A) Turn in a four page paper that answers one of the two questions below. Paper must be typed in 12-point font, standard margins, and double-spaced.
B) Cite anything you use to substantiate your argument, including internet websites, books, articles, and class readings (bibliographic info for the readings in on the syllabus).
C) I will have special office hours Friday and Monday from 10 am – 12 pm if you want to talk about the exam.
D) Paper is due by email (firstname.lastname@example.org) on Tuesday, October 18 by 3 pm. There will be no class that day.
E) You will be graded on the following criteria:
- Strength/logic of argument (answering the question in a coherent and convincing manner)
- Clarity of language (no run-on sentences, typos, grammatical errors, spelling mistakes)
- Demonstration of your conceptual understanding (both of the debate you choose and the course readings you include in your response, no blatant factual or conceptual errors)
- Timely completion (late papers will be deducted one letter grade per day; if you turn the paper in after 3 pm it will be considered one day late)
Choose one of the questions to answer below:
1) Analyze the debate that is surrounding APEC’s annual Leader’s Meeting in Honolulu next month. How does each side of the debate frame the issue?
First, go to APEC’s website (www.apec.org) to find out how the organization describes itself, what its goals and initiatives are, what its implicit understandings of development, international trade and investment are. Second, do some research on the anti-APEC movements that are being launched locally in the lead-up to the November APEC meeting (you can start by visiting www.apecsucks.com but venture into other arenas as well). How do these oppositional understandings of APEC’s goals and initiatives differ from that of the organization itself? Finally, use at least three readings we have encountered this semester to analyze the contours of this debate. In other words, use the course readings to illuminate a more critical understanding to the APEC debate, to contextualize the different arguments in terms of what we have read and discussed thus far this semester.
Your task is not to determine which side is correct, but rather to analyze the assumptions and arguments that are implicit or explicit on each side. You can share your own views on APEC but only as a supplement to the arguments presented by APEC, anti-APEC groups, and the course readings.
2) How does the politics of development work in Hawaii? Find an example of a recent or historical “development” project that is being proposed or is already under construction (or already finished) on this or any other Hawaiian island. Make sure you pick a project that has been actively debated in the public, such as the Honolulu Rail Transit System, new hotel or resort developments, the construction of H-3, or perhaps even Hawaiian sovereignty as a “development” issue. Others ones are possible but make sure that you demonstrate a firm understanding of the project itself, and can articulate the different sides of the debate regarding this project (those that are pro-development versus those that are anti-development). After describing the project and the debate surrounding it, use at least three readings from the syllabus to analyze the debate. In other words, use the course readings to bring a more critical understanding to the debate, to contextualize the different arguments in terms of what we have read and discussed thus far this semester.
Your task is not to determine which side is correct, but rather to analyze the assumptions and arguments that are implicit or explicit on each side. You can share your own views on the matter but only as a supplement to the arguments presented by both sides of the debate, and the course readings.