Seminar 11

Unit
1
Unit
1
Seminar 11
Exam Prep
1
EAS205AutumnSemester　2015-2016
Unit
2

Unit
1
Exam
2
Unit
2
• 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

Unit
1
Exam
3
Unit
2
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

Unit
1
What do I need to know?
4
Unit
2
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?

Unit
1
What do I need to know?
5
Unit
2
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

Unit
1
Optional extras
6
Unit
2
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

Unit
1
Expectation of your answers
7
Unit
2
• Introduction
Grasp of the question
Clear outline of scope of the exam question
• Structure/Organization
Coherence
Development of logical argument
Arrangement of ideas
• Conclusion
Well-defined & recap of the important points made.
Summary of analysis

Unit
1
Expectation of your answers
8
Unit
2
• Use of relevant evidence
Its 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 originality
Creative approach  imagination and flexibility of thought
Critical engagement
• Prose/Grammar/Spelling/Syntax
Clear and effective use of English

Unit
1
IMPORTANT
9
Unit
2
• 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

Unit
1
Exam format
10
Unit
2
• 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

Unit
1
Topics for revision
11
Unit
2
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!

Unit
1
Unit 1
12
Unit
2
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?

Unit
1
Unit 1
13
Unit
2
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?

Unit
1
Unit 2
14
Unit
2
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?

Unit
1
Unit 2
15
Unit
2
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?

Unit
1
Unit 2
16
Unit
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?

Unit
1
Unit 3
17
Unit
2
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?

Unit
1
Unit 3
18
Unit
2
Constitutional Pacifism:
•Key dates, what happened? Detail?
•Key figures?
•Wider implications?
•Wider influences?
•Implications for Japanese economy?

Unit
1
Unit 3
19
Unit
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?

Unit
1
Unit 4
20
Unit
2
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?

Unit
1
Unit 4
21
Unit
2
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)?

Unit
1
Unit 5
22
Unit
2
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?

Unit
1
Unit 5
23
Unit
2
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?

Unit
1
Unit 6
24
Unit
2
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?

Unit
1
Unit 6
25
Unit
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?

Unit
1
Unit 6
26
Unit
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?

Unit
1
Unit 7
27
Unit
2
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?

Unit
1
Unit 7
28
Unit
2
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?

Unit
1
Unit 8
29
Unit
2
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?

Unit
1
Unit 8
30
Unit
2
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?

Unit
1
Unit 9
31
Unit
2
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?

Unit
1
Unit 9
32
Unit
2
Seminar questions
How 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?

Unit
1
Unit 10
33
Unit
2
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?

Unit
1
Unit 10
34
Unit
2
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?

Unit
1
Unit 11
35
Unit
2
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?

Unit
1
Unit 11
36
Unit
2
Seminar questions
•How is Japanese society responding to migrant
workers?
•What is the government’s response?
•How does this challenge ethnic identity?

Unit
1
Good luck!
37
Unit
2

Seminar 11

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