Moving Resources across the Silk Road (OEL303) SUSS Assignment Sample Singapore

The objective of OEL303 is to provide students with the conceptual tools and learning experiences necessary for developing a deeper understanding of how resources move across borders in Silk Road regions. This can be achieved through experiential, e-learning platforms as well as classroom activities that include trips abroad such as what happened this year when we traveled out into China’s Gobi desert area! The Belt and Road Initiative, a recent endeavor by China to revive the Silk Road trade route that spanned millennia of history. The initiative has attracted worldwide attention from researchers studying past culture on this famous overland trading corridor as well as media outlets covering its contemporary rise in popularity for economic reasons- highlighting valuable resources being moved across it once again!

This course seeks to showcase how the Chinese salvation narrative is used for making sense of their travels, showing them what they faced both in terms of time and space. With this knowledge will come new perspectives on these challenges so you can surpass them with ease! Through a direct encounter with what it’s really like to travel along this ancient trade route, students will be able to explore how various cultures dealt with their respective resource crises by critically examining myths from around China.

Topics Covered In Moving Resources across the Silk Road (OEL303) Assignment Sample SUSS Singapore

This section of the assignment sample highlights some areas that might be relevant to you. Topics discussed in this course include:

• Experiential learning
• Global trade: then and now
• History of the Silk Road
• Infrastructural development along the Silk Road and impacts
• Contemporary geopolitical and economic issues pertaining to the One Belt One Road (OBOR) development
• The lessons of Journey to the West
• The Chinese salvation narrative
• The traditional Chinese worldview

Learning Outcomes of Moving Resources across the Silk Road Assignment SUSS Singapore

At the end of this course, Singaporean students will be able to learn about Moving Resources across the Silk Road with satisfaction from the following learning outcomes:

Develop an understanding of the history of the Silk Road and the challenges/opportunities faced in reviving it in contemporary times

The Silk Road is one of the most famous routes in human history; with evidence showing silk was traded as early as the second century BC. This trade route stretched across Asia and Europe, connecting merchants, traders, and travelers from China, India, Southeast Asia, and the Mediterranean throughout their respective dynasties. It existed over centuries before finally falling into disuse in the sixteenth century due to political turmoil.

The challenges are numerous, ranging from natural disasters disrupting supply chains to foreign invasions blocking trade routes. The challenges involved in overcoming physical barriers such as rugged mountain passes were eventually mitigated by reliance on transferable technologies like domesticated camels, which could carry large loads long distances without requiring much food or water. However, there are also opportunities afforded by hosting global companies with ambitious development plans that hinge on efficient cross-border operations and modern infrastructure.

Examine the key players behind infrastructure development, connectivity, and the economic development of China and Central Asia and analyze their initiatives politically and economically

As China continues to develop its One Belt One Road (OBOR) Initiative, a push to revive the ancient Silk Road trading route between Asia and Europe through investment in transportation arrangements, there are a number of key stakeholders who will be crucial drivers of this development.

It is still uncertain if OBOR can bring about sustainable economic growth for countries along the route. On one hand, there are concerns about how the initiative will be impacted by continued economic turmoil in China and rising domestic debt risk. It is also difficult to tell if OBOR can achieve tangible results considering that most Central Asian countries lack the necessary resources needed for effective development.

As per these concerns, it’s important to analyze how investors from various countries might view OBOR proposals, especially when considering their own national interests and international trade dynamics. In addition, an understanding of transitional issues faced currently in both China and Central Asia is crucial since they have implications for future development initiatives along this route.

Analyze the central messages contained in the Journey to the West

Mentions of the Silk Road persist throughout famous works such as Journey to the West. As a result, it is important for students to appreciate the central messages conveyed in its episodes. The Journey to the West story is one of spiritual salvation and redemption against all odds. It follows Xuanzang (known as Tang Sanzang in Chinese), a Buddhist monk on his way to get scriptures from India. As he embarks on this journey, he encounters various spiritual beings and notable figures such as the Monkey King Sun Wukong and Guanyin (the Bodhisattva of Compassion).

It is also important for students to recognize how the Journey to the West story reflects Chinese worldviews in which spirituality plays an integral part. This is because Xuanzang’s journey in the novel symbolizes the path towards spiritual enlightenment that all Buddhists are meant to take. Beyond that, it’s also crucial for Singaporean students to realize that there are multiple interpretations of this work depending on who reads it.

Apply theories to make sense of the relationships between the movement of resources across the Silk Road and the Chinese salvational narrative

The relationships between historical events and economic theories can help make sense of the use of resources over time. Here, it’s important for students to understand the impact of trade on migration, as well as its effect on resource distribution.

As per this analysis, there is a close relationship between the movement of resources (such as metals) across Central Asia and China and the Chinese salvational narrative. In the past, it was Chinese traders who were able to distribute these resources along the Silk Road. In addition, there was a close connection between trade and religion since traders from both China and India often used Buddhism as a binding force that allowed them to work together.

In fact, Chinese migrants have been using the Silk Road for centuries to facilitate their movement around Asia. The wealth of China during imperial times also helped to establish a relationship between China and Central Asia that involved exchanges in merchandise along major roads such as those crossing Eurasia.

Deconstruct how personal worldviews and presumptions about China shape observations of and responses to the functions of the Silk Road

Personal views on China can influence a person’s opinion on the impact of the Silk Road. In this regard, it is important for students to appreciate that there is no single Chinese worldview and that every individual sees China through their own set of filters.

In addition, individuals’ ethnic backgrounds also affect how they perceive or interpret historical events such as the Silk Road. For example, a Singaporean of Chinese descent is likely to have a different perspective on the Silk Road compared to someone from India or Japan. In this regard, it is important for students to recognize that there is no singular viewpoint on China and its role in history even if they are learning about China from another culture’s point of view.

Appraise how Chinese worldviews shape the role that the Silk Road plays in the Belt and Road Initiative

The Belt and Road Initiative (BRI) is partly based on China’s interpretation of the Silk Road. Its primary goals are to establish new trade routes, promote connectivity across the regions of Asia, Africa, Europe, and beyond, and foster an open economy that encourages participation in global trade. Notably, this initiative was not only initiated by China but more than 100 other countries in the world that are all committed to working together in facilitating trade.

As part of their learning about China, students should appreciate how China’s perspective on global trade has changed since ancient times. In ancient times, especially during imperial periods, China was able to dominate much of Asia by establishing control over trade networks across Central Asia. This is because its geographical location near or at the center of Eurasia meant that traders from all regions needed to pass through China—sometimes even paying taxes along the way!

Construct new ways to address the relationships between the movement of resources across the Silk Road and the Chinese salvational narrative

The movement of resources across Central Asia has always been closely related to the Chinese salvational narrative. The term “salvational” relates to how geographical factors have often defined the connections between China, Central Asia, and other regions in Asia.

For example, the movement of resources such as gold, silver, and copper from Central Asia to China for over a thousand years was closely related to the spread of Buddhism in East Asia. In this regard, students should appreciate how beliefs and narratives can be transmitted across regions not only through religious practices but also via trade networks.

In addition, it is important for students to understand how the Silk Road has facilitated the movement of not just physical items but also intangible things such as culture and practices. It is important for countries that are part of this networked connectivity—such as Singapore—to foster closer relationships with each other by embracing different perspectives on global interactions.

Illustrate how the Chinese salvational narrative is found in other Chinese practices and policies

The Chinese salvational narrative exists in many aspects of China’s culture, history, and policies. In view of this, it is important for students to appreciate that the Chinese salvational narrative has been adopted by other parts of East Asia even if they are not a part of China.

For example, Singapore’s “One Belt One Road” policy is comparable to China’s BRI policy since both envisage the development of stronger economic relationships between countries in Asia and beyond. In this regard, students who are learning about Singapore should recognize that this country is a part of a much larger networked connectivity.

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