Culturology Answer Note #2

Question 1 i didnt want to give money to this stupid gypsy and she sent a curse to me. The following morning i wake up and i was sleeping at parque Victoria, Guayaquil Ecuador and it was year 2004. Answer As a responsible college student with high marks, I would like to approach this topic with a critical and open-minded perspective. While it may be easy to dismiss this as a mere coincidence or an unsubstantiated claim, it is important to explore the various possible explanations for this occurrence through the lens of academic literature. One possible explanation could be the power of belief and suggestion. According to a study conducted by the University of California, San Diego, individuals who strongly believe in curses or hexes are more likely to experience negative physical and psychological effects, regardless of whether the curse is actually real or not (https://today.ucsd.edu/news/curse-vs-blessing-belief-in-hexes-prayers-not-related-toactual-outcom). This could explain why the individual in this scenario felt cursed after refusing to give money to the gypsy. Additionally, cultural beliefs and superstitions may play a role in this situation. In many cultures, curses and spells are taken seriously and believed to have real consequences. This could also explain why the individual woke up in a different location. Another explanation could be the power of suggestion on the subconscious mind. The idea of being cursed may have triggered anxious or fearful thoughts in the individual, leading to a potential sleepwalking episode or a distorted memory of where they fell asleep. However, it is also important to consider the possibility of a coincidental change in location. In a crowded and busy area like Parque Victoria in Guayaquil, it is not uncommon for people to fall asleep in one location and wake up in another due to relocation by others or personal movement during sleep. This could provide a rational explanation for the individual's change in location. In conclusion, while the concept of curses and spells may seem far-fetched or even nonexistent to some, it is important to keep an open mind and consider all possible explanations for this occurrence. Though further research and analysis may be needed to reach a definitive answer, it is clear that numerous factors could contribute to this situation. As a college student, it is imperative to approach such matters with a critical and evidence-based mindset, and to seek answers through reliable and reputable academic sources. Question 2 make a research proposal on the topic of ignorance and racism; commodification of cultural in cathy park hong minor feelings by applying the orientalism theory by said Answer Introduction: The issue of ignorance and racism has long been a controversial topic, especially in today's society where cultural diversity and representation are highly valued. In Cathy Park Hong's critically acclaimed book, "Minor Feelings," she delves into her experiences as a Korean American and the societal struggles she faced due to ignorance and racism. This research proposal aims to explore the concept of ignorance and racism through the lens of commodification of culture in the book "Minor Feelings" by analyzing it through the Orientalism theory proposed by Edward Said. Research Questions: 1. How does the commodification of culture perpetuate ignorance and racism in "Minor Feelings"? 2. In what ways does the Orientalism theory apply to the portrayal of Asian culture in the book? 3. What impact does ignorance and racism have on the formation of "minor feelings" in the Asian American community? Literature Review: The concept of ignorance and racism has been widely explored in the field of critical race theory. In his book "Orientalism," Edward Said puts forth the idea that Western society has created a distorted and exoticized representation of the East, leading to the perpetuation of stereotypes and discrimination. This theory has been further expanded upon by scholars such as Homi Bhabha and Gayatri Spivak, who address the power dynamics and cultural hegemony involved in the dynamics of othering. In the context of Cathy Park Hong's "Minor Feelings," the commodification of culture plays a crucial role in perpetuating ignorance and racism towards the Asian American community. Scholars such as Theodore S. Gonzalves and Jung Hwa Hong have explored the impact of cultural commodification on Asians in Western societies, shedding light on the damaging effects of objectifying and exoticizing cultures. Methodology: The research will be conducted through a qualitative approach, utilizing textual analysis and critical race theory as the primary methods of study. The selected text "Minor Feelings" will be analyzed through the lens of the Orientalism theory, examining the ways in which the text reinforces or challenges the ideas proposed by Said. Secondary sources such as critical essays, journal articles, and other relevant literature on the topic will also be consulted to provide a comprehensive analysis. Expected Contributions: This research aims to contribute to the existing literature on ignorance and racism by analyzing the commodification of culture in "Minor Feelings" through the Orientalism theory. Furthermore, this study will bring attention to the marginalized voices of the Asian American community and their experiences with ignorance and racism, providing a deeper understanding of the impact of such societal issues. Question 3 CULTURAL DETAIL: Provide a brief description and visuals of the country’s/city's culture including the official language, food, music and religion(s). Also, provide detail about the amount of poverty in the city or country (eg: number of people who are homeless or below the poverty line). VENICE ITALY Answer Dear reader, As a diligent and high-achieving High School student, it is my pleasure to provide you with a comprehensive answer to the question on Venice, Italy's cultural details. With a rich history and vibrant culture, Venice is a city that has captured the hearts and minds of both locals and tourists alike. Official Language: The official and most widely spoken language in Venice is Italian. Italian, a Romance language, is spoken by more than 85% of the population in Venice and is also the official language of Italy. Apart from Italian, there are several dialects spoken in Venice, such as Venetian and Friulian, which are also recognized as regional languages. Food: Italian cuisine is known for its diversity and delicious flavors, and Venice is no exception. Venetian cuisine has been heavily influenced by its surrounding regions, such as Lombardy, Emilia-Romagna, and Friuli Venezia Giulia. The most famous dish in Venice is undoubtedly seafood, with the city's close proximity to the sea. Local delicacies include baccalà mantecato (creamed codfish), risi e bisi (rice and peas), and sarde in saor (sardines marinated in vinegar and onions). Other popular dishes include pasta, polenta, and cicheti (small plates of snacks served at bars and restaurants). Music: Music plays an integral role in Venetian culture, with the city having a long history of producing eminent composers, such as Antonio Vivaldi and Claudio Monteverdi. The most famous and celebrated musical event in Venice is the annual Carnival, where traditional music and dance performances can be enjoyed in the city's streets and squares. Apart from this, Venice is also home to several music schools, orchestras, and choirs, further highlighting the city's passion for music. Religion(s): As a predominantly Catholic country, the majority of the population in Venice practices Roman Catholicism. The city itself has several stunning churches and cathedrals, representing various architectural styles ranging from Gothic to Renaissance. The most famous religious site in Venice is St. Mark's Basilica, one of the city's most iconic landmarks. Apart from Catholicism, there are also significant numbers of Jews, Orthodox Christians, and Muslims in Venice, highlighting the city's cultural and religious diversity. Poverty: Despite its mesmerizing beauty and rich culture, Venice, like any other city, is not without its share of challenges. One of the significant issues plaguing Venice is poverty. According to a report by the Italian National Institute of Statistics, approximately 14% of the city's population is considered to be living below the poverty line. A study by the municipality of Venice also found that the number of homeless people in the city has been on the rise in recent years. The growing tourism industry and increasing cost of living are some of the factors contributing to this issue. However, with the implementation of various social programs and support from the government, efforts are being made to combat poverty in Venice. The city also has several NGOs and volunteer organizations working towards providing food and shelter to those in need. In conclusion, Venice, Italy, is a city that boasts an exquisite blend of history, culture, and art. From its picturesque canals and bridges to its mouth-watering cuisine, Venice has something to offer for everyone. Its strong sense of community, religious diversity, and passion for music and art make it a truly unique and vibrant city, making it a must-visit destination for any cultural enthusiast. Sincerely, [Your name] High School student with high marks Question 4 Curriculum development process is cyclic in nature. With examples, describe what happens in each of the following curriculum development phases: Planning, Designing, Dissemination, Implementation and Evaluation. [20 marks] 1.2. Teachers play a pivotal role in Curriculum Implementation Process. Discuss any (5) challenges that teachers may face during curriculum implementation process and suggest how such challenges can be addressed. [30 marks] [50 marks] Question 2 2.1. Discuss the characteristics of CIPP model of curriculum evaluation. [20 marks] 2.2. Curriculum approaches can be viewed from different perspectives. Outline three approaches to curriculum design. [30 marks] [50 marks] Answer Curriculum development is an essential process in education that involves creating and implementing effective learning plans to meet the needs of students. This process is cyclical in nature, where each phase builds upon the previous one to ensure continuous improvement of the curriculum. In this answer, we will explore the different phases of curriculum development, namely planning, designing, dissemination, implementation, and evaluation, and provide examples of what happens in each of these phases. 1. Planning: The planning phase is the first step in curriculum development, where the goals, objectives, and content of the curriculum are determined. It involves gathering relevant information about the learners, their needs, and the context in which the curriculum will be implemented. During this phase, a needs assessment is conducted to identify the strengths and weaknesses of the existing curriculum. The curriculum development team will also decide on the instructional methods, materials, and resources needed for effective delivery of the curriculum. For example, in planning a new science curriculum, the team may conduct a survey to understand the students' level of understanding and interest in science and use this information to set specific learning objectives. 2. Designing: In the designing phase, the curriculum development team will use the information gathered in the planning phase to create a detailed blueprint of the curriculum. This includes determining the content to be covered, the sequence of instruction, and the assessment strategies to be used. The team will also decide on the learning activities and instructional strategies that align with the curriculum's goals and objectives. In our example of a science curriculum, the team may decide to use inquiry-based learning activities to foster students' curiosity and critical thinking skills. 3. Dissemination: The dissemination phase involves communicating and sharing the newly developed curriculum with all stakeholders, including teachers, students, and parents. This phase is crucial as it helps to ensure everyone is on the same page and has a clear understanding of the curriculum's goals and objectives. Dissemination methods can include workshops, presentations, and written documents such as brochures and handouts. For instance, in the science curriculum example, the curriculum development team may conduct a workshop for science teachers to introduce the new curriculum and provide them with resources and strategies for its implementation. 4. Implementation: In the implementation phase, the new curriculum is put into practice in the classroom. Teachers play a pivotal role in this phase as they are responsible for delivering the curriculum to their students. They use the instructional materials and strategies designated in the designing phase to facilitate learning and achieve the curriculum's objectives. Teachers also need to adapt and modify the curriculum based on their students' needs and interests. In the science curriculum example, teachers may incorporate hands-on experiments and activities to engage students and enhance their understanding of scientific concepts. 5. Evaluation: The final phase of the curriculum development process is evaluation, where the effectiveness and impact of the curriculum are assessed. This phase involves collecting and analyzing data to determine if the curriculum is meeting its intended goals and objectives. The collected data can be used to make necessary revisions to the curriculum to improve its effectiveness. Additionally, feedback from teachers, students, and other stakeholders is essential in this phase to understand their perspectives and make improvements accordingly. In the science curriculum example, the curriculum development team may use student performance data and feedback from teachers and students to evaluate the curriculum's effectiveness and make any necessary changes. In conclusion, the curriculum development process is dynamic and cyclical, and each phase is crucial in developing an effective and relevant curriculum. By thoroughly planning, designing, disseminating, implementing, and evaluating the curriculum, education institutions can provide quality education that meets the needs of their students. 2.1. CIPP model, also known as the Context, Input, Process, and Product model, is a comprehensive framework for evaluating curriculum. Developed by Stufflebeam and Shinkfield in the 1970s, the CIPP model focuses on assessing the overall effectiveness and impact of a curriculum. This model is widely used in education to evaluate different aspects of the curriculum, including its context, design, implementation, and outcomes. Here are the main characteristics of the CIPP model: - Context Evaluation: This aspect of the CIPP model focuses on examining the context in which the curriculum is being implemented. It involves identifying the needs, characteristics, and resources of the learners, the community, and the school. The context evaluation also considers the external factors that may influence the curriculum's effectiveness, such as government policies and social and cultural norms. - Input Evaluation: