Educators website hosted by Columbia University</div></li></ul><p align="left"><strong><span style="color:#003333;">Suggested Opening Activities:</span></strong></p><p align="left"><strong>"Made in China" Label Search<br /></strong>Ask students to check their clothes, shoes, and other personal items to look for “Made in China” and other product labels, and ask them to record the names of all countries printed on the labels. Use pins or masking tape to record the countries, along with the number of items, on a large world map (which has been placed on the wall or taped onto the whit board). Without further commentary, ask students to proceed to the next step.<br /><br /><strong>Reflective Writing</strong><br />Give the following instructions to the students: What does our map, with our notes, tell us about global trade? What do you already know about today’s global trade and its impact on people in the U.S. and other countries? What are your personal assumptions about “Made in China”?<br /><br /><strong>Discussion</strong><br />Have students share their thoughts with the entire class. Write their main points on the board in two columns: global trade and “Made in China.” Ask the students to summarize what they already know about global trade and what their assumptions are about “Made in China” products in particular.<br /><br /><em>My complete lesson plan, which is available upon request, suggests two follow-up assignments: </em><em><br /></em><strong>1. An oral presentation</strong>, by groups of 4-5 students, summarizing and analyzing the motives and conditions of one category of people shown in the documentary and proposing one argumentative thesis statement about their topic. The students will get to choose from the following: The party crowd in New Orleans, the New Orleans businessman, the Chinese factory owner, the young female factory workers in China, and the families of the factory workers in China<br /><strong>2. An argument essay</strong>, expressing and supporting an opinion on some specific aspect about the human impact of globalization, as shown within the context of the documentary <em>Made in China: <span class="blsp-spelling-error" id="SPELLING_ERROR_10">Mardi</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_11">Gras</span></em>. </p><p align="left">By the way, the documentary has also been used as a resource by many other disciplines, including sociology, history, and anthropology.</p>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com3tag:blogger.com,1999:blog-1704512903049412477.post-51785338875544285372007-04-15T13:59:00.000-06:002007-04-19T07:46:52.399-06:00"Made in China" - Visible GlobalizationWhy study China? It’s the future, right? But what does that really mean to us – and how can we get a good handle on such a broad topic in our classrooms?<br /><center><br /><br /><a title="Photo Sharing" href="http://www.flickr.com/photos/kuvakansio/460450662/"><img height="231" alt="Made in China: Box 2" src="http://farm1.static.flickr.com/247/460450662_36ee75e716_m.jpg" width="240" /></a><br /></center><br /><div>At a recent <strong><a href="http://minnesotahumanities.org/">Minnesota Humanities Center</a></strong> seminar titled <strong>Made in China: Economy, Environment, and Globalization</strong>, the seminar's leader David Davies, Assistant Professor of Anthropology at <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Hamline</span> University in Minnesota, suggested that it would make the most sense for us to study the underlying forces of <strong>“Made in China”</strong> products and product labeling. Why? Because we all have something made in China. Just ask the students to check the labels on their clothes or the items they own! What better way to show that China matters – that China already has a strong presence in our lives.<br /><br />As we teach about the underlying – and often invisible - forces of today’s vast and fast-paced globalization, we could, Davies suggests, explore the relationships that already exist between <strong>homegrown companies and China</strong>. Minnesota students might have very little idea that many prominent local companies, including Hormel Foods, <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Medtronic</span> Inc., and the <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Cargill</span> Inc., have a strong presence in China, producing goods for both American and Asian markets. Davies questioned the relevance of studying the popular “hot” issues of sweatshop and child labor. Why study the anomaly, he asked, explaining that most U.S. factories in China are clean, well run, and law-abiding. It would make more sense, according to Davies, to examine the underlying motivations for Americans and Chinese to do business with one another, the forms in which such two-way exchanges manifest, and the economic, social, and environmental effects of the exchanges. For example, why do the Chinese welcome U.S. companies and why are the U.S. companies interested in working in and with China? Why does one U.S. company (such as <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Wal</span>-Mart) decide to open retail shops in China while another (such as Target) has decided against it? How do U.S. companies and their Chinese partners and employees adapt to globalization? </div><br /><div>During the seminar, Davies made a rather provocative parallel between the images of <strong><a href="http://images.google.com/imgres?imgurl=http://www.wal-martchina.com/walmart/images/wminchina01.gif&imgrefurl=http://www.wal-martchina.com/english/walmart/index.htm&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;h=236&w=185&sz=1482&hl=en&start=14&um=1&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;tbnid=8Pq4iLQJH37gBM:&tbnh=109&tbnw=85&prev=/images%3Fq%3DSam%2BWalton%2BChina%26svnum%3D10%26um%3D1%26hl%3Den%26rls%3DGWYA,GWYA:2005-44,GWYA:en">Sam Walton</a></strong> used in <span class="blsp-spelling-error" id="SPELLING_ERROR_4">Wal</span>-Mart’s advertisements and inspirational posters created for the company’s Chinese consumers and employees and the propaganda posters of China’s former leader <strong><a href="http://www.union.edu/PUBLIC/HSTDEPT/HST198/mao/mao.htm">Mao <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Tse</span>-<span class="blsp-spelling-error" id="SPELLING_ERROR_6">tung</span></a></strong>, showing both wearing caps and socially appropriate suits, with the right hand raised to a fatherly wave. Perhaps partly in jest and partly to provoke us, Davies introduced the term <strong>“<span class="blsp-spelling-error" id="SPELLING_ERROR_7">Wal</span>-Mao”</strong> to us! Whether one accepts his “<span class="blsp-spelling-error" id="SPELLING_ERROR_8">Wal</span>-Mao” theory or not, a comparative study of the images could lead to interesting class discussions about cultural values and symbols, the nature of cultural exchanges, and other underlying forces of globalization. </div><div><br />The seminar also introduced me to an excellent recourse, an award-winning documentary titled <em><strong><span style="color:#000000;"><a href="http://www.mardigrasmadeinchina.com/"><span class="blsp-spelling-error" id="SPELLING_ERROR_9">Mardi</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_10">Gras</span>: Made in China</a></span></strong></em> (2005), directed by David Redmond. The documentary makes thought-provoking observations of the global ramifications of the <span class="blsp-spelling-error" id="SPELLING_ERROR_11">Mardi</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_12">Gras</span> celebration in New Orleans. The focus is on the <span class="blsp-spelling-error" id="SPELLING_ERROR_13">Mardi</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_14">Gras</span> beads, made in China. The documentary reveals interesting contrasts between the <span class="blsp-spelling-error" id="SPELLING_ERROR_15">Mardi</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_16">Gras</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_17">partiers</span>, a New Orleans businessman who imports beads from China, a Chinese factory owner who produces the beads, his young female employees, and their families in rural China. Since the documentary includes some nudity typical of a <span class="blsp-spelling-error" id="SPELLING_ERROR_18">Mardi</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_19">Gras</span> celebration (e.g., bare breasts and bottoms), it may need to be edited for younger viewers. However, I find the 80-minute documentary a very compelling way to make the invisible forces of the “Made in China” phenomenon visible to my students.<br /><br /></div><div><br /><br /><div></div></div>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0tag:blogger.com,1999:blog-1704512903049412477.post-44764871805800341222007-04-11T18:16:00.000-06:002007-04-11T19:30:22.921-06:00NAFSA Webinar on Global CompetenceToday a few colleagues and I had an opportunity to participate in the first session of the <strong><a href="http://www.nafsa.org/events.sec/webinars">2007 Professional Development <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Webinar</span> Series</a></strong> hosted by <a href="http://www.nafsa.org/about.sec"><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_1">NAFSA</span>: Association of International Educators</strong></a>. As stated by the presenters representing three institutions, the objective of today's <span class="blsp-spelling-error" id="SPELLING_ERROR_2">webinar</span> was two-fold: (1) "to list and describe the salient characteristics of three aspects of global competence" and (2) to "describe at least two strategies other than traditional study abroad for achieving global competence."<br /><br />I found the <span class="blsp-spelling-error" id="SPELLING_ERROR_3">webinar's</span> opening observations about global competence very interesting. The presenters stressed the importance of developing and <em>combining</em> three kinds of global competence in our students: <strong>knowledge</strong>, <strong>attitude</strong>, and <strong>skills</strong>. Not only should our student gain facts and understanding of global issues, but they should also develop the ability to see global issues positively, from a perspective that is different from their own, and then be able to demonstrate their knowledge through foreign language skills, interpersonal skills, and task performance.<br /><br />However, many of the practical applications mentioned by the presenters from Georgia Institute of Technology, University of Illinois, and Purdue University were, honestly, not very practical to much smaller two-year community and technical colleges like our institution, Lake Superior College. All of these institutions have large international education departments, with adequate funds and staff to initiate and support large-scale internship and research opportunities for their students and, in case of Georgia Institute of Technology, an institutional <strong><a href="http://www.internationalplan.gatech.edu/index.html">International Plan</a></strong> that requires and supports each department to integrate a degree-long international education plan. Yet, in small dozes, some of the ideas could work on smaller campuses, such as providing increased opportunities for language study. I could see great possibilities for offering more language courses online. Also, short-term internships might be possible for students in certain programs.<br /><br />I am particularly curious about granting qualified students some type of <strong>global competence certification</strong>, with a designator on their diploma. At this point, I am not sure how much importance such designators actually carry. I suspect that a global competence certification would not have a great influence on a student's ability to gain employment, but what impact would it have on an individual student's self-awareness as a global citizen? And how would providing global competence certifications impact the institution's culture as a whole?<br /><br />Obviously, each institution must select global education approaches that fit the institution's culture. As a common challenge, the presenters called for <strong>democratizing cross-cultural learning</strong> by encouraging us to seek ways to provide global education opportunities to all students, also those who "stay behind." In short, we must integrate global perspectives and issues to our curriculum plans not only through a greater variety of learning abroad experiences but also the rest of the curriculum.Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0tag:blogger.com,1999:blog-1704512903049412477.post-47551290799006475132007-04-09T16:10:00.000-06:002007-04-11T17:21:47.816-06:00Typing Foreign Letters<div align="center"><span style="font-size:180%;"><strong><span style="color:#cc0000;"><span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">Ää</span></span> <span style="color:#006600;"><span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">Üü</span></span></span> </span><span style="color:#330099;"><span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">Öö</span></span></span></strong></span> </div><p>When we </span></span></span>are in contact with students, other people, places, and texts from different cultures, we often encounter words and names that contain characters that don't exist in our own language. What do you do when you are using a U.S. keyboard and need to type a word with a Swedish <strong><span style="color:#000099;">å</span></strong>, a Portuguese <strong><span style="color:#000099;">ç</span></strong>, a Finnish <strong><span style="color:#000099;">ö</span></strong>, or a French <strong><span style="color:#000099;">ÿ</span></strong>? </p><p>Some simply ignore the special characters while others try to memorize keyboard shortcuts. Since I often write in my native Finnish, which uses the characters <em>ä </em>and <em>ö</em>, I have tried many methods. For many years, I simply ignored the special characters, especially in emails and other casual correspondence. This, however, resulted in many amusing words and even some not-so-amusing misunderstandings. Then I installed a Windows keyboard layout, but that also had its problems, often <span class="blsp-spelling-error" id="SPELLING_ERROR_3">interfering</span> with my ability to type normal letters. </p><p>A few years ago, when I bought a new computer, I decided to search for another option. Through an Internet search, I discovered a website created by <a href="http://www.antimoon.com/learners/tomasz_szynalski.htm"><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_4"><span class="blsp-spelling-error" id="SPELLING_ERROR_3">Tomasz</span></span> P. <span class="blsp-spelling-error" id="SPELLING_ERROR_5"><span class="blsp-spelling-error" id="SPELLING_ERROR_4">Szynalski</span></span></strong></a>, a Polish translator, teacher, and web designer. Based on an idea he got from a <a href="http://www.apronus.com/internet/ruskey.htm"><strong>Russian keyboard</strong> </a>on the <span class="blsp-spelling-error" id="SPELLING_ERROR_6"><span class="blsp-spelling-error" id="SPELLING_ERROR_5">Apronus</span></span>.com site, <span class="blsp-spelling-error" id="SPELLING_ERROR_7"><span class="blsp-spelling-error" id="SPELLING_ERROR_6">Szynalski</span></span> created useful text boxes, or editors, for <a href="http://czech.typeit.org/"><strong>French</strong></a><strong>, </strong><a href="http://german.typeit.org/"><strong>German</strong></a><strong>, </strong><a href="http://italian.typeit.org/"><strong>Italian</strong></a><strong>, </strong><a href="http://polish.typeit.org/"><strong>Polish</strong></a><strong>, </strong><a href="http://portuguese.typeit.org/"><strong>Portuguese</strong></a><strong>, </strong><a href="http://romanian.typeit.org/"><strong>Romanian,</strong></a><strong> </strong>and <a href="http://spanish.typeit.org/"><strong>Spanish</strong></a><strong>. </strong>He even created a text box for <a href="http://swedish.typeit.org/"><strong>IPA phonetics symbols</strong></a><strong>, </strong>which types English pronunciations of English words as they appear in English dictionaries. This could be an excellent tool for many ESL and foreign exchange students!</p><p>How do the text box editors work? Each text box allows you to type characters that are specific to the language without having to use a special keyboard. You can edit your text in the box and then copy it to your email message, blog posting, or word processor, just as I have done in this blog entry. According to <span class="blsp-spelling-error" id="SPELLING_ERROR_8"><span class="blsp-spelling-error" id="SPELLING_ERROR_7">Szynalski</span></span>, we can thank "the miracles of Unicode and JavaScript" for these tools! Personally, the text boxes have made my life a lot easier, and they have also inspired me to be more sensitive to the correct spelling of foreign names and words. </p><p>Obviously, <span class="blsp-spelling-error" id="SPELLING_ERROR_8">Szynalski's</span> text boxes don't help everyone. Another option, which I haven't tried personally, involves the use of keyboard stickers, like those described on <strong><a href="http://www.keyboardstickers.net/"><span class="blsp-spelling-error" id="SPELLING_ERROR_9">keyboardstickers</span>.net</a></strong>. I'd also be curious to learn about other solutions, as I am committed to trying to type every student's name <span class="blsp-spelling-error" id="SPELLING_ERROR_10">correctly</span>, especially in online courses, where the written word is the primary form of communication.<a href="http://www.keyboardstickers.net/"><br /></a></p><p align="center"><center><span style="font-family:arial;"><strong><span style="font-size:180%;"><span style="color:#000099;"><span class="blsp-spelling-error" id="SPELLING_ERROR_9"><span class="blsp-spelling-error" id="SPELLING_ERROR_11">Şş</span></span></span> <span style="color:#006600;">æ</span> <span style="color:#cc0000;">ð </span></span></strong><span style="color:#006600;"><span class="blsp-spelling-error" id="SPELLING_ERROR_10" style="font-size:180%;"><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_12">Ăă</span></strong></span> </span></span><p></p></center>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com1tag:blogger.com,1999:blog-1704512903049412477.post-78529791795789193112007-04-06T14:32:00.000-06:002007-04-15T09:23:12.214-06:00Minnesota Humanities CenterIf you live in Minnesota, or nearby, I recommend you to explore the professional development opportunities offered by the <strong><a href="http://minnesotahumanities.org/">Minnesota Humanities Center</a></strong> (formerly Minnesota Humanities Commission) in St. Paul, Minnesota. Year round, the center offers evening and weekend seminars on a variety of cultural and global topics at a very reasonable cost and free lodging, in very nice hotel-like rooms, for anyone who drives to St. Paul from some distance. On occasion, the center schedules events at other Minnesota locations, including Duluth.<br /><br />While most of the seminars are aimed at K-12 instructors, the materials can easily be adapted to college-level courses. The courses are taught by professors and other subject experts from a variety of public and private institutions, including <span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">Macalester</span></span> College, University of Minnesota Twin Cities, St. Olaf College, Carlton College, and <span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">Hamline</span></span> University, and the weekend seminars can also be taken for optional <span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">Hamline</span></span> University graduate credit in Humanities, also at a reasonable cost. The weekend seminars tend to be somewhat lecture-heavy, but you can count on receiving a great deal of useful information and resources.<br /><br />So far, I have attended two of their seminars, one titled <strong>The Art of the Cold War</strong>, which included fascinating information about Soviet poetry, propaganda posters, and fine arts as well as a field trip visit to the magnificent <strong><a href="http://www.tmora.org/">Museum of Russian Art in Minneapolis</a></strong>. Another seminar, titled<strong> Immigrants/Citizens in France</strong>, gave a wealth of information about the impact of North African immigration on French society and culture, including <strong><a href="http://www.jeddy.org/borderless/rai/"><span class="blsp-spelling-error" id="SPELLING_ERROR_3"><span class="blsp-spelling-error" id="SPELLING_ERROR_3">rai</span></span> music</a></strong> and contemporary Arab-French films and literature. This seminar introduced me to the <em><strong><a href="http://www.filmmovement.com/filmcatalog/index.asp?MerchandiseID=8">Inch 'Allah <span class="blsp-spelling-error" id="SPELLING_ERROR_4"><span class="blsp-spelling-error" id="SPELLING_ERROR_4">dimance</span></span></a></strong> (Inch' Allah Sunday)</em> film featured in the earlier Character Analysis Exercises.<br /><br />Next week I will be attending a seminar titled <strong>Made in China: Economy, Environments, and Globalization</strong>, expecting to gain - and then share - more useful resources for globalizing literature and composition courses. Stay tuned!Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com1tag:blogger.com,1999:blog-1704512903049412477.post-49383211546367210262007-03-31T13:29:00.000-06:002007-04-06T21:03:17.967-06:00Copyright ConcernsToday I decided to make this blog public (though not yet <span class="blsp-spelling-error" id="SPELLING_ERROR_0">searchable</span> by Google, but that could change too). Like many instructors who consider posting their work on the web, I experienced a healthy doze of paranoia as I considered the "safety" of going public with my new resources. Yet at the same time, I realized that any student taking one of my online courses could download and share my materials. I suppose I also worried that my peers would judge me out of context. However, aren't we always at the risk of being judged out of context?<br /><br />To ease my mind, I decided to examine copyright laws. I ran across two helpful websites: <strong><a href="http://fairuse.stanford.edu/">Copyright and Fair Use</a></strong> hosted by Standford University Libraries and the <strong><a href="http://www.copyright.gov/">U.S. Copyright Office</a></strong> website. On its <strong><a href="http://www.copyright.gov/help/faq/faq-protect.html#website">FAQ's</a></strong> page, the U.S. Copyright Office answers the following question: <em><strong><span style="color:#3333ff;">“How do I protect my sightings of Elvis?”</span></strong></em> Could it get any better than that? Somehow, my question about going public with this blog no longer seemed silly and, oddly, no longer mattered. While you will find no Elvis here, you'll find a few new assignments and resources to globalize first-year college composition and literature courses, as the blog sub-title promises.<br /><br />Thanks to my colleague Lawrance for suggesting the literary phrase <strong>"The Importance of Being Earnest"</strong> for the statement in the right-hand column. I think it captures the true spirit of appropriate sharing of work!Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com2tag:blogger.com,1999:blog-1704512903049412477.post-83833743776638827262007-03-27T16:32:00.000-06:002007-03-31T15:11:34.183-06:00Harbor City International School<div align="left"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmK3vCudiDJWPPb-ipF-BGcwXqXJ1_sATj_dI0Awpao5SZV-uWtYIWvU96R2MojQt9vOUdDMCG6wE8FGLYfT9MqnQvuCiPLg_pu8EOWwKMkheT1XbPORhZN9zKsDRD2NDXwhVaw8-BAcU/s1600-h/HarborCitySchool.jpg"><img id="BLOGGER_PHOTO_ID_5046743438939998882" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmK3vCudiDJWPPb-ipF-BGcwXqXJ1_sATj_dI0Awpao5SZV-uWtYIWvU96R2MojQt9vOUdDMCG6wE8FGLYfT9MqnQvuCiPLg_pu8EOWwKMkheT1XbPORhZN9zKsDRD2NDXwhVaw8-BAcU/s200/HarborCitySchool.jpg" border="0" /></a><br /><center><span style="font-size:78%;">Photo of and by Harbor City International School, published with permission<br /></span></center><br />This blog entry does not contain an assignment, but I'm identifying a potential resource. Today I had an opportunity to tour <a href="http://www.harborcityschool.org/"><strong>Harbor City International School</strong></a>, a small public high school in Duluth, Minnesota, with an emphasis on global citizenship and the international perspective. As I am working on globalizing my curricula, I am interested in learning about the school's philosophy and teaching methods and the possibility of sharing ideas about curricula and projects. The school's mission seems very similar to the mission of my former school (for grades 5-12), <a href="http://www.uta.fi/laitokset/norssi/english.html"><strong>Tampere Teacher Training School</strong></a>, which is one of many <strong><a href="http://portal.unesco.org/education/en/ev.php-URL_ID=7366&URL_DO=DO_TOPIC&URL_SECTION=201.html">UNESCO Associated Schools</a></strong> in Finland.<br /><br />Sharing the same goal of globalizing our English curricula, my friend Ted Anderson, English teacher at Harbor City School, and I will begin to exchange ideas and, I hope, make some realistic plans for collaboration. Personally, today's visit was a good reminder that we have many good resources and like-minded colleagues right within our own communities. </div>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com2tag:blogger.com,1999:blog-1704512903049412477.post-6682644040412257942007-03-25T12:06:00.000-06:002007-04-10T21:13:44.265-06:00Global Poetry in Text & Video<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhreHMKoQ8eTUq6nMCtTAzMIon8u0PP-2p1WLdjSoowxuiR1Ya_2iDHC353kKabHC_XdFYbKXctIg0ITP0qddeps_C4YrGamYczBLlPtSDltp9QCZOoHBPJ9lfAMkJgRuc8ekDZDOY4Wsw/s1600-h/head2R.jpg"><img id="BLOGGER_PHOTO_ID_5051994456337996802" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhreHMKoQ8eTUq6nMCtTAzMIon8u0PP-2p1WLdjSoowxuiR1Ya_2iDHC353kKabHC_XdFYbKXctIg0ITP0qddeps_C4YrGamYczBLlPtSDltp9QCZOoHBPJ9lfAMkJgRuc8ekDZDOY4Wsw/s200/head2R.jpg" border="0" /></a><br /><div>The <strong>Poetry International Web</strong>, a worldwide forum for poetry on the Internet, maintains a substantial <strong>"<a href="http://international.poetryinternationalweb.org/piw_cms/cms/cms_module/index.php?obj_name=camera_poetica_list">Camera <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Poetica</span></a>"</strong> catalog of authors reciting their poems on video.<br /><br />This simple exercise was created for my Modern World Literature course, which I usually teach online. Similar exercises, pairing texts with audio and video images, could be used in any online or face-to-face literature course.</div><br /><div></div><br /><div align="center"></div><em><span style="font-size:78%;">Photo taken at the Old St. Augustine Village, Florida</span></em><br /><div></div><div><br /></div><div><hr /></div><div align="center"><br /><strong><span style="color:#003333;">"Camera <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Poetica</span>" Assignment</span></strong></div><div align="left"><br /><strong>(1)</strong> <strong>Read the poem.</strong><br />First read the poem “<strong><a href="http://international.poetryinternationalweb.org/piw_cms/cms/cms_module/index.php?obj_id=5988">Siberia</a></strong>” by Belgian poet Bart <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Moeyaert</span>, who has studied and published in the <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Nederlands</span>. Please, don’t view the video clip yet. Read the poem twice for better understanding.<br /><br /><strong>(2) Reflect in writing.</strong><br />After having read the poem, respond to the following prompts:<br /></div><br /><li>Make a list of words of phrases that capture your feelings and values about the poem.</li><div> </div><li>Make a list of words or short phrases that capture the feelings or values of what you think the author was trying to express in this poem.</li><div> </div><li>Give a plausible explanation for each feeling word or phrase listed above. In other words, what in the poem or in your personal experiences caused these feelings?</li><div> </div><li>Why do you think the poem is called “Siberia”?</li><div><br /><strong>(3)</strong> <strong>Play the video.</strong><br />Then, using the same Internet link, listen to and watch the video clip of the author reading his poem in Dutch.<br /><br /><strong>(4) Discuss the video.</strong><br />In your small group, reflect on the following: What impact did seeing and hearing the poet read his work out loud have on you? Did it add or take away from your original experience with the poem? Explain.<br /><br /><strong>(5) Summarize the experience.</strong><br />Summarize your “Camera <span class="blsp-spelling-error" id="SPELLING_ERROR_4">Poetica</span>” experience in one word: ____________. Then write a paragraph explaining why you chose this word.</div>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0tag:blogger.com,1999:blog-1704512903049412477.post-82039264769444880942007-03-24T14:56:00.000-06:002007-03-31T11:28:02.315-06:00Middle Eastern WritersMy Modern World Literature students keep asking for more information about and writings by Middle Eastern writers. Since I teach the course most often online, I like to give my students as many online sources as I can find, without having to ask them to purchase an additional textbook. However, if you're looking for a textbook on Middle Eastern writing, <em><a href="http://vig.prenhall.com/catalog/academic/product/0,1144,0130464376,00.html"><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_0">Literatures</span> of the Middle East</strong></a></em> by Tony <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Barnstone</span> and Willis <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Barnstone</span> (Prentice Hall, 2003) seems like a great option. The book covers texts from the antiquity to the present, extending beyond the scope of my <span style="color:#333300;"><em>Modern</em> </span>World Literature course, but it includes all of the writers and some of the works listed below.<br /><br />These are some of the new resources that I will be adding to my Modern World Literature reading list. Many of them could also be used in other literature, or perhaps even composition, courses.<br /><br /><br /><p><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQwxaXb6kZqCRMAKqBHZ0QLqa46znxtJm7gKm2ksf2_2zzeXRxmOrl_arDXAxVtj0t5E7Wy4LsZ9h70TQejEX1r55BOzaGM1go11O8hyphenhyphenUfX0VzaenAvvuCqLsgyzTBFivL1qwJaJ6pVI8/s1600-h/Orn_Orange_sq_4free.gif"><img id="BLOGGER_PHOTO_ID_5045621333394047938" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQwxaXb6kZqCRMAKqBHZ0QLqa46znxtJm7gKm2ksf2_2zzeXRxmOrl_arDXAxVtj0t5E7Wy4LsZ9h70TQejEX1r55BOzaGM1go11O8hyphenhyphenUfX0VzaenAvvuCqLsgyzTBFivL1qwJaJ6pVI8/s200/Orn_Orange_sq_4free.gif" border="0" /></a><br /><span style="color:#cc6600;"><strong><span style="color:#000000;"><span class="blsp-spelling-error" id="SPELLING_ERROR_3">Nawal</span> e<span class="blsp-spelling-error" id="SPELLING_ERROR_4">l</span>-<span class="blsp-spelling-error" id="SPELLING_ERROR_5">Saadawi</span> (1931-)</span></strong><br /></span><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_6">Nawal</span> e<span class="blsp-spelling-error" id="SPELLING_ERROR_7">l</span>-<span class="blsp-spelling-error" id="SPELLING_ERROR_8">Saadawi, </span>a well-known feminist Egyptian writer and physician, is a prolific writer of short stories, essays, and novels. The author's official website, <strong><a href="http://www.nawalsaadawi.net/">Nawal el Saadawi Sherif Hetata</a></strong>, contains some quotes that could be used as discussion or writing prompts.<br /><br /><br /><strong><span style="color:#000000;"><span class="blsp-spelling-error" id="SPELLING_ERROR_9">Reza</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_10">Baraheni</span> (1935-)</span></strong><br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_11">Reza</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_12">Baraheni</span> is an Iranian Turk who writes in Persian. He is a leading novelist, poet, and essayist in Iran. With the rise of the Islamic Republic, he was fired from his university post and imprisoned. More information about the author is available from the <strong><a href="http://kabulpress.org/rahapen/RAHA_exiled_writers2.htm"><span class="blsp-spelling-error" id="SPELLING_ERROR_13">RAHA</span> - World Independent Writers</a></strong> website. </p><p>Selected poems by <span class="blsp-spelling-error" id="SPELLING_ERROR_14">Baraheni</span> are available at the <strong><a href="http://www.mahmag.org/worldpoetry.php?itemid=94"><span class="blsp-spelling-error" id="SPELLING_ERROR_15">Mah</span>-mag - Magazine of the Arts & Humanity</a></strong> website, including "Nostalgia" and "Crying."<br /><br /><br /><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_16">Forugh</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_17">Farrokhazad</span> (1935-1967)</strong><br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_18">Forugh</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_19">Farrokhzad</span> is the most famous woman in the history of Persian literature. Before her tragic death in an automobile accident in 1967, she wrote several books of poetry and worked as a filmmaker. <strong><a href="http://www.forughfarrokhzad.org/index1.htm"><span class="blsp-spelling-error" id="SPELLING_ERROR_20">Forugh</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_21">Farrokhazad's</span> Open Forum Website</a></strong> is a beautiful dedication to her work. </p><p>A link from this website to “Selected Works” leads to many of her poems, including the following titles: “Another Birth,” “Gift,” “The Wind Will Take Us,” and “Love Song.”<br /><br /><br /><strong>Mahmud <span class="blsp-spelling-error" id="SPELLING_ERROR_22">Darwish</span> (1942-)</strong><br /><br />Mahmud <span class="blsp-spelling-error" id="SPELLING_ERROR_23">Darwish</span> is probably the world's most celebrated Palestinian poet. More information about the author is available at the <strong><a href="http://www.arabworldbooks.com/authors/mahmoud_darwish.htm">Arab World Books</a></strong> website.<br /><br />The <em>Where to Now</em> blog at Word Press.com has posted his poem titled “<strong><a href="http://wheretonow.wordpress.com/2007/01/25/the-prison-cell/">The Prison Cell</a>,</strong>” and the Angry Arab News Service website lists his poem titled “<strong><a href="http://angryarab.blogspot.com/2004/11/murdered-victim-no.html">Victim No. 48</a></strong>.” These are the two poems by <span class="blsp-spelling-error" id="SPELLING_ERROR_24">Darwish</span> that were selected for <em><span class="blsp-spelling-error" id="SPELLING_ERROR_25">Literatures</span> of the Middle East</em>.<br /><br /><strong><br />Mohamed <span class="blsp-spelling-error" id="SPELLING_ERROR_26">el</span>-<span class="blsp-spelling-error" id="SPELLING_ERROR_27">Bisatie</span> (1938-)</strong><br /><br />Mohamed <span class="blsp-spelling-error" id="SPELLING_ERROR_28">el</span>-<span class="blsp-spelling-error" id="SPELLING_ERROR_29">Bisatie</span> is a member of the group of Egyptian writers known as “Gallery 68.” More information about the author is available at the <strong><a href="http://www.arabworldbooks.com/authors/mohamed_elbisatie.htm">Arab World Books</a></strong> website.<br /><br />The same website provides a copy of his short story “<strong><a href="http://www.arabworldbooks.com/Literature/story1.htm">A Conversation from the Third Floor</a></strong>," which was also selected for <em><span class="blsp-spelling-error" id="SPELLING_ERROR_30">Literatures</span> of the Middle East</em>.<br /><br /><br /><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_31">Hatif</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_32">Janabi</span> (1955-)</strong><br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_33">Hatif</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_34">Janabi</span> was born in Iraq, but he has lived in exile in Poland since the late 1970s. He has published several volumes of poetry. So far the only websites I have found about the author are in Polish.<br /><br />Selected poems by <span class="blsp-spelling-error" id="SPELLING_ERROR_35">Janabi</span> are available on the <a href="http://www.wooster.edu/artfuldodge/poetsastranslators/mattawa.htm"><strong>Artful Dodge</strong> </a>website (scroll down, past <span class="blsp-spelling-error" id="SPELLING_ERROR_36">Mattawa's</span> prose poems), including “Savage Continents” and “To Where.”<br /><br /><br /><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_37">Yashar</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_38">Kemal</span> (1922-)<br /></strong><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_39">Yashar</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_40">Kemal</span> is one of the most popular contemporary Turkish writers and a candidate for Nobel Prize in Literature. Read more about the author at the <strong><a href="http://www.kirjasto.sci.fi/kemal.htm">Books and Writers</a> </strong>website.<br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_41">Kemal's</span> short story “<strong><a href="http://www.xs4all.nl/~tank/kurdish/htdocs/lib/yasar_kemal.html">Campaign of Lies</a></strong>” is posted on the web by the Soc.Culture.Kurdish.<br /><br /><br /><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_42">Naguib</span> Mahfouz (1911-)</strong><br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_43">Naguib</span> Mahfouz is a well-known Egyptian writer and 1988 winner of Nobel Prize for Literature. Read more about the author at the <strong><a href="http://www.kirjasto.sci.fi/mahfouz.htm">Books & Writers</a></strong> website.<br /><br />Study questions for and a synopsis of <span class="blsp-spelling-error" id="SPELLING_ERROR_44">Mahfouz'z</span> short story “<a href="http://fajardo-acosta.com/worldlit/mahfouz/zaabalawi.htm"><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_45">Zaabalawi</span></strong></a>” are available at Dr. Fidel <span class="blsp-spelling-error" id="SPELLING_ERROR_46">Fajardo</span>-Acosta's World Literature Website. However, I have not yet been able to find the story itself online.<br /><br /><br /><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_47">Khaled</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_48">Mattawa</span> (1964-)</strong><br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_49">Khaled</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_50">Mattawa</span> was born in Libya, but he immigrated to the U.S. in 1979. More information about the author and his work can be found on the <a href="http://www.wordswithoutborders.org/bio.php?translator=Khaled+Mattawa"><strong>Artful <span class="blsp-spelling-error" id="SPELLING_ERROR_51">Dogde</span></strong> </a>website, including “Cricket Mountain,” "Days of 1932," "Days of 1948, " and “<span class="blsp-spelling-error" id="SPELLING_ERROR_52">Selima</span>!”<br /><br />More poems by <span class="blsp-spelling-error" id="SPELLING_ERROR_53">Mattawa</span>, including “Borrowed Tongue” and “The Bus Driver Poem,” can be found on the <a href="http://www.webdelsol.com/mattawa/km-part5.htm"><strong>Web <span class="blsp-spelling-error" id="SPELLING_ERROR_54">del</span> Sol</strong> </a>website.<br /><br /><br /><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_55">Mohammed</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_56">Mrabet</span> (1940-)</strong><br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_57">Mohammed</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_58">Mrabet</span> is a Moroccan storyteller whose tales often portray the <span class="blsp-spelling-error" id="SPELLING_ERROR_59">Maghrebi</span> region. His complete biography can be found on the <a href="http://www.paulbowles.org/mohammedmrabet.html"><strong>Paul <span class="blsp-spelling-error" id="SPELLING_ERROR_60">Bowles</span> Web Site</strong></a>.<br /><br />An audio recording of his story “<strong><a href="http://odeo.com/audio/31382/view">The Saint by Accident</a></strong>” is available on the <span class="blsp-spelling-error" id="SPELLING_ERROR_61">Odeo</span> website.<br /><br /><br /><strong>Amos Oz (1939-)</strong><br /><br />Amos Oz is an Israeli novelist, short story writer, and essayist, whose stories often describe life on the kibbutz. More information about Oz can be found on <a href="http://www.jafi.org.il/education/100/people/bios/oz.html"><strong>The Jewish Agency for Israel</strong> </a>website.<br /><br />Oz’s short story “<strong><a href="http://www.cod.edu/people/faculty/bobtam/website/stu1.htm">Nomad and Viper</a></strong>” is available on the website of Tammie Bob from College of <span class="blsp-spelling-error" id="SPELLING_ERROR_62">DuPage</span> website. The story portrays the Arabs as “the Other” – imagined as dangerous, threatening and yet seductively attractive.<br /><br /><br /><strong>Dan <span class="blsp-spelling-error" id="SPELLING_ERROR_63">Pagis</span> (1930-1986)</strong><br /><br />Dan <span class="blsp-spelling-error" id="SPELLING_ERROR_64">Pagis</span>, an Israeli poet, is considered a major world poet of his generation. <span class="blsp-spelling-error" id="SPELLING_ERROR_65">Pagis</span> was born in <span class="blsp-spelling-error" id="SPELLING_ERROR_66">Bukovina</span>, Romania. During World War II, he was interned in a concentration camp for several years. He arrived in <span class="blsp-spelling-error" id="SPELLING_ERROR_67">pre</span>-state Israel in 1946 and became a teacher on a kibbutz. <span class="blsp-spelling-error" id="SPELLING_ERROR_68">Pagis</span> writes about his family on the <a href="http://www.aish.com/holocaust/People/Pagis_Gebhard_he61n06.asp"><strong>Holocaust Studies</strong> </a>website.<br /><br />Selected poems by <span class="blsp-spelling-error" id="SPELLING_ERROR_69">Pagis</span> are available on the <strong><a href="http://www.isro-press.net/English/Writers/Pagis.Versuri.engleza.htm"><span class="blsp-spelling-error" id="SPELLING_ERROR_70">ISRO</span> Press</a></strong> website, including “Instructions for Crossing the Border,” “Brothers,” “Europe Late,” and “Written in a Pencil in the Sealed Railway-Car.”<br /><br /><br /><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_71">Nizar</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_72">Qabbani</span> (1923-1998)</strong><br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_73">Nizar</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_74">Qabbani</span> is a Syrian poet and diplomat. More information about him is posted on the <strong><a href="http://www.damascus-online.com/Nizar.htm">Damascus Online</a></strong> website.<br /><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_75">Qabbani</span> has written lyrics for many songs – some examples can be heard on the same <strong><a href="http://www.damascus-online.com/Music/nizar_songs.htm">Damascus Online</a></strong> website (requires the Real Player). The poet’s own <strong><a href="http://oldpoetry.com/oauthor/show/Nizar_Qabbani">Old Poetry</a></strong> website lists 37 of his poems in English.<br /><br /><br /><strong>Dahlia <span class="blsp-spelling-error" id="SPELLING_ERROR_76">Ravikovitch</span> (1936-)</strong><br /><br />The <strong><a href="http://israel.poetryinternationalweb.org/piw_cms/cms/cms_module/index.php?obj_id=3164">Poetry International Web</a></strong> describes Dahlia <span class="blsp-spelling-error" id="SPELLING_ERROR_77">Ravikovich</span> as “one of the most brilliant and versatile Israeli poets."<br /><br />Selected poems by <span class="blsp-spelling-error" id="SPELLING_ERROR_78">Ravikovich</span> can be found on the same web site (use the link above), including<br />“A Dress of Fire,” “In the Year to Come, In the Days to Come,” ”Pride,” and “Three or Four Cyclamen.”<br /><br /><span style="font-size:78%;">*) Graphic image from <a href="http://www.graphics-4free.com/">Ever Eden Design</a></span></p>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com3tag:blogger.com,1999:blog-1704512903049412477.post-1540957607927974742007-03-24T14:20:00.000-06:002007-03-31T11:52:33.863-06:00Global TermsAs global connectivity, integration, and interdependence continues to increase, our students keep encountering new terms describing global activities and phenomena. I have listed just a few examples of terms that my students, both in literature and composition courses, have asked about and researched.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0BFQ2gR-NY7hax5zo_KTutmYz-RHBPk_oWTMEg-AyjqA8DWGeAs_-Sjbo53vnO2NVSHhyzB07VT3hvfGlhSg5W26vf7Vilh60lU9AsSI_2maOfd__De7zh_gc0aU3sjUhJc4eN7ItUVw/s1600-h/ChinaTown_Small.jpg"><img id="BLOGGER_PHOTO_ID_5045993376346129378" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0BFQ2gR-NY7hax5zo_KTutmYz-RHBPk_oWTMEg-AyjqA8DWGeAs_-Sjbo53vnO2NVSHhyzB07VT3hvfGlhSg5W26vf7Vilh60lU9AsSI_2maOfd__De7zh_gc0aU3sjUhJc4eN7ItUVw/s200/ChinaTown_Small.jpg" border="0" /></a><br /><center><span style="font-size:78%;">A photo from my recent visit to New York City's China Town. Cultural tourism, right?</span></center><br /><li><strong>Acculturation </strong>- as defined by <strong><a href="http://www.answers.com/topic/acculturation">Answers.com</a></strong></li><li><strong>Cultural Imperialism</strong> - as defined by <a href="http://www.sociology.emory.edu/globalization/glossary.html"><strong>The Globalization Website</strong></a> (Emory University)</li><li><strong>Cultural Industries</strong> - as defined by the <strong><a href="http://portal.unesco.org/culture/en/ev.php-URL_ID=2461&URL_DO=DO_TOPIC&URL_SECTION=201.html">UNESCO Culture website</a></strong> </li><li><strong>Cultural Tourism</strong> - as defined by the <strong><a href="http://portal.unesco.org/culture/en/ev.php-URL_ID=11408&URL_DO=DO_TOPIC&URL_SECTION=201.html">UNESCO Culture website</a></strong></li><li><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">Islamophobia</span></span> </strong>(or <span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">arabophobia</span></span>) as defined by the <a href="http://www.islamophobia.org/news.php"><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">Islamophobia</span></span>.org</strong> </a>website</li><br /><p>Undoubtedly, this list will grow much longer as I my students begin to work on more activities that focus on the global context.</p>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0tag:blogger.com,1999:blog-1704512903049412477.post-47285603602353481242007-03-23T09:40:00.000-06:002007-03-31T11:15:21.633-06:00Global Travel Articles<div align="left"><span style="color:#333333;"><span style="color:#000000;">As global travel has become more popular and more possible in recent years, many more writers are hoping to make travel writing a career. Just check the web! Besides numerous <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">articles</span> and blogs on travel experiences, we can find travel writers offering their tips on how to become a travel writer. One well-known U.S. writer, Rick <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Steeves</span>, writes in his article "</span><a href="http://www.transitionsabroad.com/publications/magazine/9707/rick_steves_on_being_a_travel_writer.shtml"><strong>How to Be a Travel Writer</strong></a></span><span style="color:#000000;">" about the importance of becoming "a generous teacher of travel, not a travel agent."</span></div><div align="left"><br /></div><div align="left"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhse3ORxrLnI8mDhmu6lUgWaH6tIDUpX8bpparf4hVACT43_bwKYqDLjQC2DF7VPuapcSgwyflVfwxqbl_o6OAgJvs8giR3B0H0n1TWNltBI_9Sdrf8M4RYZlys_TgqRUfs1kyhAh6vVWo/s1600-h/tallinn.jpg"><img id="BLOGGER_PHOTO_ID_5045159787618485026" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhse3ORxrLnI8mDhmu6lUgWaH6tIDUpX8bpparf4hVACT43_bwKYqDLjQC2DF7VPuapcSgwyflVfwxqbl_o6OAgJvs8giR3B0H0n1TWNltBI_9Sdrf8M4RYZlys_TgqRUfs1kyhAh6vVWo/s320/tallinn.jpg" border="0" /></a> <span style="font-size:78%;"><center>Tallinn, Estonia</span></center><br /><div align="center"><strong><span style="font-size:130%;color:#006600;"></span></strong></div><div align="center"></div><strong>About the Genre</strong><br />Travel writing is a literary form of expressing the self-definition of the author who parallels his or her cultural experience to the experiences of other cultures. Generally, the goal of travel writing is to incorporate facts and impressions that enhance the readers' understanding and acceptance of other cultures. A travel article or essay can be written in any style. According to <em>Merriam Webster's Encyclopedia of Literature</em>, travel literature is "nonfiction prose form that depends largely on the wit, powers of observation, and character of the traveler for its success." Yes, we like witty writing!<br /><br /><strong>About the Writers</strong><br />This blog entry contains information of critically acclaimed global travel writing by U.S. writers. About half of the essays were recognized in <a href="http://www.houghtonmifflinbooks.com/catalog/titledetail.cfm?titleNumber=688459"><em><strong>The Best American Travel Writing 2004</strong></em> </a>collection published by <span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">Houghton</span></span></span></span> <span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_3">Mifflin</span></span></span></span>, and the rest are included on the <em>Outside Magazine's</em> Literary All-Stars list on the <a href="http://outside.away.com/"><strong>Outside Online website</strong></a>. By the way, the "all star" list includes Garrison Keillor, Ian Frazier, and Jane Smiley, among others.<br /><br /><strong>Descriptions of Example Articles</strong><br /><br /><strong><a href="http://outside.away.com/outside/features/200210/200210/assassins_1.html">"Everybody Loves the Assassins" by Tim <span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_4">Cahill</span></span></span></span></a></strong><br />Traveling to Iran to visit ancient castles and <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">members</span> of an Islamic sect, <span class="blsp-spelling-error" id="SPELLING_ERROR_4"><span class="blsp-spelling-error" id="SPELLING_ERROR_3"><span class="blsp-spelling-error" id="SPELLING_ERROR_3"><span class="blsp-spelling-error" id="SPELLING_ERROR_5">Cahill</span></span></span></span> <span class="blsp-spelling-corrected" id="SPELLING_ERROR_5">discovers</span> people who can't stop being nice. Recognized in <em>The</em> <em>Best American Travel Writing 2004</em> collection.<br /><br /><strong><a href="http://www.worldhum.com/dispatches/item/sandbags_in_the_archipelago/">"Sandbags in the Archipelago" by Heather Eliot</a></strong><br />On a remote South Pacific island Eliot meets a man and explores the fine line between fantasy and reality. Recognized in <em>The Best American Travel Writing 2004</em> collection.<br /><br /><strong>"Chasing the Wall" by Peter <span class="blsp-spelling-error" id="SPELLING_ERROR_6"><span class="blsp-spelling-error" id="SPELLING_ERROR_4"><span class="blsp-spelling-error" id="SPELLING_ERROR_4"><span class="blsp-spelling-error" id="SPELLING_ERROR_6">Hessler</span></span></span></span></strong><br /><span style="color:#000066;"><span class="blsp-spelling-error" id="SPELLING_ERROR_7"><span class="blsp-spelling-error" id="SPELLING_ERROR_5"><span class="blsp-spelling-error" id="SPELLING_ERROR_5"><span class="blsp-spelling-error" id="SPELLING_ERROR_7">Hessler</span></span></span></span>, Peter. "Chasing the Wall." <em>National Geographic</em> 203.1 (2003): 2. <span class="blsp-spelling-error" id="SPELLING_ERROR_8"><span class="blsp-spelling-error" id="SPELLING_ERROR_6"><span class="blsp-spelling-error" id="SPELLING_ERROR_6"><span class="blsp-spelling-error" id="SPELLING_ERROR_8">InfoTrac</span></span></span></span>: Expanded Academic ASAP. Lake Superior College Library. 18 Mar. 2007<http:>. </span></div><div align="left"><span class="blsp-spelling-error" id="SPELLING_ERROR_9"><span class="blsp-spelling-error" id="SPELLING_ERROR_7"><span class="blsp-spelling-error" id="SPELLING_ERROR_7"><span class="blsp-spelling-error" id="SPELLING_ERROR_9">Hessler</span></span></span></span> drove 7,436 miles and, in his own words, "found the good, the bad and the real great wall of China." Recognized in <em>The</em> <em>Best American Travel Writing 2004</em> collection. </div><div align="left"><br /><a href="http://outside.away.com/outside/magazine/1296/9612febull.html"><strong>"La <span class="blsp-spelling-error" id="SPELLING_ERROR_10"><span class="blsp-spelling-error" id="SPELLING_ERROR_8"><span class="blsp-spelling-error" id="SPELLING_ERROR_8"><span class="blsp-spelling-error" id="SPELLING_ERROR_10">Matadora</span></span></span></span> <span class="blsp-spelling-error" id="SPELLING_ERROR_11"><span class="blsp-spelling-error" id="SPELLING_ERROR_9"><span class="blsp-spelling-error" id="SPELLING_ERROR_9"><span class="blsp-spelling-error" id="SPELLING_ERROR_11">Revisa</span></span></span></span> <span class="blsp-spelling-error" id="SPELLING_ERROR_12"><span class="blsp-spelling-error" id="SPELLING_ERROR_10"><span class="blsp-spelling-error" id="SPELLING_ERROR_10"><span class="blsp-spelling-error" id="SPELLING_ERROR_12">Su</span></span></span></span> <span class="blsp-spelling-error" id="SPELLING_ERROR_13"><span class="blsp-spelling-error" id="SPELLING_ERROR_11"><span class="blsp-spelling-error" id="SPELLING_ERROR_11"><span class="blsp-spelling-error" id="SPELLING_ERROR_13">Maquillaje</span></span></span></span>: The Bullfighter Checks Her Makeup" by Susan <span class="blsp-spelling-error" id="SPELLING_ERROR_14"><span class="blsp-spelling-error" id="SPELLING_ERROR_12"><span class="blsp-spelling-error" id="SPELLING_ERROR_12"><span class="blsp-spelling-error" id="SPELLING_ERROR_14">Orlean</span></span></span></span></strong></a><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_15"><span class="blsp-spelling-error" id="SPELLING_ERROR_13"><span class="blsp-spelling-error" id="SPELLING_ERROR_13"><span class="blsp-spelling-error" id="SPELLING_ERROR_15">Orlean</span></span></span></span> visits Spain and discovers a female bullfighter.<br /></div><strong></strong><div align="left"><br /><strong>"<span class="blsp-spelling-error" id="SPELLING_ERROR_16"><span class="blsp-spelling-error" id="SPELLING_ERROR_14"><span class="blsp-spelling-error" id="SPELLING_ERROR_14"><span class="blsp-spelling-error" id="SPELLING_ERROR_16">Gansta</span></span></span></span> War" by George Packer</strong><br /><span style="color:#000066;">Packer, George. "<span class="blsp-spelling-error" id="SPELLING_ERROR_17"><span class="blsp-spelling-error" id="SPELLING_ERROR_15"><span class="blsp-spelling-error" id="SPELLING_ERROR_15"><span class="blsp-spelling-error" id="SPELLING_ERROR_17">Gansta</span></span></span></span> War." <em>The New Yorker</em> 79.33 (2003): 68. <span class="blsp-spelling-error" id="SPELLING_ERROR_18"><span class="blsp-spelling-error" id="SPELLING_ERROR_16"><span class="blsp-spelling-error" id="SPELLING_ERROR_16"><span class="blsp-spelling-error" id="SPELLING_ERROR_18">InfoTrac</span></span></span></span>: Expanded Academic ASAP. Lake Superior College Library. 18 Mar. 2007<http:>.</span><br /><span style="color:#000000;">Packer, a former Peace Corps volunteer, visits the Ivory Coast in Africa, where civil war is <span class="blsp-spelling-corrected" id="SPELLING_ERROR_19">turning</span> the once glamorous city of Abidjan into a hellhole. Packer follows the trails of two <span class="blsp-spelling-corrected" id="SPELLING_ERROR_20">separate</span> gangs. Recognized in <em>The Best American Travel Writing 2004</em> collection.</span><br /></div><div align="left"><br /><strong>"The Road to <span class="blsp-spelling-error" id="SPELLING_ERROR_21"><span class="blsp-spelling-error" id="SPELLING_ERROR_17"><span class="blsp-spelling-error" id="SPELLING_ERROR_17"><span class="blsp-spelling-error" id="SPELLING_ERROR_19">Herat</span></span></span></span>" by Elizabeth Rubin</strong><br /><span style="color:#000066;">Rubin, <span class="blsp-spelling-corrected" id="SPELLING_ERROR_22">Elizabeth</span>. "The Road to <span class="blsp-spelling-error" id="SPELLING_ERROR_23"><span class="blsp-spelling-error" id="SPELLING_ERROR_18"><span class="blsp-spelling-error" id="SPELLING_ERROR_18"><span class="blsp-spelling-error" id="SPELLING_ERROR_20">Herat</span></span></span></span>." <em>The Atlantic Monthly</em> 291.1 (2003): 194-204. <span class="blsp-spelling-error" id="SPELLING_ERROR_24"><span class="blsp-spelling-error" id="SPELLING_ERROR_19"><span class="blsp-spelling-error" id="SPELLING_ERROR_19"><span class="blsp-spelling-error" id="SPELLING_ERROR_21">InfoTrac</span></span></span></span>: Expanded Academic ASAP. Lake Superior College Library. 18 Mar. 2007.</span><br /><http:><span style="color:#000000;">Guided by a former Taliban director of investigations, <span class="blsp-spelling-corrected" id="SPELLING_ERROR_25">Rubin</span> fishes with grenades and <span class="blsp-spelling-corrected" id="SPELLING_ERROR_26">visits</span> a notorious <span class="blsp-spelling-corrected" id="SPELLING_ERROR_27">outlaw</span> during her travels in Afghanistan. Recognized in <em>The</em> <em>Best Travel Writing 2004</em> collection.</span> </div><div align="left"><br /></div><div align="left"><strong><a href="http://outside.away.com/outside/news/200312/200312_kabul_1.html">"The Kabul Express" by Peter <span class="blsp-spelling-error" id="SPELLING_ERROR_20"><span class="blsp-spelling-error" id="SPELLING_ERROR_20"><span class="blsp-spelling-error" id="SPELLING_ERROR_22">Symmes</span></span></span></a></strong><br /><span class="blsp-spelling-error" id="SPELLING_ERROR_21"><span class="blsp-spelling-error" id="SPELLING_ERROR_21"><span class="blsp-spelling-error" id="SPELLING_ERROR_23">Symmes</span></span></span> visits the 1960's and 1970's hippie trail that brought foreigners to Afghanistan. Today's Kabul is an interesting, lively mixture of <span class="blsp-spelling-error" id="SPELLING_ERROR_22"><span class="blsp-spelling-error" id="SPELLING_ERROR_22"><span class="blsp-spelling-error" id="SPELLING_ERROR_24">NGOs</span></span></span>, soldiers, spooky nation-builders, and freaks. Recognized in<em> The</em> <em>Best Travel Writing 2004</em> collection.</div><div align="left"><br /></div><div align="left"><strong><a href="http://outside.away.com/outside/destinations/200410/south_of_france_wine_cycling_1.html">"A Jug of Wine (More Jugs of Wine) <span class="blsp-spelling-error" id="SPELLING_ERROR_23"><span class="blsp-spelling-error" id="SPELLING_ERROR_23"><span class="blsp-spelling-error" id="SPELLING_ERROR_25">et</span></span></span> Moi" by Bill Vaughn</a></strong><br />Vaughn <span class="blsp-spelling-corrected" id="SPELLING_ERROR_24">writes</span> about his long winding bike ride through southern France and tells how extreme pleasure and adventure can coexist.</div><div align="left"></div><div align="left"></div><div align="left"></div><span style="color:#ff0000;"><p align="left"><strong>Note: </strong></span><span style="color:#000000;">If you ended up using any of these articles in your courses, please let me know how you used them and how students reacted to them.</span></p>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0tag:blogger.com,1999:blog-1704512903049412477.post-50301832637660995122007-03-23T08:14:00.000-06:002007-03-31T11:26:34.045-06:00Researching Global Popular CultureStudents like popular culture, but students don't always enjoy in-class or homework exercises on finding and documenting sources. I'm currently developing this new assignment for College Composition II, which taps into global popular culture resources. It could be used as an individual or a group exercise. Since it is still a work in progress, I welcome any new ideas for <strong>global popular culture terms</strong> - food, clothes, anything! <hr /></hr><br /><strong><span style="color:#000099;"></span></strong><div align="left"><strong><span style="color:#000000;">ASSIGNMENT</span></strong></div><strong><div align="left"><br /></div><p align="left">1. Select a popular culture term. </strong></p>Select one of the following popular culture terms. Don't worry if you are not very familiar with the term. The idea is to learn something new while practicing your research skills.<em><span style="color:#000066;"> </span></em><p align="left"><em><span style="color:#000066;"></p></span></em><em><span style="color:#000066;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiax31xH6Rp43Yq1bPohmqwV31foFLqhlsZORiGsCXPOtx4DmNT27qoYslfImvpqelHFI7DnNs7UPBwYw0QvYKqpWPS7Z1PPfcoP39Asgb2KYnbawnRJosC_TsfFTpCUiPze1-i1enBGE4/s1600-h/Manga_wikipediaPublicDomain.jpg"><img id="BLOGGER_PHOTO_ID_5045628630543483858" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiax31xH6Rp43Yq1bPohmqwV31foFLqhlsZORiGsCXPOtx4DmNT27qoYslfImvpqelHFI7DnNs7UPBwYw0QvYKqpWPS7Z1PPfcoP39Asgb2KYnbawnRJosC_TsfFTpCUiPze1-i1enBGE4/s200/Manga_wikipediaPublicDomain.jpg" border="0" /></a> <span style="font-size:78%;"><center>What or who is <span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">Manga</span></span>?</span></center><div align="left"><p></span><span style="color:#000000;">Popular Culture Terms:</span></em></p></div><ul><li><div align="left"><span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">Rai</span></span> music</div></li><li><div align="left"><span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">Beur</span></span> film</div></li><li><div align="left"><span class="blsp-spelling-error" id="SPELLING_ERROR_3"><span class="blsp-spelling-error" id="SPELLING_ERROR_3">Telenovela</span></span></div></li><li><div align="left">Nordic walking</div></li><li><div align="left">Dub poetry</div></li><li><div align="left"><span class="blsp-spelling-error" id="SPELLING_ERROR_4"><span class="blsp-spelling-error" id="SPELLING_ERROR_4">Reiki</span></span> massage</div></li><li><div align="left"><span class="blsp-spelling-error" id="SPELLING_ERROR_5"><span class="blsp-spelling-error" id="SPELLING_ERROR_5">Manga</span></span></div></li><li><div align="left"><span class="blsp-spelling-error" id="SPELLING_ERROR_6"><span class="blsp-spelling-error" id="SPELLING_ERROR_6">Bollywood</span></span></div></li><li><div align="left">Smart car </div></li><div align="left"><strong></strong></div><div align="left"></div></ul><br /><p><strong>2. Define the term.</strong> </p><p>Research websites to find out what the term means. Choose 1-2 credible, informative sources, and write a brief (about 2-5 sentence) definition, paraphrasing the source(s) in your own words. Do not include any word-for-word quotations. Within the definition, identify and cite your source(s) correctly using the <span class="blsp-spelling-error" id="SPELLING_ERROR_7"><span class="blsp-spelling-error" id="SPELLING_ERROR_7">MLA</span></span> style. Print out copies of your sources.<strong> </strong></p><p><strong>3. Research background & summarize. </strong></p><p>Decide on one additional aspect of the term that you would like to examine further - such as person, place, event, or product commonly associated with the term. For example, if your team were working on the term "salsa dancing," you could decide to research one famous salsa dancer or one famous salsa musician. Print out copies of your sources.<br /><br />Find at least five credible, informative sources on your topic, and choose the best two. Then write one full paragraph (about 8-10 sentences) summarizing the information from the two sources. The paragraph should be largely your paraphrasing of the original sources; however, use one brief direct (word-for-word) quotation. Decide carefully which words should be quoted. Cite your sources in the <span class="blsp-spelling-error" id="SPELLING_ERROR_8"><span class="blsp-spelling-error" id="SPELLING_ERROR_8">MLA</span></span> style.<strong> </strong><br /></p><strong></strong><p><strong>4. Combine information & add your own commentary. </strong></p><p>Combine your definition and summary into one paragraph. Add your own observations and commentary. You will end up with one long paragraph that (1) defines the term, (2) focuses on one specific aspect about the term, supported by external evidence, and (3) provides your own commentary on the topic. Check your citations.<strong><br /></p></strong><strong><div align="left"><p>5. Write a Works Cited page. </strong></p></div>Write an <span class="blsp-spelling-error" id="SPELLING_ERROR_9"><span class="blsp-spelling-error" id="SPELLING_ERROR_9">MLA</span></span> style Works Cited page for all the sources you used (3-4 sources in total). Consult your textbook, the <em><span class="blsp-spelling-error" id="SPELLING_ERROR_10"><span class="blsp-spelling-error" id="SPELLING_ERROR_10">MLA</span></span> Handbook for Writers of Research Papers, </em>6<span class="blsp-spelling-error" id="SPELLING_ERROR_11"><span class="blsp-spelling-error" id="SPELLING_ERROR_11">th</span></span> edition, or the library online information on documentation. <p><span style="font-size:78%;">*) This is a public domain image from <span class="blsp-spelling-error" id="SPELLING_ERROR_12"><span class="blsp-spelling-error" id="SPELLING_ERROR_12">Wikepedia</span></span>.</span><br /><br /></p><div align="left"></div><br /><br /><div align="left"></div>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com1tag:blogger.com,1999:blog-1704512903049412477.post-20967592657609785512007-03-22T19:21:00.000-06:002007-03-24T13:56:10.285-06:00Global Film of the Month<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgq09c86SMVfvFKS8KLlF8DkS2_bIqqmPInPbLp4xCAt29Yj-gPgs0MCcrX45PmKWlOTOHQsKgdTdGnkKODIyAfOFjanp-qORmYCRJegaoFH0LKfIZj3IrGLywcTFQhwA0sEVrUKue9cx0/s1600-h/Movie_Camera.jpg"><img id="BLOGGER_PHOTO_ID_5045120686236222194" style="FLOAT: right; MARGIN: 0px 0px 10px 10px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgq09c86SMVfvFKS8KLlF8DkS2_bIqqmPInPbLp4xCAt29Yj-gPgs0MCcrX45PmKWlOTOHQsKgdTdGnkKODIyAfOFjanp-qORmYCRJegaoFH0LKfIZj3IrGLywcTFQhwA0sEVrUKue9cx0/s200/Movie_Camera.jpg" border="0" /></a><br /><br /><div align="center"></div><strong>I Love Foreign Films, but . . .</strong><br /><br /><div>I don't always have time or reason to create assignments using global films in the courses I teach. However, I still think college is a great place to introduce students to films (and, of course, other resources) that provide them <strong>a cultural perspective that expands beyond the "mainstream" U.S. culture</strong>. This can be done with simple "Film of the Month" recommendations, which could be used as prompts for class or small group discussions and informal writing exercises. I used to provide all the selections for the students, but now I am relying on the students to make the recommendations, as the assignment below shows. This way the students become teachers, teaching each other and teaching me.<br /><br />The information below has been prepared for my Fall 2007 Modern World Literature Students.<br /></div><br /><div><br /><hr /><br /></div><div align="center"><strong><span style="color:#000099;">“Global Film of the Month” Recommendations & Discussion</span></strong> </div><div><br />The following film recommendations were chosen by Modern World Literature students who took this course in Fall 2006. The students also wrote the film descriptions.<br /><br />As you can see, no recommendation has been made for the month of December. Each of you will have an opportunity to submit one recommendation to me, and the recommendation with the most nominations will be listed as the “Film of the Month” selection. I will provide more detailed information about the selection process by early November. The four top nominations will be listed as the selections for the next semester’s World Literature course, January through April.</div><div><br />Since the goal of this course is to learn about less familiar cultures, the "Film of the Month" selection must portray a culture that cannot be predominately described as "mainstream" U.S. culture. In the second week of the semester, we will discuss the concept of "mainstream" culture and brainstorm some possible film recommendations.<br /><br />All films listed are available at many video stores and online film suppliers, such as Netflix and Blockbuster, as well as many libraries. Students in previous semesters have also scheduled common movie nights. Let each other know if this option appeals to you! </div><div><br /></div><br /><span style="color:#000099;"><strong>· SEPTEMBER</strong><br /></span><strong><em><a href="http://www.motorcyclediariesmovie.com/">The Motorcycle Diaries</a></em>.</strong> Dir. Walter <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Salles</span>. <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Sundance</span>, 2004.<br />"This film is based on the journals of Che Guevara, leader of the Cuban Revolution. In his memoirs, Guevara tells about the adventures he and his best friend Alberto <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Granado</span> had as young men while crossing South America by motorcycle in the early 1950s. They encounter many interesting people, including a colony of lepers."<br /><br /><strong><span style="color:#000099;">· OCTOBER</span></strong><br /><strong><em><a href="http://www.nationalgeographic.com/weepingcamel/index.html">The Story of a Weeping Camel</a></em>.</strong> Dir. <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Byambasuren</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_4">Davaa</span>. <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Thinkfilm</span>, 2004.<br />"In this Mongolian documentary, a family in the Gobi Desert tries to get a mother camel to recognize and nurture its baby. Because the birth had been difficult, the mother resisted her natural role, and the family had to send for a musician to sooth her with music. It was very fascinating to see how the mother camel responded positively to the music. The film was made in the Gobi Desert and the families that live out in the windy and remote area are in small huts that are filled with their belongings and mementos. Although there is no voice over narration and only minimal dialog, the viewer gets a real sense of the 'simple' lives they lead as camels and sheepherders and how they are mostly removed from modern society."<br /><br /><strong><span style="color:#000099;">· NOVEMBER</span></strong><br /><strong><em><a href="http://movies.yahoo.com/movie/1808412016/photo/578955">The Warrior</a></em>.</strong> Dir. Sung-<span class="blsp-spelling-error" id="SPELLING_ERROR_6">su</span> Kim. <span class="blsp-spelling-error" id="SPELLING_ERROR_7">Miramax</span>, 2001.<br />"In this film a group of Korean envoys is captured during a diplomatic mission to China. They are accused of espionage and sent to a remote desert to die. Eventually they make their way back to Korea, but before they reach their destination, they rescue a beautiful Ming princess and battle with bloodthirsty Mongol warriors. This action-packed film is visually very interesting."<br /><br /><strong><span style="color:#000099;">· DECEMBER</span></strong><br />The selection will be determined by your recommendations and votes!<br /><br /><strong>ONLINE DISCUSSION</strong><br />We will have an ongoing <strong><span style="color:#000099;">“Film Forum”</span></strong> discussion using the online course discussion tool. Each month's discussion will have its own subject heading and due date, which will be listed in the forum as well as on the course schedule. In general, you will be asked to view the films and then comment freely on the recommendations and, as needed, provide relevant Internet links for support or further information on the films. In December, you will be asked to make your own recommendation – and justification - for your own “Film of the Month” selection, including a brief description of the film and complete distribution information: the title, the director, the distributor, and the year of release.<br /><div></div><div><br /><p><span style="font-size:78%;">*) Image from </span><span style="font-size:78%;"><a href="http://www.free-graphics.com/">Free Graphics</a></span><br /></p></div>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0tag:blogger.com,1999:blog-1704512903049412477.post-36267655773037167132007-03-22T18:46:00.000-06:002007-03-24T13:55:32.688-06:00FIRE Model: Poetry<strong>Critical Thinking</strong><br /><br />As the <a href="http://www.mntransfer.org/MnTC/mntc2.html"><strong>Minnesota Transfer Curriculum Goal 2</strong></a> states, our goal as teachers it to help our students develop into "thinkers who are able to unify unify factual, creative, rational, and value-sensitive modes of thought."<br /><br />In efforts to achieve this goal, I have lately been using the FIRE model much more intentionally than before. Whether stated in the assignment or not, I try to incorporate the four modes of thinking into most class assignments, and perhaps more importantly, I make students aware of the different ways of thinking - the Factual, Imaginative, Rational, and Evaluative thinking.<br /><br />Below is an example of a simple way to use the FIRE model to analyze poetry. The same questions and prompts could be applied to many different texts.<br /><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1tPEG3mxmqWwHCJP2BwD916AWbQa_6ffyC3BOBP2v2WwiNdKR4EJ-6_U2faf6Xtw-V-NY5L7b3KVsw66eY8Hj5tg6e38kgcGKh0eCQGc36AY9u1ZfCDne9cni5QwqWcUh5lNNgc8P2Kc/s1600-h/Orn_Blue_bow_4free.gif"><img id="BLOGGER_PHOTO_ID_5045578821807752082" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1tPEG3mxmqWwHCJP2BwD916AWbQa_6ffyC3BOBP2v2WwiNdKR4EJ-6_U2faf6Xtw-V-NY5L7b3KVsw66eY8Hj5tg6e38kgcGKh0eCQGc36AY9u1ZfCDne9cni5QwqWcUh5lNNgc8P2Kc/s200/Orn_Blue_bow_4free.gif" border="0" /></a><br /><center><strong><span style="font-size:130%;color:#000000;">Applying the FIRE Model to Poetry Reading</span></strong></center><br /><strong>Introduction to the Poet</strong><br />Go to the Poetry International Web, a worldwide forum for poetry on the Internet, to read about a well-known <strong><span style="color:#000099;">Palestinian poet, <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Taha</span> Muhammad Ali</span></strong>, who has lectured and read his works at many universities worldwide, including the United States.<br /><br />Read about <strong><span class="blsp-spelling-error" id="SPELLING_ERROR_1">Taha</span> Muhammad Ali</strong>: <a href="http://israel.poetryinternationalweb.org/piw_cms/cms/cms_module/index.php?obj_id=3181">http://israel.poetryinternationalweb.org/piw_cms/cms/cms_module/index.php?obj_id=3181</a><br /><br /><strong>ASSIGNMENT</strong><br /><br />Read the following two poems by <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Taha</span> Muhammad Ali:<br /><br /><br /><li><em>“Fooling the Killers”</em><br /><a href="http://israel.poetryinternationalweb.org/piw_cms/cms/cms_module/index.php?obj_id=3497">http://israel.poetryinternationalweb.org/piw_cms/cms/cms_module/index.php?obj_id=3497</a></li><br /><br /><li><em>“Meeting at an Airport”</em><br /><a href="http://israel.poetryinternationalweb.org/piw_cms/cms/cms_module/index.php?obj_id=3499">http://israel.poetryinternationalweb.org/piw_cms/cms/cms_module/index.php?obj_id=3499</a></li><br /><p><br />Then choose one of the poems for your FIRE analysis, and respond to the following questions and prompts:<br /><br /><strong><span style="color:#cc0000;">EVALUATIVE THINKING</span></strong><br /><li>After having read the poem, make a list of words or short phrases that most closely connect with your personal feelings or values.</li><br /><li>Make a list of words or short phrases that capture the feelings or values that you think the author was trying to express in this poem.</li><br /><br /><strong><span style="color:#cc0000;">RATIONAL THINKING</span></strong><br /><br /><li>Give a plausible explanation for each word or phrase you listed in the “Evaluative Thinking” section above, rationalizing what factors in the poem or in your personal experience cause these feelings.</li><br /><li>Think about the poem’s structure. What is interesting or puzzling or strange about the poem’s structure? Why do you think the poem is structured this way?</li><br /><br /><strong><span style="color:#cc0000;">FACTUAL THINKING </span></strong><br /><br /><li>What is the poem’s setting, i.e. where and when does it take place?</li><br /><li>Who is the subject “you” in the poem?</li><br /><li>What is the relationship between the poem’s speaker and its subject?</li><br /><li>What is the poem’s opening question and who asks it?</li><br /><li>What is the poem’s concluding image? Describe the visual details.</li><br /><br /><strong><span style="color:#cc0000;">INSIGHTFUL THINKING</span></strong><br /><br /><strong>One-word Summary:</strong><br />Summarize the poem in a single word that you think captures its overall significance or impact. Then write a paragraph or two explaining why you chose this word. <p><span style="font-size:78%;">*) Graphic image from <a href="http://www.graphics-4free.com/">Ever Eden Design</a></span><br /></p>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0tag:blogger.com,1999:blog-1704512903049412477.post-5935785397607943262007-03-22T09:01:00.000-06:002007-03-24T10:57:03.914-06:00Free Web Images<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicEdQ8M37WSSo9KVP_EChBS6lW9he8pdBL1ejr4vlzw5vihghNObbVKFqB-D54EA0JrGenarzVeKwa4DZQve8QMiObhgNFfgELOGzGX7zdbiFABVtGtNgNl35zrg_bd2jjKmVTcCQWKuE/s1600-h/Sun.png"><img id="BLOGGER_PHOTO_ID_5044765363591824066" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicEdQ8M37WSSo9KVP_EChBS6lW9he8pdBL1ejr4vlzw5vihghNObbVKFqB-D54EA0JrGenarzVeKwa4DZQve8QMiObhgNFfgELOGzGX7zdbiFABVtGtNgNl35zrg_bd2jjKmVTcCQWKuE/s200/Sun.png" border="0" /></a><br /><div>As many teachers have discovered, it is possible to find all kinds of images on the web <strong><em>free of charge</em></strong>. It is rather time-consuming though, especially if you are searching for a specific theme. Many images are also of poor quality or the wrong size, requiring some reformatting. I have listed a few websites offering free images. Some of them contain good global images of people, geography, and culture. </div><div></div><div><p>Please note that each site has specific information about <strong><em><span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">license</span> conditions</em></strong> that determine where and how the images can be used. In some cases, you will have to ask permission first (the times I have done this, it's been very easy and fast). The safest choice, of course, would be to use your own photos.</p></div><div></div><div></div><div></div><div><p><li><span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_0"><strong><a href="http://yotophoto.com/">Yotophoto</a></strong></span></span> </li></div></li><li><div></div><div><strong><a href="http://www.pdphoto.org/">Public Domain Photo.org</a></strong> </div></li><li><div><strong><a href="http://commons.wikimedia.org/wiki/Main_Page"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">Wikimedia</span> Commons</a></strong></div></li><li><div><strong><a href="http://www.openphoto.net/">Open Photo</a></strong></div></li><li><div><strong><a href="http://www.stockvault.net/">Stock Vault</a></strong></div></li><li><div><strong><a href="http://www.nla.gov.au/catalogue/pictures/">National Library of Australia Picture Library</a></strong> </div></li><li><div><strong><a href="http://www.flickr.com/"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">Flickr</span> Photo Sharing</a></strong></div></li><li><div><strong><a href="http://www.freefoto.com/index.jsp">Free Foto</a></strong></div></li><li><div><strong><a href="http://www.pixelperfectdigital.com/">Pixel Perfect Digital</a></strong></div></li><li><div><strong><a href="http://www.free-graphics.com/">Free Graphics</a></strong></div></li><li><div><strong><a href="http://www.pics4learning.com/">Pics4learning</a></strong></div></li><div></div><div></div><div><p>The image in this blog is from the <a href="http://pics4learning.com/">Pic4learning.com</a> collection. Have a <em>sunny</em> day!</p></div><br /><div align="center"></div>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0tag:blogger.com,1999:blog-1704512903049412477.post-53165415037470279222007-03-21T16:56:00.000-06:002007-03-25T16:35:39.614-06:00Cultural Identity: Works CitedThis assignment has been created for College Composition II as one of several homework exercises practicing the skills of writing an <span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">MLA</span></span> style Works Cited page. While working on this assignment, students will have an opportunity to explore their<span style="color:#330033;"> </span><span style="color:#330033;">cultural self-identity in sounds and images.<br /></span><br /><hr /><br /><center><span style="font-size:130%;"><span style="color:#663333;"><strong>Exploring Cultural Identity in Sounds and Images:</strong><br /></span></span></center><center><strong><span style="font-size:130%;color:#663333;">A Works Cited Exercise</span></strong></center><br /><br /><strong>ASSIGNMENT</strong><br />Research a variety of resources to create a representation of your own cultural self-identity and prepare an <span class="blsp-spelling-error" id="SPELLING_ERROR_1">MLA</span> style Works Cited page of all the sources used.<br /><br />Focus on any aspects of culture, such as ethnic heritage, religion/belief system, values, traditions, dress, geographic places/space/climate, and attitudes, that have made you who you are today. Your goal is to determine your own "<strong>cultural make up" </strong>- the perspective from which you experience the world.<br /><br /><center><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjq-fM3ONHz3YVKKrOUg6d30XjyBJcG9Pb1c9jwXXbewvKporvKAGhBUYWJmk7laWdP4TGYzgSmMNl7wFf0wxfMz9kI8fdgDBlZ6Rs4aLJwfZxjIT3LnIxahoWMPmbRahGiTJGbHF53D4/s1600-h/FishBowl_Graphic.jpg"><img id="BLOGGER_PHOTO_ID_5044794921556755154" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjq-fM3ONHz3YVKKrOUg6d30XjyBJcG9Pb1c9jwXXbewvKporvKAGhBUYWJmk7laWdP4TGYzgSmMNl7wFf0wxfMz9kI8fdgDBlZ6Rs4aLJwfZxjIT3LnIxahoWMPmbRahGiTJGbHF53D4/s200/FishBowl_Graphic.jpg" border="0" /></a><span style="font-size:78%;"> From what perspective do you experience the world? What is your cultural context? </span><br /></center><br /><em><span style="color:#cc0000;"><strong>Note:</strong></span></em> remember to distinguish between cultural and personal characteristics. As we have discussed, cultural characteristics refer to what a particular group has in common whereas personal characteristics refer to the ways in which each individual is different from other people.<br /><br /><p><span style="color:#000099;"><strong>A soundtrack of your life:</strong><br /></span>Select 3-5 songs to create a soundtrack of your life, as represented by songs that reflect significant aspects of your culture. You can consult any sound sources, such as CD’s, radio, movie sound tracks, or the Internet, and text-sources of song lyrics. Try to use a different kind of source for each song or musical piece.<br /><br />Then write an <span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">MLA</span></span> style citation for each source.<br /><br /><span style="color:#333300;"><strong><span style="color:#000099;">An art exhibit of your cultural self-identity:</span></strong><br /></span>Select 3-5 visual art works that to create an art exhibit of your cultural self-identity. Feel free to contact any sources that contain visual images, including books, magazines, Internet sources, album covers, advertisements, pamphlets, and posters. Try to use a different kind of source for each image.<br /><br />Then write an <span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_3">MLA</span></span> style citation for each source.<br /><br /><strong>Works Cited:</strong><br />Combine all the 6-10 citations to create a complete <span class="blsp-spelling-error" id="SPELLING_ERROR_3"><span class="blsp-spelling-error" id="SPELLING_ERROR_4">MLA</span></span> style Works Cited page. Consult the documentation material in your textbook. For additional information, consult the <em><span class="blsp-spelling-error" id="SPELLING_ERROR_5"><span class="blsp-spelling-error" id="SPELLING_ERROR_5">MLA</span></span> Handbook for Writers of Research Papers</em> (6<span class="blsp-spelling-error" id="SPELLING_ERROR_6"><span class="blsp-spelling-error" id="SPELLING_ERROR_6">th</span></span> ed., 2003). Bring a word-processed Works Cited page to class next time or submit it to the online course supplement.<br /><br /><strong>Presentation:</strong><br />Before next class period, share one or both of your creations – the soundtrack and/or the art exhibit – using the course online supplement or your own blog. The online course supplement will have more information on how to do this, and we will also review the instructions in class.<br /><br /><span style="font-size:78%;">*) Image from <a href="http://www.free-graphics.com/">Free Graphics</a></span></p>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0tag:blogger.com,1999:blog-1704512903049412477.post-9919434000494587982007-03-21T16:44:00.000-06:002007-03-24T17:20:36.749-06:00Ethnic Identity: LiteratureThis assignment has been created as an exercise for Modern World Literature students. While students in this course are learning about other cultures, I also encourage them to examine their own ethnic identity - the "cultural lens" through which they view the world. I think this exercise could be used in many other courses as well. <hr /></hr><br /><center><strong><span style="font-size:130%;color:#666666;">Using Literature to Explore Ethnic Identity</span></strong></center><br /><strong>ASSIGNMENT</strong><br />Consult a reliable online literature catalog or site to find a contemporary example of a poem, short story, or essay written by a writer who represents your ethnic identity. Then post your find to this week’s discussion forum, with the following information:<br /><br /><br /><li><strong>Presentation of the text:</strong><br />Give the title of the work, the author’s name, and the date of publication (if available), along with a live link to the work.</li><br /><li><strong>A brief reflection on your selection:</strong><br />Explain why you chose this particular text, how it reflects your ethnic identity, and how you responded to it. How did the text make you feel? What is familiar about the theme or content? Did anything in the text surprise you?<br /><br /></li><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkJXq1J-1T7dYaWI9f7TDxpJPwQYElnXIy5sqOUXFX09BLuHhrUNIq4iU3qn21IO5TP0zef4L9xzWVyqMojuG8LGOI0Z0AF2fHAoCpsDn8t10gJWVe3iZvNXiShjVD6BE8ZyalCj-3V8k/s1600-h/Othodox2_Mikko.jpg"><img id="BLOGGER_PHOTO_ID_5045550427778958178" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkJXq1J-1T7dYaWI9f7TDxpJPwQYElnXIy5sqOUXFX09BLuHhrUNIq4iU3qn21IO5TP0zef4L9xzWVyqMojuG8LGOI0Z0AF2fHAoCpsDn8t10gJWVe3iZvNXiShjVD6BE8ZyalCj-3V8k/s200/Othodox2_Mikko.jpg" border="0" /></a><br /><center><span style="font-size:78%;">What beliefs, values, and traditions have shaped you?</span></center><center><span style="font-size:78%;">Image taken at a Greek Orthodox monastery in Eastern Finland by <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Mikko</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Erpestad</span></span></center><br /><span style="color:#990000;"><strong><span style="color:#666666;">Additional Information:</span></strong><br /></span><br />If you are a combination of many cultures, as most Americans are, choose the culture with which you identify most strongly. For example, I have some Swedish blood and I have lived in many cultures, but my ethnic identity, without doubt, is Finnish (by the way, I will be posting my selection too!).<br /><br />Remember to find a relatively contemporary source, written during the “modern” time period (after World War II), which is the focus of this course. Look for dates of publication or the writer’s age. If you can’t determine how old the writer or the text is, you must seek another one.<br /><br />If you have trouble finding a reliable or useful source, you might try one of the following sites as they apply to your situation. If you still need help, ask your instructor or the college librarian.<br /><br /><strong><a href="http://dmoz.org/"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">Dmoz</span> Open Directory Project</a></strong><em><strong></strong></em><br /><strong><a href="http://www.google.com/Top/Arts/Literature/">Google Literature Directory</a></strong><em><strong></strong></em><br /><strong><a href="http://www.wordswithoutborders.org/">Words Without Borders</a></strong><em><strong></strong></em><br /><strong><a href="http://www.zeroland.co.nz/literature_writers.html">World Literature Online</a></strong><br /><br /><strong><span style="color:#666666;">Other possible resources:</span></strong><br /><br />All of these sites give information about authors’ names and titles that you could research further, and many of them also provide live links to their work.<br /><br /><a href="http://www.indians.org/welker/chippewa.htm"><strong>Chippewa/<span class="blsp-spelling-error" id="SPELLING_ERROR_3">Ojibway</span>/<span class="blsp-spelling-error" id="SPELLING_ERROR_4">Anishinabe</span> Literature</strong> </a><br />This website is hosted by Indians.org.<br /><br /><a href="http://virtual.finland.fi/netcomm/news/showarticle.asp?intNWSAID=27006&LAN=ENG"><strong>Finnish Literature Today</strong><br /></a>This website is hosted by Virtual Finland.<br /><br /><strong><a href="http://www.discoverfrance.net/France/Literature/DF_literature.shtml">French Literature</a></strong><br />This website is hosted by Discover France.<br /><br /><strong><a href="http://www.about-germany.org/literature/literature.php">German Literature</a></strong><br />This website is hosted by About-Germany.org.<br /><br /><strong><a href="http://www.hmongcenter.org/index.html">Hmong Literature</a></strong><br />This website is hosted by the Hmong Cultural Center in St. Paul, Minnesota.<br /><br /><strong><a href="http://www.lasculturas.com/lib/libLit.php">Latino Literature</a></strong><br />This website is hosted by <span class="blsp-spelling-error" id="SPELLING_ERROR_5">lasCulturas</span>.com.<br /><br /><strong><a href="http://www.columbia.edu/cu/lweb/indiv/mideast/cuvlm/literatures.html">Middle Eastern Literature</a></strong><br />This website is hosted by Columbia University Libraries.<br /><br /><strong><a href="http://www.norla.no/en/information/norwegian_literature">Norwegian Literature</a></strong><br />This website is hosted by <span class="blsp-spelling-error" id="SPELLING_ERROR_6">NORLA</span>, which connects Norwegian writers with global publishers.<br /><br /><strong><a href="http://www.lib.duke.edu/ias/slavic/lit.htm">Russian Literature</a></strong><br />This website is hosted by Duke University Libraries.<br /><br /><strong><a href="http://www.serbianunity.net/culture/literature/">Serbian Literature</a> </strong><br />This website is hosted by Serbian Unity Congress.<br /><br /><strong><a href="http://www.swedenabroad.com/Page____13381.aspx">Swedish Literature</a></strong><br />This website is hosted by the Consulate General of Sweden.Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0tag:blogger.com,1999:blog-1704512903049412477.post-51664458156777561462007-03-21T15:42:00.001-06:002007-03-24T11:50:55.500-06:00Culture Experience ReportThis assignment has been created as an extra credit assignment for my online Modern World Literature course. However, it could easily be used, or modified for, many other courses. I have used a version of this in the past. Students have always enjoyed the opportunity and encouragement to experience something completely new. <hr /></hr><br /><center><strong><span style="color:#330033;"><span style="color:#000099;">Culture Experience Report:<br />Ethnic Movies, Events & Dining</span> </span></strong></center><p><strong>TASK<br /></strong>Write about a 300-500 word report on any new ethnic cultural experience you have experienced this semester - not an experience from the past. Choose a culture that is previously unfamiliar to you. For example, you could attend an ethnic cultural event in your community or at the college, view an ethnic film, or dine at an ethnic restaurant. Think beyond overtly Americanized versions of ethnic experiences, such as dining at Taco John's or Olive Garden, or celebrating the <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Octoberfest</span> at the Green Mill Restaurant. Check the suggestions at the end of this document, and feel free to run your ideas by the instructor.</p><p><strong>CONTENT</strong><br />To practice the habit of critical thinking, using the FIRE model, your report should address the following: </p><p><em><span style="color:#000066;"><strong><span style="color:#cc0000;">Factual Thinking -</span></strong><br /></span></em>First you must report the relevant facts - the event's name, time, and location, or the film's title, director, and year and information about where you found it, or the name and location of the restaurant. Also, give a brief <strong>factual summary</strong> of your experience—i.e. what did you see or observe. Avoid lengthy explanation of every detail in the plot, event program, or dining experience.<br /><br /><span style="color:#cc0000;"><strong><em>Evaluative & Rational Thinking -</em><br /></strong></span>How did the movie, event, or dining experience make you feel? What factors in the experience caused you to feel this way? If this was a communal experience, how did the others feel, and why do you think they felt this way? How did the experience meet your expectations? Would you recommend this experience to others – why or why not?<br /></p><p><em><span style="color:#000099;"><strong><span style="color:#cc0000;">Insightful Thinking – “Seeing the Big Picture”</span></strong><br /></span></em>How does this experience (the event, film, or dining experience) connect with the themes or cultures addressed in this course? How does the experience relate to your own life? How might you, or anyone else who has the same experience, be able to apply new information from this experience to a future circumstance?</p><p><strong>FORMAT</strong></p><p>Give your report an interesting title and double-space the entire document, using the <span class="blsp-spelling-error" id="SPELLING_ERROR_1">MLA</span> style. If you watched a movie, you must also provide a Work Cited page (please, review the example report). The report must, of course, be word processed and submitted electronically into the course <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Dropbox</span>. Save it as an <span class="blsp-spelling-error" id="SPELLING_ERROR_3">RTF</span> (Rich Text Format) document as follows: <span class="blsp-spelling-error" id="SPELLING_ERROR_4">Lastname</span>_<span class="blsp-spelling-error" id="SPELLING_ERROR_5">CultureReport</span> (Example: <span class="blsp-spelling-error" id="SPELLING_ERROR_6">Erpestad</span>_<span class="blsp-spelling-error" id="SPELLING_ERROR_7">CultureReport</span>)<br /></p><p><em>Some Suggestions: </em></p><em></em><p><br /><strong><em><span style="color:#000099;">A. Going to the Movies</span></em></strong><br /><br />Below is a list of films strongly recommended by former students. Most of them are also available in local movie rental stores, <span class="blsp-spelling-error" id="SPELLING_ERROR_8">Netflix</span>, and the college library. While the citations are for DVD’s, many of the films are also available in video. Your instructor has viewed all the films below and she also has a longer list in case you would like to consider other options.<br /><br /><strong><em>Amelie</em>. Dir, Jean-Pierre <span class="blsp-spelling-error" id="SPELLING_ERROR_9">Jeunet</span>. DVD. <span class="blsp-spelling-error" id="SPELLING_ERROR_10">Miramax</span>, 2001.<br /></strong>This French film tells about a shy waitress <span class="blsp-spelling-error" id="SPELLING_ERROR_11">Amélie</span>, who returns a long-lost childhood treasure to a former occupant of her apartment. After seeing the effect it has on him, she decides to set out on a mission to make others happy and in the meantime pursues a quirky guy…<br /><br /><strong><em>Bend It Like <span class="blsp-spelling-error" id="SPELLING_ERROR_12">Beckham</span>.</em> Dir. <span class="blsp-spelling-error" id="SPELLING_ERROR_13">Gurinder</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_14">Chadha</span>. DVD. Searchlight, 2002.</strong><br />This is a story about a daughter of strict Indian Sikh immigrants living in Britain. Jess is a very gifted football, or soccer, player – much to her parents’ dismay!<br /><br /><strong><em>Born into Brothels</em>. <span class="blsp-spelling-error" id="SPELLING_ERROR_15">Dirs</span>. <span class="blsp-spelling-error" id="SPELLING_ERROR_16">Zana</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_17">Briski</span> and Ross <span class="blsp-spelling-error" id="SPELLING_ERROR_18">Kauffman</span>. DVD. <span class="blsp-spelling-error" id="SPELLING_ERROR_19">Sundance</span>, 2004.</strong><br />Shot in India, this documentary reveals the world of Calcutta's impoverished red light district. The filmmakers inspired a special group of children of the prostitutes to photograph their environment…<br /><br /><strong><em>Bride and Prejudice</em>. Dir. <span class="blsp-spelling-error" id="SPELLING_ERROR_20">Gurinder</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_21">Chadha</span>. DVD. <span class="blsp-spelling-error" id="SPELLING_ERROR_22">Miramax</span>, 2004.<br /></strong>This is an Indian <span class="blsp-spelling-error" id="SPELLING_ERROR_23">Bollywood</span> retelling of Jane Austen’s novel—it has an all-singing, all-dancing cast. The film is full of energy, color, comedy, and human emotion…<br /><br /><strong><em>City of God</em>. Dir. Fernando <span class="blsp-spelling-error" id="SPELLING_ERROR_24">Meirelles</span>. DVD. <span class="blsp-spelling-error" id="SPELLING_ERROR_25">Miramax</span>, 2002.<br /></strong>This Brazilian film is set in <span class="blsp-spelling-error" id="SPELLING_ERROR_26">Cidade</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_27">de</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_28">Deus</span> (City of God), a housing project built in the 1960s that became one of the most dangerous and violent places in Rio <span class="blsp-spelling-error" id="SPELLING_ERROR_29">de</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_30">Janeiro</span>. The film tells the stories of many young boys whose lives sometimes intersect...<br /><br /><strong><em>The Motorcycle Diaries.</em> Dir. Walter <span class="blsp-spelling-error" id="SPELLING_ERROR_31">Salles</span>. DVD. <span class="blsp-spelling-error" id="SPELLING_ERROR_32">Sundance</span>, 2004.</strong><br />This film is based on the journals of Che Guevara, leader of the Cuban Revolution. In his memoirs, Guevara recounts adventures he (in his twenties), and best friend had while crossing South America by motorcycle in the early 1950s…<br /><br /><strong><em>Europa Europa.</em> Dir. <span class="blsp-spelling-error" id="SPELLING_ERROR_33">Agniezka</span> Holland. DVD. World Films, 1990.</strong><br />In this film, a Jewish boy is separated from his family in the early days of WWII. To survive, he poses as a German orphan and is taken into the heart of the Nazi world and eventually becomes a Hitler Youth and falls in love with a German Nazi girl…<br /><br /><strong><em>Good Bye Lenin!</em> Dir. <span class="blsp-spelling-error" id="SPELLING_ERROR_34">Woolfgang</span> Becker. DVD. Sony Pictures, 2003.<br /></strong>This film portrays life in the former East Germany in 1989. A young man protests against the regime, and his mother watches the police arresting him and suffers a heart attack and falls into a coma. Some months later, the <span class="blsp-spelling-error" id="SPELLING_ERROR_35">GDR</span> does not exist anymore and the mother awakes…<br /><br /><strong><em>Hero.</em> Dir. <span class="blsp-spelling-error" id="SPELLING_ERROR_36">Zhang</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_37">Yimou</span>. DVD. <span class="blsp-spelling-error" id="SPELLING_ERROR_38">Miramax</span>, 2004.</strong><br />This film is based on events in China during the 3rd century BC. From 475 – 221 BC, when the land was divided into seven major Kingdoms. This was a time of endless brutal wars and much hardship and suffering…<br /><br /><strong><em>House of Flying Daggers.</em> Dir. <span class="blsp-spelling-error" id="SPELLING_ERROR_39">Yimou</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_40">Zhang</span>. DVD. Sony Pictures, 2004.</strong><br />This Chinese film is set during the reign of the Tang <span class="blsp-spelling-error" id="SPELLING_ERROR_41">dynast</span>. A secret female organization called "The House of the Flying Daggers" rises and opposes the government…<br /><br /><strong><em>Kitchen Stories.</em> Dir. Bent <span class="blsp-spelling-error" id="SPELLING_ERROR_42">Hamer</span>. DVD. <span class="blsp-spelling-error" id="SPELLING_ERROR_43">ICA</span> Projects, 2004.<br /></strong>This quirky Norwegian film is inspired by a 1950s Swedish study about the perfect kitchen floor plan. The film is an unusual tale about comradeship and camaraderie starts as a research project in which an observer, sitting on a very high chair, watches his subject as he goes about his daily routine…<br /><br /><strong><em>The Lives of Others</em>. Dir. Florian <span class="blsp-spelling-error" id="SPELLING_ERROR_44">Henckel</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_45">Donnersmarck</span>. DVD. Sony Classics, 2007.<br /></strong>Set in 1984 East Germany, before the Fall of the Berlin Wall, this film portrays with remarkable reality the operations of the East German secret police. A group of writers are being under surveillance for anti-government activities…<br /><br /><strong><em>The Motel.</em> Dir. Michael <span class="blsp-spelling-error" id="SPELLING_ERROR_46">Kang</span>. Palm Pictures. DVD. 2006.<br /></strong>In this coming-of-age comedy, a womanizing playboy befriends a Chinese-American motel owner’s teenage son…<br /><br /><strong><em>Run Lola Run.</em> Dir. Tom <span class="blsp-spelling-error" id="SPELLING_ERROR_47">Tykwer</span>. DVD. Sony Pictures, 1999.<br /></strong>This German film explores events controlled by fate. The film tells about Lola and her boyfriend, whom she desperately tries to save from death by helping him obtain a huge amount of money he carelessly lost…<br /><br /><strong><em>Smoke Signals.</em> Dir. Sherman <span class="blsp-spelling-error" id="SPELLING_ERROR_48">Alexie</span>. DVD. <span class="blsp-spelling-error" id="SPELLING_ERROR_49">Miramax</span>, 1998.</strong><br />This is a first film written, directed, and co-produced by a Native American. Two mismatched young men live on the same Indian reservation in Idaho and decide to take a road trip together to collect the remains of one man's father…<br /><br /><strong><em><span class="blsp-spelling-error" id="SPELLING_ERROR_50">Tsotsi</span>.</em> Dir. Gavin Hood. DVD. <span class="blsp-spelling-error" id="SPELLING_ERROR_51">Miramax</span>, 2006.</strong><br />After shooting a woman and driving off in her car, <span class="blsp-spelling-error" id="SPELLING_ERROR_52">Tsotsi</span>, a young South-African thug, is surprised to discover a crying infant in the backseat of his car. He grudgingly takes the child home and is forced to care for the child…<br /><br /><strong><span style="color:#000099;"><em>B. Dining Out</em></span></strong><br /><br /><strong>Yellow Pages:<br /></strong>Check the Yellow Pages in your community phonebook – some also have a separate “Restaurant Menus” section. For example, the Duluth-Superior-North Shore Yellow Pages has a map of restaurant locations and full-page menus for places such as Saigon <span class="blsp-spelling-error" id="SPELLING_ERROR_53">Café</span>, <span class="blsp-spelling-error" id="SPELLING_ERROR_54">Lan</span> Chi’s Restaurant, Taste of Saigon, and Hacienda <span class="blsp-spelling-error" id="SPELLING_ERROR_55">del</span> Sol.<br /><br /><strong>Online Resources:</strong><br />Check the web for information about local restaurants. For example, the <a href="http://www.diningchannel.com/"><strong>Dining Channel</strong></a> website has restaurant directories for all larger cities, including Duluth.</p><p><span style="color:#000099;"><strong><em>C. Community Outing</em></strong><br /></span><br />Some of the community events that students have attended in the past include Native American powwows, The Hmong New Year celebration, Feast of the Nations Festival in the Twin Cities, the International Folk Festival in Duluth, world music concerts, a Middle Eastern belly dancing performance, and so on. Below is a list of a few ways to get information about events in your region.<br /><br />For events taking place at Lake Superior College, check the <a href="http://blog.lsc.edu/wave"><strong>Campus Wave</strong> </a>online publication.</p><p>For events taking place in your own community, check the local newspapers. Most offer information online. For example, the <strong><a href="http://www.duluthnewstribune.com/">Duluth News Tribune</a></strong> publishes a weekly “WAVE” section, with information about concerts, theater plays, musicals, art exhibits, and other cultural events taking place in the region (select the “WAVE” link on the home page). The Minneapolis-St. Paul area <a href="http://www.startribune.com/"><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_56">StarTribune</span>.com</strong></a> has an “Entertainment” link on its home page.<br /><br />For further ideas, simply ask others to recommend a movie, event, or restaurant. Don’t be timid to try something new. If you’re not sure what you might be facing or how to proceed with this assignment, don’t hesitate to contact your instructor<br /></p>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0tag:blogger.com,1999:blog-1704512903049412477.post-80049241044292838402007-03-20T20:44:00.000-06:002007-03-31T11:05:01.736-06:00Global Literature DiscussionsThese exercises have been created for my Modern World Literature course. However, some of them could be used in other literature courses or as critical reading and thinking exercises in composition courses.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhonEJCUb1volNg6-ba3dpLyXMVbSncVMGJ1WBqN_qJwf-y2PFFoQwdxE8LITBxATwboKGWk1GQ3IQpFZF9K3RU0veeJDjLYrx7DKLHcVzM6F4nRQtP-oxDThK5D7pxvuWUIaza4MzVWqc/s1600-h/Orn_Red_sq_4free.gif"><img id="BLOGGER_PHOTO_ID_5045577967109260162" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhonEJCUb1volNg6-ba3dpLyXMVbSncVMGJ1WBqN_qJwf-y2PFFoQwdxE8LITBxATwboKGWk1GQ3IQpFZF9K3RU0veeJDjLYrx7DKLHcVzM6F4nRQtP-oxDThK5D7pxvuWUIaza4MzVWqc/s200/Orn_Red_sq_4free.gif" border="0" /></a><span style="color:#cc0000;"><strong>EXERCISE 1</strong><br /></span><br />Read the poem titled “<span class="blsp-spelling-error" id="SPELLING_ERROR_0">Frida</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Kahlo</span>” by the English poet James Reich: <a href="http://www.richmondreview.co.uk/library/frida_kahlo.html">http://www.richmondreview.co.uk/library/frida_kahlo.html</a><br /><br /><strong>Discussion Questions: </strong><br />1. Who is <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Frida</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Kahlo</span>? If you don’t know, do a quick Internet search on her and provide a live link to your source within your discussion post.<br />2. What is she like? List some specific examples and images from the poem.<br />3. Does the poem have any references to her geographical or cultural origin? What are they?<br />4. Why do you think James Reich, an Englishman, wrote about <span class="blsp-spelling-error" id="SPELLING_ERROR_4">Frida</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Kahlo</span>?<br />5. What other poems or songs do you know that portray a famous person? If you can, find one example on the Internet and provide a live link to your discussion group.<br /><br /><br /><strong><span style="color:#cc0000;">EXERCISE 2</span></strong><br /><br />Read the following two poems:<br /><br />“A Peach Larger Than a Former Three-Story Building, Larger Than the Sun” by the Slovenian poet <span class="blsp-spelling-error" id="SPELLING_ERROR_6">Josep</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_7">Osti</span>: <a href="http://www.litrag.com/indexthirteen.html">http://www.litrag.com/indexthirteen.html</a><br /><br />“Ode to the Tomato” by the Chilean poet Pablo Neruda: <a href="https://lsc.ims.mnscu.edu/d2l/orgTools/ouHome/ouHome.asp?ou=406868">https://lsc.ims.mnscu.edu/d2l/orgTools/ouHome/ouHome.asp?ou=406868</a><br /><br /><strong>Discussion Questions:</strong><br />1. The subject of each of these poems is a natural food product. In what way do the two poems portray its primary subject similarly? Give some specific examples.<br />2. How does the writer use an ordinary fruit or vegetable to reveal something about the poem’s cultural context? What specifically does each food item reveal about its culture?<br />3. What is the point of each poem? Do the poems have any kinds of “message”?<br />4. What is your personal reaction to these poems? Explain.<br />5. If you had to choose a natural food item for a poem or a song, what would it be? Explain why you would choose this particular item and how you would use it. Find an Internet link depicting your choice, and attach a live link to your discussion post. Have fun with it!<br /><br /><br /><strong><span style="color:#cc0000;">EXERCISE 3</span></strong><br /><br />Read the short story “<span class="blsp-spelling-error" id="SPELLING_ERROR_8">Lepanto</span>’s Other Hand” by the Mexican writer Carmen <span class="blsp-spelling-error" id="SPELLING_ERROR_9">Boullosa</span>:<br /><a href="http://www.wordswithoutborders.org/article.php?lab=LepantosOtherHand">http://www.wordswithoutborders.org/article.php?lab=LepantosOtherHand</a><br /><br /><strong>Discussion Questions:<br /></strong>1. Who was Esteban Luz?<br />2. What does “Moorish” mean and why is this information relevant to the story? If you don’t know, do a quick Internet search and provide a live link to your source within your discussion post.<br />3. What is special about Esteban’s parents and his relationship with them?<br />4. After reading the story carefully, answer the writer’s own questions, which are stated at the end of the story:<br /><br />· Which of the two stories identified is true? Neither?<br />· Did time itself do away with Esteban Luz, since he never understood that to practice his art he needed protection, money, friends in high places?<br />· And protection from what?<br />· Why such jealousy?<br />· Why could he not just paint and be admired and bask in glory?<br /><br /><br /><strong><span style="color:#cc0000;">EXERCISE 4<br /></span></strong><br />Read the short story “The Man With the Long Mustache” by the Brazilian writer Carlos <span class="blsp-spelling-error" id="SPELLING_ERROR_10">Machado</span>:<br /><a href="http://www.wordswithoutborders.org/article.php?lab=ManWithLongMustache">http://www.wordswithoutborders.org/article.php?lab=ManWithLongMustache</a><br /><br /><strong>Discussion Questions:</strong><br />1. What is the situation and mood of the story’s opening scene?<br />2. Who is the narrator and what is his “eccentricity”?<br />3. Why does the narrator call his “eccentric” activity a vice?<br />4. How does the narrator’s wife find out about and deal with his habit?<br />5. Who is the “Man With the Long Mustache” and what role does he play in the story?<br />6. What is the impact and meaning of the story’s last sentence?How realistic is this story?<br />7. What, if any, experience(s) in your own life parallel the narrator’s experiences? Explain.<br /><p><span style="font-size:78%;">1) Image (c) <a href="http://www.graphics-4free.com/">Eden Graphics Design</a></span></p>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0tag:blogger.com,1999:blog-1704512903049412477.post-5851055818333467252007-03-20T20:20:00.000-06:002007-03-25T10:41:54.766-06:00Cultural Analysis Exercise<div align="left">This in-class exercise could be used in a variety of different writing or composition courses as preparation or prompt for a writing assignment. I will attempt to keep the links active. If you have trouble viewing them, please let me know! You can, of course, substitute the images with your own. I welcome your suggestions. <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">Admittedly</span>, these links were chosen after a rather quick web search.<br /><br /></div><div align="center"><hr /></div><div align="left"><br /><strong><span style="color:#cc0000;">Cultural Analysis</span></strong><br /><strong></strong><br /><span style="color:#330033;">Cultural analysis</span> examines texts and images in terms of the culture that produced them. It looks beyond what individual authors or artists have created by examining the larger forces behind them. For example, cultural analysis might ask what lifestyles, values, beliefs, or perspectives the texts and images represent.<br /><br />Cultural analysis also pays very close attention to the intended audience—and people who might have been excluded intentionally or unintentionally.<br /><br /></div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjry_31MkyofCEf4X6f5G-8DIDPwdwr-MI-gjj0zWVX53pCdfKC-vn9Gk-_nArciLxbLRUBjQI6FbLQ2Hdr_gONl4B9d1NrkcT8oYjUdM6Zu6MwY2XP969v6hl8ltXFkjJy3FqbPOJJCvY/s1600-h/Lenin_Graffiti_Pics4Learning.jpg"><img id="BLOGGER_PHOTO_ID_5045524353032504146" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjry_31MkyofCEf4X6f5G-8DIDPwdwr-MI-gjj0zWVX53pCdfKC-vn9Gk-_nArciLxbLRUBjQI6FbLQ2Hdr_gONl4B9d1NrkcT8oYjUdM6Zu6MwY2XP969v6hl8ltXFkjJy3FqbPOJJCvY/s200/Lenin_Graffiti_Pics4Learning.jpg" border="0" /> <p align="center"></a><span style="font-size:78%;"><center>Lenin on roller blades? *)</center></span><p><br /><span style="font-size:100%;"><strong>Below are listed some basic questions for a cultural analysis:</strong> </p></span><p></p><li><span style="font-size:100%;">Who is the author or producer of the text or image?<br /></span><li><span style="font-size:100%;">What is the purpose or message?<br /></span><li><span style="font-size:100%;">How might different people interpret the message?<br /></span><li><span style="font-size:100%;">What type of text or image is it? Does it belong to any genres or common categories?<br /></span><li><span style="font-size:100%;">How is it produced? What technologies or techniques have been used to create it?<br /></span><li><span style="font-size:100%;">What beliefs, values, ideologies, or points of view are implied?<br /></span><li><span style="font-size:100%;">If applicable, who or what is left out?<br /></span><li><span style="font-size:100%;">What is your personal reaction to this work? Do your group members feel the same way? Why or why not?</span></li><br /><br /><span style="font-size:100%;"><strong>GROUP ACTIVITY:</strong><br /><br />In your group, choose a spokesperson and a secretary. The secretary should record the group’s answers in writing, and the spokesperson will report out at the end of the exercise.<br /><br />Choose any two works/products from the following list:<br /><br /><strong>“He’s Not Worth It”:</strong> </span><a href="http://www.worth1000.com/entries/182500/182993KQspw.jpg"><span style="font-size:100%;">http://www.worth1000.com/entries/182500/182993KQspw.jpg</span></a><span style="font-size:100%;"><br /><br /><strong>“Now!”:</strong> </span><a href="http://www.pepsi.co.jp/history/img/j08.jpg"><span style="font-size:100%;">http://www.pepsi.co.jp/history/img/j08.jpg</span></a><span style="font-size:100%;"><br /><br /><strong>“Global Warming Is Worse Than We Thought”:</strong></span><a href="http://blogs.zdnet.com/images/chevytahoe3.jpg"><span style="font-size:100%;">http://blogs.zdnet.com/images/chevytahoe3.jpg</span></a><span style="font-size:100%;"><br /><br /><strong>A Sunday Observer Classified Ad:</strong> </span><a href="http://www.sundayobserver.lk/2002/05/05/c_brides.html"><span style="font-size:100%;">http://www.sundayobserver.lk/2002/05/05/c_brides.html</span></a><span style="font-size:100%;"><br /><br /><strong>“Eye to Eye”:</strong> </span><a href="http://www.subzeroblue.com/archives/2004/07/eye_to_eye_a_palesti.html"><span style="font-size:100%;">http://www.subzeroblue.com/archives/2004/07/eye_to_eye_a_palesti.html</span></a><span style="font-size:100%;"><br /><br /><strong>“Perfect Teeth”:</strong> </span><a href="http://www.perfectteeth.co.uk/"><span style="font-size:100%;">http://www.perfectteeth.co.uk/</span></a><span style="font-size:100%;"><br /><br /><strong>“Be a Perfect Partner”:</strong> </span><a href="http://www.bbc.co.uk/radio1/onelife/personal/relationships/perfectpartner.shtml"><span style="font-size:100%;">http://www.bbc.co.uk/radio1/onelife/personal/relationships/perfectpartner.shtml</span></a><span style="font-size:100%;"><br /><br />Analyze each in terms of the culture that produced them by answering the questions above and be ready to share your answers with the entire class. You will also be asked to hand in your written answers to the questions.<br /></li><br /></span><span style="font-size:78%;">*) Image (c) </span><a href="http://pics4learning.com/"><span style="font-size:78%;">Pics4learning.com</span></a></span>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0tag:blogger.com,1999:blog-1704512903049412477.post-41061735147616055162007-03-20T19:56:00.000-06:002007-03-24T10:58:45.370-06:00Evaluative PaperThis assignment has been created as a take-home final exam for College Composition II. It could also be modified for a regular evaluative essay assignment without the end-of-semester focus. <hr /></hr><br /><strong>ASSIGNMENT</strong><br /><strong></strong><br />This is a take-home final exam assignment, requring you to write an evaluation of your own Research Paper. The assignment is self-evaluative and self-reflective in nature, asking you to determine and explain the following:<br /><br /><br /><li><strong><span style="color:#990000;">The quality of your own Research Paper:</span></strong> To what extent does your paper meets the standards of effective argumentative writing and the topic requirement?<br /></li><li><strong><span style="color:#990000;">The value of learning that has taken place this semester:</span></strong> What do you know about argumentative writing and <span style="color:#000000;">cultural/global themes</span> that you did not know before? What is the value of this learning to you? Discuss at least one possible real-world application of what you have learned in this course.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgme4JC0HkuoLqCgiwqP8UezufpIhnZwGd_eVOgzZKA2HcOaBCCrvclYwpBnS5rD8-r7QzA-8lZ3yYccHyjzA8t7qQcnDewgspJWnpDfaiz6VtiICdJT_UdV6eTJ8iHwgLBOnG3g5SrhPw/s1600-h/CompassGraph.jpg"><img id="BLOGGER_PHOTO_ID_5044822271908496098" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgme4JC0HkuoLqCgiwqP8UezufpIhnZwGd_eVOgzZKA2HcOaBCCrvclYwpBnS5rD8-r7QzA-8lZ3yYccHyjzA8t7qQcnDewgspJWnpDfaiz6VtiICdJT_UdV6eTJ8iHwgLBOnG3g5SrhPw/s200/CompassGraph.jpg" border="0" /></a> </li><center><span style="font-size:78%;">Which direction did your paper go? Are you happy with it? 1)</center></span><strong>STRUCTURE</strong><br />You should follow the order in which the two sub-topics have been listed above, using the basic academic essay structure: an introduction, a body, and a conclusion. You will decide how many body paragraphs you will have in total and how long each paragraph should be. For example, you could devote 1-2 body paragraphs to the first sub-topic and one paragraph to the second sub-topic.<br /><strong><br />LENGTH</strong><br />Your paper should be at least two pages (about 500 words) long and word processed using the MLA style format. The essay can be as long as it needs to be; however, additional pages will not determine your grade – the effectiveness of your content does. Also, keep in mind the “golden rule” of polished writing: “Omit needless words!”<br /><br /><strong>CONTENT</strong><br /><br /><strong><span style="color:#990000;">The quality of your own Research Paper:</span></strong><br />When evaluating the quality of your Research Paper, reflect on your paper’s successful features as well as the areas where you fell short or your goals. In both cases, discuss the choices you made and the outcomes and suggest ways to improve. The purpose of this assignment is to evaluate your own work and learning honestly.<br /><br />You should minimally address the six parts of classical organization listed in the “Research Paper Assignment” handout, reflecting on how well your Research Paper addresses each part: <center></center><li><strong>Introduction:</strong> Does your paper make the topic and purpose clear right from the start? As required, does the topic address a specific cultural and global issue and make it interesting to the reader? How effectively does the opening information “hook” your readers’ interest? What could you have done differently?</li><li><strong>Statement of proposition:</strong> Does your paper state a clear claim about the topic? Is this statement located in an effective place? What could you have done differently? </li><li><strong>Narration:</strong> Have you indicated why the topic is important? Is the cultural or global topic relevant to your audience? Does your paper provide adequate background information about the topic and the events that led up to the controversy? Would your audience have needed more background information, examples, or explanations to follow your line of reasoning? Does your paper establish emotional appeal by citing reasons for your interest in the subject and qualifications for writing about it? </li><li><strong>Proof:</strong> Does your paper provide convincing - i.e. sufficient, reliable, and timely - reasons and evidence that are acceptable to your audience? Have you cited the information appropriately? Have you taken into account your readers’ best interests and beliefs? How well does your writing accomplish these goals? What makes this paper persuasive? What could have made it even more persuasive? How would you describe your essay’s tone? Does it work for your topic and audience? Is your writing voice engaging? Is it appropriate to your topic and your point of view? What would you have done differently?</li><li><strong>Refutation:</strong> How well does your paper refute opposing positions? How have you done this? What would you have done differently?</li><li><strong>Conclusion:</strong> Does your conclusion emphasize the most important point and remind the audience of the other important points? How effectively does your conclusion make your final comments stick in your readers’ mind? How effective is your argument in the end? What would you have done differently?<br /><br /><strong><span style="color:#990000;">The value of learning that has taken place this semester:</span></strong> </li>In this section of your Evaluation Paper, you should identify a few key examples of what you know about argumentative writing and cultural/global themes that you did not know before. Feel free to focus on any course activity, topic, or theme. Then reflect on the value of this learning to you. Discuss at least one real-world application, explaining how you will use the new knowledge in a real situation outside class. Again, evaluate honestly, giving examples that are meaningful to you.<br /><br /><strong>Additional Instructions:<br /></strong>The overall tone of your Evaluation Paper can be reflective – somewhat similar to journal writing. However, you still need to follow the standards of good academic writing, paying attention to grammar, spelling, and mechanics. It is not necessary to cite additional sources. However, if you do, you must cite correctly and provide an MLA style Works Cited page of all sources cited.<br /><br /><span style="font-size:78%;">1) (c) Free-graphics.com</span><br /><br /><center></center>Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0tag:blogger.com,1999:blog-1704512903049412477.post-86724366940735493422007-03-20T19:52:00.000-06:002007-03-24T17:24:44.950-06:00Research Topic Exploration 2This assignment has been created as preparation for the Research Paper Assignment listed two blog entries below. <hr /></hr><br />One of the broad topics for your research paper is <span style="color:#990000;"><strong>globalization</strong></span>. Another is culture, which was discussed in Topic Exploration 1.<br /><br /><strong>Definitions of Globalization</strong><br /><br />Globalization means different things to different people. Some say it is the movement of people, language, ideas, and products around the world toward markets and policies that transcend national borders. Others see it as the dominance of multinational corporations and the destruction of cultural identities. All aspects of globalization – including its nature, causes and effects - are hotly disputed.<br /><br /><strong>ACTIVITIES</strong><br /><br /><strong>Learning Audit</strong><br />For about 5-10 minutes, reflect informally in writing on what you already know about globalization. What is your understanding or definition of globalization? How is globalization affecting your community and your personal life? How do you feel about globalization? Why do you think globalization is spreading rapidly in the contemporary world? Is globalization a new phenomenon?<br /><br /><strong>Café Discussion on Globalization</strong><br />From the choices listed below, pick two topics that you would like to discuss and go to a table labeled with one of your topics. Use your Learning Audit notes to prompt your memory. Each group should appoint a facilitator and a recorder and discuss the assigned questions for the topic. The recorder should write the highlights of the discussion on the flipchart/board provided. After 7 minutes, each student should move to another table and repeat the process.<br /><br /><span style="color:#000099;"><strong>TABLE 1: DEFINITION OF GLOBALIZATION</strong></span><br />What is your group’s definition of globalization? If it varies, record all responses.<br />Why do you think your definitions are similar? Or if your definitions are different, why do you think they differ? Speculate who outside this class would agree or disagree with your definition(s).<br /><br /><span style="color:#000099;"><strong>TABLE 2: GLOBALIZATION & BUSINESS</strong></span><br />How are business and trade affected by globalization? Discuss specific examples.<br />The term “free trade” is often associated with globalization. In your knowledge, what is “free trade” and what is its global impact? (If you don’t know, research it briefly on the web.)<br /><br /><span style="color:#000099;"><strong>TABLE 3: GLOBALIZATION & CULTURES</strong></span><br />How does globalization affect different cultures? Discuss specific examples.<br />Some correlate globalization with Americanization or Westernization. What do you think they mean by that, and what are your thoughts on this?<br /><br /><span style="color:#000099;"><strong>TABLE 4: GLOBALIZATION & ENVIRONMENT</strong></span><br />How are the natural environments affected by globalization? Discuss specific examples.<br />How are urban environments affected by globalization? Discuss specific examples.<br />Does your group agree or disagree on the points discussed above? Why or why not?<br /><br /><span style="color:#000099;"><strong>TABLE 5: GLOBALIZATION & TECHNOLOGY</strong></span><br />What role does technology play in globalization? Discuss specific examples.<br />How do you feel about the global impact of technology, and why? If your group members disagree, discuss the reasons for your disagreement.<br /><br /><strong>Class Discussion</strong><br />The reporters of each group will summarize their discussion, followed by a brief class discussion on the topics.<br /><br /><strong>One-Minute Paper</strong><br />Write a quick response to the following question: What do you know about globalization that you did not know before?Hanna Erpestadhttp://www.blogger.com/profile/15280061496787487456noreply@blogger.com0