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For general feedback, please refer to the Week 8 slides. Thank you for your openness and for putting together your work within such a short timeframe. Here is specific feedback for each group:

Group 1

1. Proposal Structure: Consider reorganizing the structure of your proposal to improve the logical flow and coherence.

2. Data Sources: Prioritize the use of first-hand data for your content analysis to enhance the depth and relevance of your insights.

3. Ethical Considerations: Address ethical concerns in the context of relationships between researchers and research participants/informants. This section should clarify how you will manage these dynamics.

Group 2

1. Proofreading: Allocate time for careful proofreading. There are noticeable syntax errors, especially in subtitles, which impact readability.

2. Content Analysis: This section shows promise; keep developing it with specific, well-supported observations.

3. Methodology: The proposal lacks a clear methods section. Although there is a brief mention of methods in the “Future Directions” section, it would be helpful to identify concrete methods and specify the subjects of your investigation.

Group 3

1. Writing and Structure: The writing is clear, and the structure is well-organized. Great job on this front.

2. Argumentation: Strengthen your arguments by supporting them with evidence.

3. Use of Technology: On page 3, you reference apps with some AI-related functions. However, be cautious in categorizing them as AI tools without a clear rationale, as they may not fully meet the criteria.

Group 4

Proposal Clarity: Your proposal is well-structured and clearly written. Well done!

Ethical Considerations: Consent from participants can be managed through consent forms rather than formal contracts, which may feel excessive.

Data Collection: If you're collecting feedback from users, consider complementing it with autobiographical methods—try the tools yourself, and document your observations and reflections. Alternatively, a network analysis from sociology could help you compare real human interactions with those involving social AI.

Group 5

1. Structure and Organization: Bring a clearer structure to organize your collected information effectively.

2. Argument Flow: Develop a logical flow in your arguments, and ensure coherence between the title and content.

3. Proposal Format: The document lacks the clarity of a proposal. As it currently stands, it’s hard to discern what actions you are proposing to address the inquiry. Define your project goals more explicitly.

Group 6

1. Objectives: Reframe your objectives to avoid phrasing them as questions.

2. Perspectives: Your perspectives should represent the group’s viewpoints rather than listing stakeholders.

3. Proposal Structure: Follow a standard proposal structure. This task requires a formal proposal rather than a collection of short essays.

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Extensive Reading: Background Material of "From Island to Island"

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Extensive Reading: Background Material of "From Island to Island"

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Hi all,

For those who missed the Saturday film screening event but would like to explore the Second World War history addressed in From Island to Island, please refer to the paper written by Prof. Lan Shi-Chi from the Department of History at NCCU. Prof. Lan and his students will also join us this Wednesday.

Enjoy reading!

HY

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Our group photo w. guests from Bloomberg

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Mr Matt Winkler's Opinion piece released today 

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Mr Matt Winkler's Opinion piece released today 

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Hi everyone,

I hope you've found your teamwork this time an enjoyable one! Please fill this peer evaluation form regarding your Roundtable 2 collaboration experience before November 27th (Wed). Thank you!

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Your thoughtful evaluations are key to recognizing and supporting each other's hard work and creativity. Please take this opportunity to provide honest, constructive, and encouraging feedback.

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Step 1. Open the Public Television Service + (PTS+) Website

Step 2. Click "Create An Account" and enter your e-mail to acquire a verification code.

Step 3. Open your registered email to confirm registration. This will guide you in entering your passwords.

Step 4. At the top right corner, click Search and enter "clinic"

Step 5. Enjoy the film!

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11/27 Feedback Survey (from NCCU Physical and Mental Health Center) 

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11/27 Feedback Survey (from NCCU Physical and Mental Health Center) 

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This course is designed to help you navigate and plan your college experience at ICI! Each week, you will be introduced to various ICI course instructors who will share their research findings and explain how these relate to ICI's three signature tracks: Global Governance, Sustainability and Society, and Data Analytics. We aim for this foundational course to enhance your understanding of the complexity and diversity found in contemporary Global Studies. Our goal is to equip you with essential academic skills and establish a solid base of knowledge across a broad spectrum of modern topics, drawing from disciplines such as International Political Economy, Law, History, Geography, Sociology, Anthropology, and Science and Technology Studies.

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Students will individually select a topic of interest within global studies and write a brief essay on its global impact. The essay should reflect interdisciplinary perspectives discussed in class. Submit your essays through the course's Padlet wall.

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Students will engage in a weekly reflection exercise to share your thoughts about the required readings.

During the class, the same weekly memo link will be used to document the key points you have learned during the lesson. Each group will share their reflections with the class.

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Students will write 1-2 lines of brief reflection on what they learned today in their weekly reflections part as an exit ticket.

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Reminder: Final Opportunity to Join the 1st Roundtable Teams!

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Reminder: Final Opportunity to Join the 1st Roundtable Teams!

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Dear Students,

I hope this email finds you well. I want to remind you about the importance of participating in the upcoming roundtable discussions, which will count 15 points towards your final grade. As mentioned, there is no substitute mechanism for absence, so it’s crucial that everyone is part of a team.

If you haven’t joined a group yet, I encourage you to take an active role by reaching out to any of the existing groups. Group sizes range between 8 and 10 members, so please first approach the groups that still have open spots. You can find the group information and available seats through the following link: https://docs.google.com/spreadsheets/d/1I7-Z_Xi7mVN2XBqm81Awuhn_I38fOcF5L7n5Bq3VnBM/edit?usp=sharing

As I emphasized in our first class, your participation can shape both the course content and the level of engagement in this course. The purpose of designing these roundtable discussions is not just to offer an alternative to exams, but also to provide an opportunity for everyone to learn from each other's perspectives and experiences while experimenting and fostering collaborative learning.

If you have any questions or face any issues joining a group or developing your project proposal, please don’t hesitate to reach out to me, Kelly and Janina.

Best regards,
Hung-Ying

給IGS'24 同學們，

周末愉快！

我想提醒大家，下週三即將到來的第一次圓桌討論。因為每次圓桌討論將取代我們一般的期中/期末考，每次討論將占你總成績的 15 分，如果缺席或無參與，將無法以其他方式補救。因此，請大家務必把握最後一天組隊機會，加入目前既有團隊。

如果你目前還沒有加入任何小組，建議你透過以下連結，查看目前小組成員、剩餘名額(每組人數為 8 至 10 人)，主動聯繫仍有名額的小組：

https://docs.google.com/spreadsheets/d/1I7-Z_Xi7mVN2XBqm81Awuhn_I38fOcF5L7n5Bq3VnBM/edit?usp=sharing

如同我在第一次上課中強調的，你的參與，可以決定課程的內容與有趣程度。設計這些圓桌討論，不只是提供一個考試以外的替代方案，也希望讓大家在這過程學習到彼此的見解、經歷與培養合作式學習的經驗。

若您在加入小組、發展團體提案時遇到任何問題，請隨時與我或助教Kelly、Janina連繫。

祝大家組隊開心順利！

虹穎

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For general feedback, please refer to the Week 8 slides. Thank you for your openness and for putting together your work within such a short timeframe. Here is specific feedback for each group:

Group 1

1. Proposal Structure: Consider reorganizing the structure of your proposal to improve the logical flow and coherence.

2. Data Sources: Prioritize the use of first-hand data for your content analysis to enhance the depth and relevance of your insights.

3. Ethical Considerations: Address ethical concerns in the context of relationships between researchers and research participants/informants. This section should clarify how you will manage these dynamics.

Group 2

1. Proofreading: Allocate time for careful proofreading. There are noticeable syntax errors, especially in subtitles, which impact readability.

2. Content Analysis: This section shows promise; keep developing it with specific, well-supported observations.

3. Methodology: The proposal lacks a clear methods section. Although there is a brief mention of methods in the “Future Directions” section, it would be helpful to identify concrete methods and specify the subjects of your investigation.

Group 3

1. Writing and Structure: The writing is clear, and the structure is well-organized. Great job on this front.

2. Argumentation: Strengthen your arguments by supporting them with evidence.

3. Use of Technology: On page 3, you reference apps with some AI-related functions. However, be cautious in categorizing them as AI tools without a clear rationale, as they may not fully meet the criteria.

Group 4

Proposal Clarity: Your proposal is well-structured and clearly written. Well done!

Ethical Considerations: Consent from participants can be managed through consent forms rather than formal contracts, which may feel excessive.

Data Collection: If you're collecting feedback from users, consider complementing it with autobiographical methods—try the tools yourself, and document your observations and reflections. Alternatively, a network analysis from sociology could help you compare real human interactions with those involving social AI.

Group 5

1. Structure and Organization: Bring a clearer structure to organize your collected information effectively.

2. Argument Flow: Develop a logical flow in your arguments, and ensure coherence between the title and content.

3. Proposal Format: The document lacks the clarity of a proposal. As it currently stands, it’s hard to discern what actions you are proposing to address the inquiry. Define your project goals more explicitly.

Group 6

1. Objectives: Reframe your objectives to avoid phrasing them as questions.

2. Perspectives: Your perspectives should represent the group’s viewpoints rather than listing stakeholders.

3. Proposal Structure: Follow a standard proposal structure. This task requires a formal proposal rather than a collection of short essays.

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Reading List for Introduction of Global Studies

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WHAT WE ARE LOOKING FOR:

(a) Collaborative Learning as Knowledge Building Process

(b) Skills of Coordination

Content requirement

1. Was there a clear, focused, and realistic objective?

2. Did the task engage effectively with knowledge and understanding of Globalization and other relevant disciplines at an appropriate level for the class?

3. Was the argumentation appropriately contextualized?

4. Was the output of the project well clearly and attractively presented?

5. Was the Creditor Authorship Statement attached at the end of the work?

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Journals mandating CRediT (Contributor Roles Taxonomy) will enable authors to provide information on submission, allowing for detailed information about individual contributions to the work. If not provided on submission, this information can be provided at subsequent revision stages, facilitated by the Editorial Office. The submitting author is responsible for ensuring that contributions of all authors are correct. It is expected that all authors will have reviewed, discussed and agreed to their individual contributions as shared by the submitting author. The authors' contribution statement will be published with the final article and should accurately reflect contributions to the work.

CRediT Classification:

Ideas; formulation or evolution of overarching research goals and aims.

Management activities to annotate (produce metadata), scrub data and maintain research data (including software code, where it is necessary for interpreting the data itself) for initial use and later reuse.

Application of statistical, mathematical, computational, or other formal techniques to analyze or synthesize study data.

Acquisition of the financial support for the project leading to this publication.

Conducting a research and investigation process, specifically performing the experiments, or data/evidence collection.

Development or design of methodology; creation of models.

Management and coordination responsibility for the research activity planning and execution.

Provision of study materials, reagents, materials, patients, laboratory samples, animals, instrumentation, computing resources, or other analysis tools.

Programming, software development; designing computer programs; implementation of the computer code and supporting algorithms; testing of existing code components.

Oversight and leadership responsibility for the research activity planning and execution, including mentorship external to the core team.

Verification, whether as a part of the activity or separate, of the overall replication/reproducibility of results/experiments and other research outputs.

Preparation, creation and/or presentation of the published work, specifically visualization/data presentation.

Creation and/or presentation of the published work, specifically writing the initial draft (including substantive translation).

Preparation, creation and/or presentation of the published work by those from the original research group, specifically critical review, commentary or revision - including pre- or post-publication stages.

An example of an Authors' Contribution statement using CRediT with degree of contribution:

Pierro Asara: review and editing (equal). Kerys Jones: Conceptualization (lead); writing - original draft (lead); formal analysis (lead); writing - review and editing (equal). Elisha Roberto: Software (lead); writing - review and editing (equal). Hebei Wang: Methodology (lead); writing - review and editing (equal). Jinnie Wu: Conceptualization (supporting); Writing - original draft (supporting); Writing - review and editing (equal).

For more information, please see the taxonomy website.

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Journals utilizing CRediT taxonomy must include a dedicated Author Contribution section with the article, to provide information about individual contributions to the work. For this section, {journal name} has adopted the CRediT classification, which allows for a standardized description of each author’s individual contributions to the work. This description will be required for all authors during submission process and the submitting author is responsible for providing the contributions of all authors at submission. It is expected that all authors will have reviewed, discussed and agreed to their individual contributions prior to submission.

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James R. Faulconbridge and Jonathan V. Beaverstock (2008). 'Globalization: Interconnected Worlds', in S. Holloway, SP Rice, G. Valentine, & N. Clifford (Eds.), Key concepts in Geography (2nd edition) (pp. 331-343). Sage.

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Paul James & Manfred B. Steger (2021) Globalization in question: why does engaged theory matter?, Globalizations, 18:5, 794-809, DOI: 10.1080/14747731.2020.1842045

(No need to read both, select one from above to read)

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Globalization in question_why does engaged theory matter

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Appadurai, Arjun (1990) Disjuncture and Difference in the Global Cultural Economy, Theory, Society, and Culture, Vol.7, pp.295-310. DOI: 10.1177/026327690007002017

(at least read pp. 295-302)

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Appadurai A. (1990) Disjuncture and Difference in the Global Cultural Economy

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Francis Fukuyama, "Against Identity Politics: The New Tribalism and the Crisis of Democracy," Foreign Affairs 97, no. 5 (September/October 2018): 90-115

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Fukuyama F. (2018) Against Identity Politics _ Foreign Affairs

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Lauren Miller Griffith & Jonathan S. Marion (2020) Globalization, PERSPECTIVES: AN OPEN INTRODUCTION TO CULTURAL ANTHROPOLOGY (2nd edition): 304-331

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W4: Global Environment and Climate Change

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Geography Compass - 2014 - Castree - The Anthropocene and Geography I  The Back Story

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W5: Sustainable Development & AI Technology

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Thomke, S. H. (2020) Experiementation Works: The Surprising Power of Business Experiments, Boston, MA: Harvard Business Review Press. (Read Chapter 1)

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Ch1 of Experimentation Works - Stefan H. Thomke

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Agrawal, Ajay, Gans, Joshua, Goldfarb, Avi (2022) Prediction machines : the simple economics of artificial intelligence. Boston, Massachusetts: Harvard Business School Publishing. (Chapters 3 & 6)

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Chs 3 6  From Prediction Machines, Updated and Expanded

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Please evaluate with considerations of your team member’s ability to collaborate, work, and communicate effectively with others

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W8: Extractive Industry and Gendered Labour

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We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

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Integrated Food Security Phase Classification

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Integrated Food Security Phase Classification

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IPC Country Analysis | IPC - Integrated Food Security Phase Classification

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Skip to main content

Share section

Global overview

Malnutrition burden

Throughout the world, there has been some progress towards achieving global nutrition targets.

A total of 41 countries are on course to meet the global target for under-5 overweight, 40 countries are on course for under-5 wasting and 33 countries are on course for infant exclusive breastfeeding. In total, 31 countries are on course for under-5 stunting and 26 countries are on course for female diabetes. Meanwhile, 12 countries are on course for low birth weight and 8 countries are on course for male diabetes. However, not a single country in the world is on course for the targets: anaemia in women of reproductive age, male obesity and female obesity.

The world experiences a significant malnutrition burden among its under-5 population. The average global prevalence of overweight in the under-5 population is 5.9% and the prevalence of stunting is 21.9%. The prevalence of wasting in the under-5 population is 7.3%. A total of 41.2% of infants under 6 months are exclusively breastfed, while the world's average low birth weight prevalence is 14.6%. The adult population also faces a malnutrition burden. An average of 32.8% of women of reproductive age have anaemia, and 9% of adult men have diabetes, compared to 7.9% of women. Meanwhile, 15.1% of women and 11.1% of men are obese.

Sources: UNICEF global databases Infant and Young Child Feeding, UNICEF/WHO/World Bank Group: Joint child malnutrition estimates, UNICEF/WHO Low birthweight estimates, NCD Risk Factor Collaboration, WHO Global Health Observatory.

Notes: Data on the adult indicators are based on modelled estimates.

Progress against global nutrition targets 2019

Sources: UNICEF global databases Infant and Young Child Feeding, UNICEF/WHO/World Bank Group: Joint child malnutrition estimates, NCD Risk Factor Collaboration, WHO Global Health Observatory and Global Burden of Disease, the Institute for Health Metrics and Evaluation.

Notes: WRA = Women of a reproductive age; NA = not applicable. The methodologies for tracking differ between targets. Data on the adult indicators are based on modelled estimates.

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Child (under-five) nutrition status over time

Sources: UNICEF/WHO/World Bank Group: Joint child malnutrition estimates.

Notes: Global trends (grey line in charts) refer to estimates from UNICEF/WHO/World Bank Group: Joint child malnutrition estimates. Disaggregated data (coloured lines/bars in charts) is based on population weighted means. Estimates are presented only where available data represents at least 50% of the regional population. Based on population weighted means of between 83 and 110 countries.

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Infant and young child feeding over time

Sources: UNICEF, Division of Data Research and Policy (2019). Global UNICEF Global Databases: Infant and Young Child Feeding, New York, May 2019.

Notes: Global trends (grey line in charts) refer to estimates from UNICEF/WHO/World Bank Group: Joint child malnutrition estimates. Disaggregated data (coloured lines/bars in charts) is based on population weighted means. Estimates are presented only where available data represents at least 50% of the regional population. Based on population weighted means of between 65 and 97 countries.

Share section

Dietary needs

Consumption of food groups and components, 2016

Sources: Global Burden of Disease, the Institute for Health Metrics and Evaluation.

Notes: TMREL = theoretical minimum risk of exposure level. Men and women aged 25 and older.

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Resources, policies and targets

Development assistance

Sources: Development Initiatives based on OECD Development Assistance Commitee (DAC) Creditor Reporting System (CRS).

Notes: ODA = official development assistance. Amounts based on gross ODA disbursements, constant 2017 prices. Figure includes ODA grants and loans, but excludes other official flows and private grants.

National policies

Mandatory legislation for salt iodisation

115/194

Sugar-sweetened beverage tax

73/194

Food-based dietary guidelines

92/194

Policy to reduce salt consumption

91/194

Operational policy, strategy or action plan to reduce unhealthy diet related to NCDs

152/194

Operational, multisectoral national NCD policy, strategy or action plan

98/194

Operational policy, strategy or action plan for diabetes

148/194

Policy to reduce the impact on children of marketing of foods and beverages high in saturated fats, trans-fatty acids, free sugars or salt

58/194

Policy to limit saturated fatty acids and virtually eliminate industrially produced trans-fats

68/194

Sources: Global Fortification Data Exchange 2018; Sugar-sweetened data prepared using data from the NOURISHING database, academic references and market reports; FAO 2018; WHO Global database on the Implementation of Nutrition Action (GINA), 2nd Global Nutrition Policy Review, WHO Global Health Observatory.

Notes: Value refers to the number of countries with policy. NA = not applicable; NCD = non-communicable disease.

Targets included in national (nutrition or other) plan

Sources: WHO Global database on the Implementation of Nutrition Action (GINA), 2nd Global Nutrition Policy Review.

Notes: Value refers to the number of countries with target.

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Skip to main content Share section Throughout the world, there has been some progress towards achieving global nutrition targets. A total of 41 countries are on course to meet the global target for under-5 overweight, 40 countries are on course for under-5 wasting and 33 countries are on course for infant exclusive breastfeeding.

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https://www.fsinplatform.org/sites/default/files/resources/files/GRFC2024-full.pdf

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https://www.globalhungerindex.org/

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The Global Food Security Index (GFSI) is an annual assessment measuring food security through affordability, availability, quality and safety, and sustainability and adaptation metrics worldwide.

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Thank you all for your participation today!

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Thank you all for your participation today!

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Dear All,

I am Prof. Shunnan.

I want to thank you for your participation in today's class. Apologize that I didn't manage the time well so that some of the groups could not have complete presentation; meanwhile, I appreciate your support to finish the presentation right on time by the end of the class!

I also want to say that I am impressed by how much you accomplished in just half an hour of work! I learned much from your presentation; I hope you also enjoyed this process of collective learning.

Please feel free to reach out to me by email (chiangsn@nccu.edu.tw) if you have any questions regarding today's class or other related issues, or you could also sign up for my office hours via the link below:

https://tinyurl.com/ChiangOfficeHour

Glad to meet you all again. Good luck with your ICI journey!

Best,

Prof. Shunnan

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全球研究導論課-PPT-益昌

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Appendix 1: How to Develop a Research Proposal

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Appendix 1: How to Develop a Research Proposal

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W8-9 How to Compose A Research Essay/ Proposal (bonus: Academic Reading Skills and Referencing)

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The Clinic

https://moltke.nccu.edu.tw/Registration/registration.do?action=conferenceInfo&conferenceID=X23844

From Island to Island

https://moltke.nccu.edu.tw/Registration/registration.do?action=conferenceInfo&conferenceID=X23939

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W10: Global Justice and Documentary Film: From Island to Island

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We’re currently checking your connection. This shouldn’t take long.If you keep getting this page, check if there’s a problem with Canva.

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Upload proposal & presentation link to the docu link or in this thread

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Upload proposal & presentation link to the docu link or in this thread

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In many of your weekly memos last week, some expressed the pressing need to help Burmese society spread the multiple and ongoing humanitarian crises the people were engulfed with. Some did express the need to understand more about the complicated history of Burma.

To further understand the past and present of Burmese society, I recommend you to read Richard Cockett's Blood, Dreams and Gold: the Changing Face of Burma below.

https://www.google.com.tw/books/edition/Blood_Dreams_and_Gold/X4d2CgAAQBAJ?hl=en&gbpv=0

The translated version in Chinese is here:變臉的緬甸: 一個由血、夢想和黃金構成的國度

https://www.eslite.com/product/1001130752534006

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Please complete your sign-up to Dec. 11 (Wed) field trip before next Wednesday (Dec. 4)!

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Edit with the Sheets appMake tweaks and share with others to edit at the same time.

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W13: ‘Frontier AI’: Power, and the Public Interest

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Supplementary Reading: Rob Kitchin on Smart Cities

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Supplementary Reading: Rob Kitchin on Smart Cities

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How To Do Card Sorting In UX Design (Video Guide)

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Let's Talk About Zines and Why You Should Make One

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https://www.canva.com/design/DAGYTmz70dw/0Btxz7XUPTwYBLc1EW-dbg/edit?utm_content=DAGYTmz70dw&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Hi all,

Sorry for the late reading list, although our guest lecturer was only able to provide us with the reading list now. Also, you don't need to submit a weekly memo this week.

To learn more about the topic of global energy transition, please read one of the following papers:

1. Kuzemko, C., Blondeel, M., Bradshaw, M., Bridge, G., Faigen, E., & Fletcher, L. (2024). Rethinking Energy Geopolitics: Towards a Geopolitical Economy of Global Energy Transformation. Geopolitics, 1-35. Full article: Rethinking Energy Geopolitics: Towards a Geopolitical Economy of Global Energy Transformation

2. Scholten, D., & Bosman, R. (2016). The geopolitics of renewables; exploring the political implications of renewable energy systems. Technological Forecasting and Social Change, 103, 273-283. The geopolitics of renewables; exploring the political implications of renewable energy systems - ScienceDirect

3. Skalamera, M. (2023). The geopolitics of energy after the invasion of Ukraine. The Washington Quarterly, 46(1), 7-24. Full article: The Geopolitics of Energy after the Invasion of Ukraine

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Please fill this form before January 4th. Thank you!

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Your thoughtful evaluations are key to recognizing and supporting each other’s hard work and creativity. Please take this opportunity to provide honest, constructive, and encouraging feedback.

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Informative and clear organisation of relevant material on the subject. The zine and the Monopoly board game have excellent visual design and coherence! Congratulations on your successful teamwork. A wonderful reading experience, suitable for anyone who wants to get a solid academic education during their time at university.

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Feedback:

(HY) This informative zine is a comprehensive guide for anyone who wants to know more about ICI's DA track and how it distinguishes itself from other computer sciences programme. Thank you for your concrete efforts in this final project. Well done!

(KL) Dear Team A, We were glad to see how much effort you all put into you final project, your presentation was organized and engaging. It was very impressive and clear you all considered various factors while selecting your subject and data very carefully. What a great work. We wish you a bright future!

(JT) Your presentation on Data Analytics was engaging and well-organized, showcasing the careful thought you put into selecting your subject and data. Great work!

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(HY) The plot dedicated to capturing the essence of Global Governance is a bit challenging for viewers/listeners to apprehend at first sight. I can see your team had a great teamwork process and had lots of fun executing creative ideas. To ensure that your team strikes a balance between facts and fun, the key point here is how to balance creativity and humor while keeping the task's main focus. Taking your mentors' reactions into adjustment would be a necessary step. In this case, I think it's a pity to merely cover the aspect of (partial & perhaps incorrect interpretations) about the career prospects of the GG track that may present limited reference info for your peers.

(Kelly) Team 2, Your effort into creating a plot was indeed creative and we believe it required a lot of work. However, while engaging it also risks distancing the project from academic ethic by oversimplifying sensitive issues. To align it more with scholarly work, it should emphasize critical analysis and ethical considerations. A more nuanced approach would maintain its academic integrity while still addressing Global Governance as the project required.

(Janina) The story was creative, but it could have been even more impactful if it were based on a real case study. There are numerous international cases involving Taiwanese nationals abroad, many of which are accessible online. If you genuinely wish to pursue the careers highlighted in your zine, having a general understanding of the profession is not enough. Diplomats and international career professionals must develop a holistic perspective on global affairs.

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HY: I can see your group's attempts to promote SS track through a few creative ways. But the exercise here is to plan, listen (to your mentor and each other), and allocate time for adjustment. An important training here is how not to miss out on the important messages from others so that you don't fall into misinterpretation of the task. I believe all the creative efforts you've made show your group's dedication. However, as it fails to submit the basic zine and share useful info to other teams, I think your team requires a more integrated process with a clear and verified data presentation. This will help you find the balance between creativity and info sharing.

Kelly: Some of the purpose of group project is to collaborate effectively and combine diverse perspectives. Remember, that the group’s ability to collaborate harmoniously and respect each other’s input is a model for how sustainability initiatives thrive when approached collectively. We can achieve greater things, when we work together. Keep up the good work!

Janina: I know the group had ambitious goals for this project, and as I mentioned during the consultation, sometimes it’s best to focus on one specific topic and explore it in depth. While I commend the effort put into covering all the themes of SS in the zine, I wish the group had concentrated on a single area of focus rather than trying to cover everything in the SS track. That said, I’m confident that the group’s dedication and hard work will serve you well in future, larger projects.

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HY: Thank you for your efforts making this comprehensive and easy-to-follow guide for the rest of the class! Bravo to your efforts. The recommendation here would be adding sources (with proper citations) of your additional notes. As this is a virtual agency, you may have to declare it somewhere in the website.

Kelly: This project was well-executed, so detailed, it offered valuable insights into the cultural, academic, and personal growth that such experiences can provide to those embarking in this journey. A very thorough guidance to a people looking for a Overseas Exchange. It definetely prepares students for a globalized world. I would just suggest to check tecnical issues before going ahead with your presentaion and make sure it is on the screen as you speak. Other than that, Keep up the good work!

Janina: I found it interesting that the group chose Iceland for their overseas exchange focus. The website provided helpful information and practical tips. Beyond highlighting opportunities for independence and personal growth, it would be valuable to explore how an international exchange in Iceland could enhance future career prospects. Additionally, it would be interesting to see how an exchange in Iceland specifically benefits an ICI degree beyond earning course credits. Overall, this was an engaging approach to the topic of overseas exchange—the website was well-designed, and the information was clear and easy to understand.

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HY: This group provides a general guide to the various preparations involved in embarking on an overseas exchange. I also appreciate this group's dedication to sharing their work process and booth decorations. The strength of this group - that all the members are international students - is that they redirect the focus that can best reflect/relate how one starts a new life and journey abroad alone. I would hope that more practical information could be included so that people who ever read your zine could get more clus about how to start their prepartion. But I think this result turns out as a perfect match with Team 6's.

Kelly: This project provided a useful overview of the benefits and challenges of studying abroad. I acknowlodge it highlights key aspects such as cultural exposure and career opportunities as well as learning Icelandic language. It could, however, have been explored more about the practical difficulties students face during such experiences and made it clearer. Overall, the project presents a solid introduction to the topic, but could benefit from a deeper and concise analysis of both the advantages and the challenges involved.

Janina: The project covered many important aspects related to overseas exchange and was quite comprehensive in its scope. However, I believe it could have been further enhanced by incorporating a visual guide or flowchart illustrating the various routes and steps involved in pursuing an overseas exchange. This addition would not only make the process clearer but also help readers easily understand the key stages, options, and timelines. Visual elements like this can make complex information more accessible and engaging, especially for those considering their exchange journey.

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(HY) I can see that your group has an enjoyable collaborative process. Well done on the visual design of the zine, which is both aesthetically pleasing and concise. Great performance, but you need to practice in advance for better time management! Also, as this is the only team covering an important issue that almost everyone cares about, you should visit the mentors to get more practical details.

(KL) You effort in elaborating the project didn't go unnoticed one bit and we can tell there was teamwork and support, fantastic! The key point of the presentation is to be concise, clear, and communicate with your audience. However, it is understandable that creativity and humour is acceptable in some situations, but in others, it might divert from the main focus of the original task which ended up not being presented. There effort and certainly a great experience. Keep up the good work!

(JT) You made a great choice in selecting an engaging presenter. In the future, practicing the spiel beforehand could help ensure the entire project fits within the allotted time. The information was clear, but incorporating case studies or interviewing seniors about their internship experiences could have added valuable insights and contributed to a more well-rounded conclusion for the zine. That said, I believe the group is on the right track, your hard work and creativity show great potential.

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Time: Meeting at 1.30 pm.

Venue: Uphill - Chiang Kai-Shek Statue 蔣公銅像 (F20 on the Map)

How to get to the Venue: Take any campus bus routes and get off at 好漢坡 (the next stop of 'Art and Culture Center')

*Remember to bring your ID card for security check at the entrance.

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Janina: I think that there may have been some difficulty in transforming the idea into the presentation. This could be remedied by creating a mind map and going back to Prof. Chen's lecture on how to do a research project. I think that the ideas are there and just need more clarity and refinement to make it into something great. A bit more reading on journals and articles about the topic could have also helped add more depth into the project. I think there's potential but you need to create an system on how to work on each research/presentation so that you'll be able to share your ideas more effectively. Best of luck Arun.

Kelly: Arun, I agree with Janina on attending Professor Chen's class on research method next semester, you do have great ideas and the refinement of it with more literature and methodology will be of great help. I come from International Relations background, in case I have never mentioned, and it is a grand world to explore. You just need the right tools for it. Good luck!

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HY: Yanbae, thank you for not giving up and completing your personal zine. I believe your zine could be more well articulated and diving into more details if launching the process earlier. The dilemma you've encountered - just the same as the topic you've chosen on work-study-life balance - means that you will have to develop a more effective time management strategy to catch up on your academic progress. I believe this final roundtable 3 experience is not only about having collaboration spirits but also about how one can shine alone through one's courageous and responsible act.

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Thank you all for putting effort into this task. I hope you have found values in the process and your end product. The hardest thing in deciphering such a task lies in the process of teamwork and how your team finds the balance between creativity and the fundamentals of navigating and organising information on your topic for yourself and the rest of the class. Viewing the end products, I realize that teamwork involves not only brainstorming and labor division within your team but is also determined by the extent to which your team engages your mentors' opinions in your project.

Also, failing to implement the fundamental tasks and overly indulging in performing what you think is creative might jeopardize what your team originally could contribute to the rest of the class. Put differently, for those teams who seek to execute creativity but fail to interview your mentor or only put your mentors' words into one section as an add-on, you have missed an opportunity to listen to what others say, and it turns out forcing your teams' way in presenting what is perhaps just your imagination about the topic. This task aims to help you learn about listening to others. So that creativity can born out from fact-based information, rather than producing fake news or ambiguous messages through this roundtable task.

Therefore, in the grading of this roundtable task, one may find a significant gap between those who had well-utilized three-week time in completing this task and those who rushed their way in the final week.