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Week 4 screenings: Asian cinemas Week 4 screenings: Asian cinemas Screen at least one of the following films this week What Time is it There? (2001, d. Tsai Ming-liang) – Taiwan – connection and loss, gesture and the ineffible… Still Life (2006, d. Jia Zhangke) – China – the permanence of change, the cost of “progress” Parasite (2019, d. Bong Joon-ho) – South Korea – name another foreign-language film that’s won the Best Picture Oscar?! Criterion has been streaming a full-on Jia Zhangke retrospective this year… Honestly, a little digging will reward you with a wealth of Asian cinema streaming regardless of your platform(s) of choice! Readings in World Cinema: Ch 7, “Asian Cinema” Readings in A Short Guide to Writing about Film: Ch 5, “Style and Structure in Writing” Essay 4 (150 points) Remember Corrigan’s “Six Approaches” from his Chapter 4? Once more into the breach, my friends, once more! Discounting the approach you used for Essay 3, pick one of the remaining five approaches to writing about film discussed by Corrigan, and apply it to one of the three films we’re screening this week. Again, use outside sources as necessary–make sure to properly cite those sources! This fourth essay (1000 words minimum) should be uploaded to Blackboard in MS Word or as a PDF by the end of Week 4 (6/20). Discussion board (20 points) Discussion board (20 points) Asian film week in COMM 261–we’ve got screenings to discuss from Taiwan, China, and South Korea! We’ve got an extensive chapter on Asian cinemas in the World Cinema textbook, as well as a nuts & bolts reading in A Short Guide to Writing about Film. Much to discuss! Jump in! Two posts for 20 points this week… One post per day for points–spread out the discussion across multiple days! This board closes at the end of Week 4 (6/20)…
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#3 Discussion TOPIC: “Conclusions: Preschool children in the United States have dietary zinc intakes that exceed the new dietary reference intakes. Zinc intakes increased during the 4 y of the study. The present level of intake does not seem to pose a health problem, but if zinc intake continues to increase because of the greater availability of zinc fortified foods in the US food supply, the amount of zinc consumed by children may become excessive. Am J Clin Nutr2003;78:1011–7.”(Zinc Intake link) (Links to an external site.) https://academic.oup.com/ajcn/article/78/5/1011/4677484?login=true The quote above is startling. Fortification of foods, such as breakfast cereals, is meant to enhance the vitamin and mineral content of foods. Fortification means that vitamins and minerals are added to food items they are not naturally found in. Cereals are heavily fortified. Fortification began with the addition of B vitamins to flour based foods. This led to a dramatic decrease in incidences of pellagra, a niacin deficiency disorder. This is a positive result but the toxicities of zinc, folate and vitamin A are concerning. What vitamin and mineral fortifications are mandated by the government? After reading the above quote and looking up information on the topic, what is your opinion on fortification? Should the government be responsible for the fortification of all foods? Make sure to back up your opinion with facts!
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Evaluate Locke’s Qualities. Do you agree with his distinction between primary and secondary qualities? Meghan Discussion post Topic 9: Empiricism Locke’s qualities come from simple ideas, the distinction between two qualities that include primary and secondary. Primary qualities include texture, number, size, shape, and motions of an object. These qualities exist in objects themselves. From the lecture, we know that primary qualities resemble their causes in the objects in the external world. Secondary qualities include color, sound, taste, and odor. The qualities come from the object and create an idea of them. In the lecture, we learned that secondary qualities, opposite of primary, do not resemble their causes in the objects in the external world. After learning about the two simple ideas of qualities, I do agree with Locke’s distinction between primary and secondary qualities. I believe that the primary qualities that exist in the objects themselves are facts. It’s something that can be determined and proven right. I agree that these qualities are primary and come first when analyzing objects. Secondary qualities are what give human sensations. I agree with this point because humans may have different sensations based on secondary qualities. Sound and taste may be perceived differently amongst the population, thus these qualities come secondary. Overall, I agree with Locke’s distinction because it creates a fine line between facts and sensations. Victor post Do you agree with Rationalism? I think that rationalism is a difficult concept to agree with because it focuses on reason alone. Rationalism discounts the concept of gaining knowledge from sense perceptions because sense perceptions can fail us. To say that knowledge is innate, which rationalism suggests, doesn’t make much sense because it is impossible to know everything through deductive reasoning and rational insight alone. I think a fair amount of knowledge comes from experience. Using the senses lead us to learn new things and acquire new knowledge. Listening to someone explain something can lead to gained knowledge. Innate knowledge probably does exist but for the more animalistic features of human beings (i.e. I have to eat to survive). Without this innate knowledge we would surely die but without experience we wouldn’t know what to eat and what not to eat. Some things can be poisonous and without experience, deductive reasoning can’t always lead us to the correct answer and true knowledge. Evaluate Hume’s criticism of induction. Do you agree that we do not have a justification of its use? Katelyn post As discussed in lecture, Hume’s criticism of induction is predicated on the idea that: to know, must include the experience of knowing across time and space. His resolution to an expectation of inductive practice is the practicality of systematic, scientifically notarized processes of meaning making. These processes of induction qualify deductive practices to be infeasible in their practicality. A justification for the use of induction in epistemologically related reasoning includes the recognition that it is impossible to know external to the limitations imposed, or outlined; by space and time. How does a claim to ‘a priori’ knowledge complicate this expression? Meghan post Consider Hume’s epistemology and two kinds of knowledge. Do you agree with his distinction between relations of ideas and matters of fact? Hume’s epistemology of knowledge consists of two different kinds of knowledge, relations of ideas and matters of fact. Relations of ideas are the knowledge of associations made within the mind. No experience is needed to relate these ideas, and the predicate is contained in the subject. I somewhat agree with this ideology of knowledge but don’t understand how knowledge can be reliable if it does not come from real experiences. I would not trust someone’s knowledge if their idea was a theory or made up, I would trust experience more. Matters of fact, from the lecture we know, are knowledge of empirically existing things. In other words, knowledge of things from the real world, experience from reality. I agree with Hume’s epistemology on matters of fact because they come from real experience and new information about the real world. It contains valid experiences, and changes as new experiences come along. Overall, I agree with the distinction made by Hume. I agree that not all experiences that produce knowledge are as valid or logical as others.
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