seminar 11
TRANSCRIPT
Unit1
Unit1
Seminar 11Exam Prep
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Unit1
Exam
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• Wednesday 3rd February• 9:00-12:00 in the Philadelphia Conference Centre
This session:• What do I need to know?• Exam format• Areas for revision
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Exam
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The exam is worth 60% of the module. The pass mark for the module is 40%
Essay Mark
Exam mark - To pass (40%)
Exam mark -To get a 2:2 (50%)
Exam mark- To get a 2:1 (60%)
Exam mark -To get a 1st (70%)
50 34 50 67 84
55 30 47 64 80
60 27 44 60 77
65 24 40 57 74
70 20 37 54 70
75 17 34 50 67
Unit1
What do I need to know?
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All questions are within the boundary of what has been required of you in this module:•Attend all lectures•Participate in all seminars•Do all required reading
… So what should I be looking at for revision?
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What do I need to know?
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Areas for revision should reflect the requirements of the module as a minimum:•Attend all lectures Understand the content of all the lectures = meet lecture objectives•Participate in all seminars Be able to answer all seminar questions, have carried out seminar activities. (Wider activities that were aimed at skills development won’t be tested on the exam)•Do all required reading Have read the required reading for each week
Unit1
Optional extras
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The following are also recommended but are not essential:•Additional readings for each module found in the course handbook•Pursue further research around the topics, e.g what is happening now?•Practise using the past exam questions on MOLE and the sample exam paper in the handbook / create model answers•Practice using the seminar questions / objectives, create model answers
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Expectation of your answers
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• IntroductionGrasp of the questionClear outline of scope of the exam question
• Structure/OrganizationCoherenceDevelopment of logical argumentArrangement of ideas
• ConclusionWell-defined & recap of the important points made.Summary of analysis
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Expectation of your answers
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• Use of relevant evidenceIts an exam – don’t panic, we don’t expect too much!Use of a couple of sources for a couple of statements if possible,
if you don’t know the year that is ok. You don’t need page numbers.
• Critical analysis and originalityCreative approach imagination and flexibility of thoughtCritical engagement
• Prose/Grammar/Spelling/SyntaxClear and effective use of English
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IMPORTANT
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• Make sure that you identify the narrow focus of the questions and stay on topic!
You may find it useful to:• Underline the key words or phrases in the question• Write down the sub-questions that you need to
answer in order to fully address the question
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Exam format
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• The exam is three hours long• There are nine questions, split into three sections• You must answer one question from each section
SECTION A: contains three questions relating to Units 1-4. You must answer one question from this section
SECTION B: contains three questions relating to Units 5-8. You must answer one question from this section
SECTION C: contains three questions relating to Week 9-11. You must answer one question from this section
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Topics for revision
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The following slides contain the relevant objectives for each unit rephrased as questions, as well as the relevant seminar questions.
Be aware that exam questions may only cover part of an objective/seminar question, or may span across more than one. Be sure to adapt your answers appropriately in the exam to be sure that you’re answering the question directly!
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Unit 1
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Lecture objectives•How were American wartime studies of the Japanese shaped by the objectives of the war against Japan?•How has Japan’s economic development and enhanced international status changed foreign perceptions of Japanese social institutions?•To what degree have Japanese perceptions of their own society been influenced by foreign perceptions of Japan?
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Unit 1
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Seminar questions•In what ways is Japan an imagined community?•What examples of Nihonjinron can you think of, and have they served a purpose for the West or for Japan?
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Unit 2
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Lecture objectives•What are the interpretations of why the atomic bobs were dropped on Hiroshima and Nagasaki?•What are the legacies of the atomic bombings for society and governmental policy?•How are ‘war and peace’ issues important to post-war Japanese society and government?
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Unit 2
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Seminar questions 1 of 2•What are the different interpretations of why the bomb was dropped on Hiroshima?•What about the second bomb on Nagasaki?•Which interpretations are not convincing and why?•Can the same interpretation be used to explain the dropping of the bomb on Nagasaki as well as Hiroshima?
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Unit 2
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Seminar questions 2 of 2•What have been the legacies of the atomic bombings for Japanese society and governmental policy?•What is the evidence of such legacies?•Does a moral perspective have a place in disussions about the use of atomic bombs against Japan?•In what ways are issues of ‘war and peace’ important for understanding Japanese society and governmental policy?•Can we relate any of this to what we learnt about nation last week?
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Unit 3
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Lecture objectives•How have the preamble and article 9 of the constitution been reinterpreted over the years?•To what extent do the Japanese people support the constitution? What are the reasons for this?•What was the debate over the appropriate course for Japan to chart in the cold war environment? What was the opportunity for the success of the ‘unarmed neutralist’ option?
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Unit 3
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Seminar questions 1 of 2Constitutional Pacifism:•Key dates, what happened? Detail?•Key figures?•Wider implications?•Wider influences?•Implications for Japanese economy?
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Unit 3
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Seminar questions 2 of 2•In what ways has the interpretation/application of the preamble and article 9 of the Constitution changed over the years? What are the domestic reasons for this? What are the external reasons?•To what degree do the Japanese people support the Constitution? Is this support waxing or waning over the years? Why?
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Unit 4
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Lecture objectives•What is the changing nature of the commitments of both parties under the US-Japan security treaty system?•What role has Japan played in America’s global strategy?•What role has the treaty played in shaping Japanese defence and security policies?
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Unit 4
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Seminar questions•How is the treaty of benefit to Japan?•How is the treaty of benefit to America?•Can we regard Japan as a ‘free rider’ on the treaty?•What have been the issues with the recent applications of the treaty since 2010 (e.g. Operation Tomodachi 2011, Okinawa, the Senkaku/Diaoyu islands)?
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Unit 5
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Lecture objectives•What are the internal and external reasons suggested for Japan’s economic success/decline?•What role did the key economic institutions play? (e.g. corporation in the context of the ‘dual structure’ of the economy as well as the ‘keirestu’ system and finance)•What is the economic life of Japanese male and female workers?•What are the internal/external factors affecting contemporary Japanese society?
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Unit 5
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Seminar questions•What are the internal factors which contributed to Japan’s rapid economic growth?•What are the external factors which contributed to Japan’s rapid economic growth?•Which do you think are the most important/played the largest role?
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Unit 6
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Lecture objectives•How was pollution an integral cost of economism and rapid growth? What are the examples of this?•What is the connection of karoshi, suicide and homelessness with economism and the economic life of Japanese male and female workers? What is the economic life of Japanese male and female workers?•What has been the response made to pollution and karoshi by Japanese society and government?
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Unit 6
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Seminar questions 1 of 2•How can we use the film Tokyo Sonata as a tool for approaching contemporary issues arising from economic decline in contemporary Japanese society?Sub questions:•Why do you think the director has chosen to tell the story through one particular family?•Why do you think Sasaki takes his redundancy the way he does?•Why does Sasaki do so badly at his interview?
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Unit 6
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Seminar questions 2 of 2•What is Takashi’s economic situation? Why do you think he goes to America? What do you think his character represents?•Why do so many of the characters seem to be keeping secrets/pretending?•How does the film present homelessness?•Does Kurosu’s suicide seem like an ‘unavoidable’ cost?•Can you see any elements of nostalgia for the era of rapid economic growth?
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Unit 7
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Lecture objectives•What are the different approaches to quality of life?•In what ways can Japanese people be regarded as having a ‘good’ or ‘bad’ QoL in a historical context?•In what ways can Japanese people be regarded as having a ‘good’ or ‘bad’ QoL in a comparative context?•What is the phenomenon of the emerging division in the middle class?
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Unit 7
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Seminar questions•How can we define quality of life?•How valid are the criteria used to assess it?•In what ways can Japanese people be said to have a ‘good’ or ‘bad’ quality of life?•What are the differences between the quality of life of Japanese people now, and in the early post-war days? Are the ‘improvements’ worth the sacrifices?
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Unit 8
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Lecture objectives•What are the investment links between Japan and other parts of East Asia?•What are the trade links between Japan and other parts of East Asia?•In what ways has the Japanese model of development had an impact on East Asia?•What was Japan’s response to the Asian Financial Crisis? What were the new initiatives taken?
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Unit 8
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Seminar questions•In what ways will the TPP affect Japan?•Why do you think the Abe government agreed to it?•In what ways is Japan being constituted as an ‘East Asian’ of ‘Asia Pacific’ nation?
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Unit 9
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Lecture objectives•What is identity? What is national identity?•How is the concept of ethnicity at the heart of post-war Japanese identity?•To what degree is Japanese society homogeneous or heterogeneous?
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Unit 9
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Seminar questionsHow do the following minority groups provide a challenge to the idea of Japan as homogenous?•Koreans•Ainu•Burakumin•Foreign workers
•In what ways can we view Japan as homogenous?•What challenges exist to this perceived homogeneity?
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Unit 10
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Lecture objectives•What is the difference in the political and legal position of the emperor in the pre-war and post-war Japanese state?•How is the emperor and state a source for post-war identity and nationalism?•What is the problem of ‘war responsibility’, and what is its relationship with the state, emperor and the post-war symbol monarch?•What is the debate over the succession issue?
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Unit 10
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Seminar questions•What debates have there been surrounding the role of the emperor?•How has he been used as a tool at different times?•How has his level of power changed?•How does he link to ideas of ethnicity and identity?
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Unit 11
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Lecture objectives•In what ways has contemporary Japan responded to globalization•How do migrant workers challenge Japan’s ethnic identity?•What has been the impact of globalization on the make up of Japanese society?
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Unit 11
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Seminar questions•How is Japanese society responding to migrant workers?•What is the government’s response?•How does this challenge ethnic identity?
Unit1
Good luck!
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