Courses tagged with "Nutrition" (79)
This course is the intermediate level of the streamlined curriculum, which is intended for students who, when they began streamlined I, had some background in the language, whether it be comprehension with limited speaking ability or quite fluent speaking ability. The focus of the course is on standard pronunciation and usage, on reading in both complex and simplified characters, and on writing. It is presupposed that students in Chinese III have already learned the pinyin system of representing pronunciation sufficiently well to be able to read texts in pinyin accurately. (If not, there are pinyin tutorials to assist you to learn the system.)
This instance of "Media, Education, and the Marketplace" focuses on the rise of information and communications technologies (ICTs) during the age of globalization, specifically examining its effect and potential in developing nations across the world. In particular, the class will focus on the following three components:
- "Media" – ICTs, specifically the dramatic rise in use of the Internet over the past twenty years, have "globalized" the world and created opportunities where very few have been available in the past. We are entering a phase where an individual can significantly improve his or her own economical, political, and social circumstances with just a computer and Internet connection. This course investigate these profound developments through current research and case studies.
- "Education" – With projects such as MIT's OpenCourseWare, the major players in the world are beginning to understand the true power of ICTs in development. Throughout this class, we examine projects that harness the benefits of ICTs to create positive social change around the world.
- "Marketplace" – The focus is on the developing regions of the world. Specifically, the term "digital divide" is tossed around in everyday language, but what does it really mean? Is there an international digital divide, a national digital divide, or both? Should we try to bridge this divide, and how have past attempts succeeded and (for the most part) failed? Why? These are all questions that are asked throughout this course.
This course has a very unique pedagogy, which is discussed in more detail in the syllabus section.
This course examines cultural performances of Asia, including both traditional and contemporary forms, in a variety of genres. Students will explore the communicative power of performances with attention to the ways performers, media, cultural settings, and audiences interact. The representation of cultural difference is considered and how it is altered through processes of globalization. Performances are viewed live when possible, but the course also relies on video, audio, and online materials as necessary. There are no prerequisites for this course and it is taught in English.
This course is a sequel to 21F.113 Chinese V (Streamlined). It is designed to further help students develop sophisticated conversational, reading and writing skills by combining authentic reading and audio-visual material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at MIT, in the Boston area and on the web. Some special features of Chinese societies, cultures and customs will be introduced. The class consists of readings, discussion, student presentations and network exploration. The course is conducted in Mandarin.
This subject is the second semester of two that form an introduction to modern standard Chinese, commonly called Mandarin. Though not everyone taking this course will be an absolute beginner, the course presupposes only 21F.101/151, the beginning course in the sequence. The purpose of this course is to develop: (a) basic conversational abilities (pronunciation, fundamental grammatical patterns, common vocabulary, and standard usage); (b) basic reading skills (in both the traditional character set and the simplified); (c) an understanding of the way the Chinese writing system is structured, and the ability to copy and write characters; and (d) a sense of what learning a language like Chinese entails, and the sort of learning processes that it involves, so students are able to continue studying effectively on their own.
The main text is J. K. Wheatley's Learning Chinese: A Foundation Course in Mandarin, part II (unpublished, but available online). (Part I of the book forms the basis of 21F.101/151, which is also published on OpenCourseWare.)
Chinese Sequence on OCW
OpenCourseWare now offers a complete sequence of four Chinese language courses, covering beginning to intermediate levels of instruction at MIT. They can be used not just as the basis for taught courses, but also for self-instruction and elementary-to-intermediate review.
The four Chinese subjects provide the following materials: an online textbook in four parts, J. K. Wheatley's Learning Chinese: A Foundation Course in Mandarin; audio files of the main conversational and narrative material in this book; and syllabi and day-by-day schedules for each term.
CHINESE COURSES | COURSE SITES |
---|---|
Chinese I (Spring 2006) | 21F.101/151 |
Chinese II (Spring 2006) | 21F.102/152 |
Chinese III (Fall 2005) | 21F.103 |
Chinese IV (Spring 2006) | 21F.104 |
This course studies representative twentieth and twenty-first-century texts and films from Hispanic America and Spain. Emphasis is on developing strategies for analyzing the genres of the novel, the short story, the poem, the fictional film, and the theatrical script. The novels read this semester are Magali García Ramis's Felices días, Tío Sergio (1986, Puerto Rico) and Javier Cercas's Soldados de Salamina (2001, Spain). We will study Lorca's play "La casa de Bernarda Alba" (1936, Spain), films from Spain, México, and Cuba, poems by Darío (Nicaragua), Machado (Spain), Lorca (Spain), Hernández (Spain), Vallejo (Perú), Cernuda (Spain), and Luis Palés Matos (Puerto Rico), and short stories from México (by an exiled Spanish writer), Chile, Argentina, and Cuba. Thematic emphasis is on the Spanish Civil War, changing attitudes toward gender, the Spanish-speaking Caribbean, and the history of race in the Americas.
This course is an invitation to German film-making since the end of the Second World War. We investigate how German cinema captured the atmosphere of the immediate post-war years and discuss extensively major works of the "New German Cinema" of the Sixties and Seventies. We also look at examples of East Germany's film production and finally observe the very different roads German cinema has been taking from the 1990's into the present.
This course, along with 21F.108/158 offered in the spring, form the elementary level of the streamlined sequence, which is for students who have some basic conversational skills gained, typically, from growing up in a Chinese speaking environment, but lack a corresponding level of literacy. The focus of the course is on learning standard everyday usage, on reading in both traditional and simplified characters, and on writing.
This interdisciplinary course surveys modern European culture to disclose the alignment of literature, opposition, and revolution. Reaching back to the foundational representations of anarchism in nineteenth-century Europe (Kleist, Conrad) the curriculum extends through the literary and media representations of militant organizations in the 1970s and 80s (Italy's Red Brigade, Germany's Red Army Faction, and the Real Irish Republican Army). In the middle of the term students will have the opportunity to hear a lecture by Margarethe von Trotta, one of the most important filmmakers who has worked on terrorism. The course concludes with a critical examination of the ways that certain segments of European popular media have returned to the "radical chic" that many perceive to have exhausted itself more than two decades ago.
Childhood is a source of fascination in most Western cultures. It is both a major inspiration for artistic creation and a political ideal, which aims at protecting future generations. Which role does it play in French society and in other francophone areas? Why is the French national anthem ("La Marseillaise") addressed to its "children"? This course will study the transformation of childhood since the 18th century and the development of sentimentality within the family. We will examine various representations of childhood in literature (e.g. Pagnol, Proust, Sarraute, Laye, Morgièvre), movies (e.g. Truffaut), and songs (e.g. Brel, Barbara). Course taught in French.