...“Bowling for Columbine” Film Analysis On April 20, 1999, many people’s lives drastically changed. An incident that occurred in Littleton, Colorado created a jaw dropping event that disrupted all of America. It also stopped Michael Moore right in his tracks. Not long after the incident, Michael Moore decided to make a documentary called “Bowling for Columbine,” a film that acknowledged many important points that are usually ignored and overlooked. This documentary focused on a school shooting that never should have happened. This tragic incident lead Moore to ponder many questions and create an extremely interesting documentary. Michael Moore has been in the film industry for quite some time. He’s created numerous documentaries that have received a large amount of public attention. He is also a filmmaker, author and political activist that not only knows how to work a camera, but also an audience (Deming). In his documentary “Bowling for Columbine”, Moore uses facts, interviews, and personal stories to really get the viewers undivided attention. He also uses multiple statistics to prove his points throughout the documentary. In 2002, Moore won an Oscar for the Best Documentary Film for “Bowling for Columbine” (Ecksel 1). This film not only touched the hearts of many Americans, but also created an argument for several businesses and associations that were involved. On April 20, 1999, the halls of Columbine High School changed forever. Dylan Klebold and Eric Harris altered...
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...Hum 101 T/R 3:00-4:50 HUM 101 • Myers Greek Tragedy Film Analysis 1. Who is the hero of this film and why do you see it that way? The hero of the film is Rick Santoro because even though yes he has been making decisions his whole life that hurts others. The definition of hero is character should be an admirable person with whom the audience can identify. While Rick does not really follow the description of a knight in shining armor, he still makes the right decision in the end and is willing to serve his time in order to see justice done. 2. Explain the hero’s tragic flaw. The hero’s tragic flaw is that is Santoro has been bullying people and accepting payoffs for years. He is a greedy person who for most of his life only cares about himself and what he wants. Basically all he can see is money and his desires. But once he becomes part of something bigger, he is able to look past what he wants and finally do the right thing, even if that means he will have to pay for his past crimes. 3. Describe when the hero’s reversal of fortune occurs. When Rick tries to do the right thing by the publicity resulting of the missile project, he causes others to become suspicious of his behavior which results in his being charged with crimes. He tries to finally do the right thing by exposing the people who killed a man and are trying to get away with a conspiracy that would hurt the Government and potentially others, he leads himself to be in the spot light and causes his...
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...COULD THE ATTACK ON 9/11 HAVE BEEN PREVENTED? Author: LJ Florida International University Course: Global Terrorism Professor: Dr. Oscar Vigoa October 27, 2015 Abstract September 11 was a very unique and sad day in the history of America. We were attacked by Terrorist from the Alqueada group in the very worst possible way. This attack was very brutal and symbolic. What sets the foundation of a country is generally its economy, security and its government. On that day America was attacked at all level. The World Trade Center was a symbol of our economy, The Pentagon, our defense/security and Capitol Hill which also was a target is a symbol of our government since it is the metonym for Congress. Up till this day people have many questions regarding this tragedy, how it come about and why our National Security was so easily compromised. Very few answers however have been provided. This research paper goes through a close analysis of the attack on that day, accentuating on the hijackers behavior specifically Mohammed Atta. The airport security system prior to 911 I is also discussed. Finally emphasis is put on our intelligence agencies particularly the FBI and the CIA which apparently were in possession of crucial information that could have prevented this attack here on US soil. ...
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...ng, CityVarsity Television and Film Production Techniques DIR200 2nd Year Directing “The Director's POV” Index: 1. Introduction 4 Section A: My Version 2. 1st Chosen Scene: Original Script 5-8 3. 1st Chosen Scene: Shooting Script 9 4. 1st Chosen Scene: Shot List 9-12 5. 1st Chosen Scene: Floor Plan 13 6. 1st Chosen Scene: Chosen Shots Storyboarded 14-15 7. 1st Chosen Scene: Short Analysis of Scene 16 8. 2nd Chosen Scene: Original Script 17-22 9. 2nd Chosen Scene: Shooting Script 23 10. 2nd Chosen Scene: Shot List 23-26 11. 2nd Chosen Scene: Floor Plan 27 12. 2nd Chosen Scene: Storyboard 28-29 13. 2nd Chosen Scene: Short Analysis of Scene 30 Section B: Their Version 14. 1st Chosen Scene: Floor Plan of Actual Shots 32 15. 1st Chosen Scene: Marked Up Script 33-38 16. 1st Chosen Scene: Various Notes on the Filmed Scene 38-39 17. 2nd Chosen Scene: Floor Plan 40 18. 2nd Chosen Scene: Marked Up Script 41-47 19. 2nd Chosen Scene: Various Notes on the Filmed Scene 48 Section C: Comparison 20. Comparison 49-52 Section D: General Analysis of the film 21. Plot Summary 53-54 22. Tag Line 54 23. 'What if...?' Statement 54 24. List of Locations 55-57 25. Character profiles 57-59 26. Subtext 60-61 27. "Moments" 61 28. Director's Style 62 29. Emotions 62-63 30. Conclusion 63 1. Introduction Initially I was going...
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...A GROUP PROJECT REPORT ON “A STUDY OF SOCIO-ECONOMIC IMPACTS OF INDUSTRIALIZATION IN HAZIRA BELT” AT HAZIRA , BHATPOR, SUVALI AND MORA SUBMITTED TO : DEPARTMENT OF RESEARCH METHODOLOGY & INTERDISCIPLINARY STUDIES IN SOCIAL SCIENCES (DRMISSS) VNSGU, SURAT SUBMITTED BY: SANDIP.B.GOHIL (ROLL NO 40) INDRAJIT.D.MAHIDA (ROLL NO 61) JIGNESH .B.CHAUHAN (ROLL NO 21) TUSHAR .V.JAYPAL ( ROLL NO 46) MHRD (1ST SEMESTER) ACKNOWLEDGEMENT We gohil sandip, mahida indrajit, jaypal Tushar and chauhan jignesh , students of MHRD 1st semester DRMISSS,VNSGU,SURAT wish to express our sincere thanks to Mrs Falguni jani medam our project mentor , who has given us the opportunity to do this project. Again we wish to express our heartfelt gratitude to our project guide Mrs Falguni jani medam whose constant help and support at all stages of this project has enabled us to complete it on time. This project could never been submitted without the major contribution of several people. We would like to thank our librarian for providing all the reference material regarding our project topic We would like to thank all the people out there in hazira and surrounding area who helped and cooperated us during the research work, without whom we could’t been able to complete our project. Last but not least, we thank all those who have helped us directly or indirectly during the course of this project. DECLARATION We, Gohil Sandip, Mahida Indrajit, Chauhan Jignesh...
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...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
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...The Necklace Summary How It All Goes Down At the beginning of the story, we meet Mathilde Loisel, a middle-class girl who desperately wishes she were wealthy. She's got looks and charm, but had the bad luck to be born into a family of clerks, who marry her to another clerk (M. Loisel) in the Department of Education. Mathilde is so convinced she's meant to be rich that she detests her real life and spends all day dreaming and despairing about the fabulous life she's not having. She envisions footmen, feasts, fancy furniture, and strings of rich young men to seduce. One day M. Loisel comes home with an invitation to a fancy ball thrown by his boss, the Minister of Education. M. Loisel has gone to a lot of trouble to get the invitation, but Mathilde's first reaction is to throw a fit. She doesn't have anything nice to wear, and can't possibly go! How dare her husband be so insensitive? M. Loisel doesn't know what to do, and offers to buy his wife a dress, so long as it's not too expensive. Mathilde asks for 400 francs, and he agrees. It's not too long before Mathilde throws another fit, though, this time because she has no jewels. So M. Loisel suggests she go see her friend Mme. Forestier, a rich woman who can probably lend her something. Mathilde goes to see Mme. Forestier, and she is in luck. Mathilde is able to borrow a gorgeous diamond necklace. With the necklace, she's sure to be a stunner. The night of the ball arrives, and Mathilde has the time of her life. Everyone...
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... So what changed? How did the media evolve into something so filtered by the government? In this Literature Review I will cover how international affairs and war coverage quality has drastically declined to fit corporate news norms. It sacrifices quality over quantity, framing the American people. News media in a democracy should provide a forum for diverse views and provide the people with the truth of what is happening around the world, (McLeod 2009). That is what I would like shed light on in this paper. News framing, agenda setting and priming are broadly examined by Scheufelel and Tewksbury (2007) to see how all three are related and what the potential relationships can infer about the effects of mass media. This is an important analysis as these three components of the subtle effects model can greatly impact how people interpret what the press puts out. In the 1970’s Newman (1973) and Gerbner and Gross (1974) both had similar assumptions that the news media had a relatively strong effect on its audience because of the bent messages sent out during broadcasts. Neumann blamed biased conservative journalists for influencing and shaping public opinion while Gerbner and Gross blamed...
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...other hand, there seems to be a gulf between him and the rest of society. * Justine’s trial testifies to the inhumanity of man. What is important to note is the way this links in to a vital theme of the novel, which is the presentation of the creature himself. He starts off innocent and wanting a relationship with his maker. It is the way that he is shunned by his maker and by humanity and treated cruelly that forces him into cruelty, but this cruelty is only paralleled by the monstrous nature of humanity as displayed in incidents such as the trial of Justine. We cannot expect the creature to be good when he has no model of goodness on which he can base his behaviour. * Frankenstein's lack of personal responsibility lead to tragedy? 1. Victor's decision to make the monster and then doing nothing to take care of him demonstrates his selfishness and unwillingness to accept that what he does has consequences not just for him but also for many others. He creates the monster to bring himself...
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...FBI Study Finds Active Shooter Incidents Increasing By: Amanda Vicinanzo, Senior Editor 10/22/2014 ( 9:40am) In partnership with Texas State University’s Advanced Law Enforcement Rapid Response Training Center, the FBI in 2014 initiated a study of active shooter incidents to provide law enforcement and first responders with data to help them better prevent, prepare for, respond and recover from future incidents. The report, A Study of Active Shooter Incidents in the United States Between 2000 and 2013, evaluated 160 active shooter incidents, including those at Virginia Tech, Sandy Hook Elementary School, the US Holocaust Memorial Museum, Fort Hood, the Aurora (Colorado) Cinemark Century 16 movie theater, the Sikh Temple in Wisconsin, the Washington Navy Yard and numerous other tragic shootings. Special Agent Katherine Schweit, who heads the FBI’s Active Shooter Initiative, says she hopes the study “demonstrates the need not only for enhanced preparation on the part of law enforcement and other first responders, but also for civilians to be engaged in discussions and training on decisions they’d have to make in an active shooter situation.” The FBI emphasized that the report evaluates active shootings, a term more specific than “mass shootings,” which does not encompass all mass killings or shootings in public places. The FBI defines active shooters as “individuals actively engaged in killing or attempting to kill people in populated areas (excluding shootings...
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...Tom Brennan by J.C. Burke starts with a fatal car accident – a young driver who’s had too much to drink goes too fast and in an instant two of his friends are dead and his cousin is left with permanent spinal injuries. But the book isn’t about the car crash; it isn’t even about the driver. This is a book about seventeen-year-old Tom Brennan, and how his life changes when his older brother, Daniel, kills two people and paralyses another. While their cousin Fin lies in hospital, unable to move, Daniel goes to jail and the Brennans are forced to move towns – they’ve become the victims of a small town’s prejudice against the family of the boy they saw as ‘an accident waiting to happen’. The residents of Mumbilli are so hostile following the tragedy that they are open in their desire that Daniel receive a severe sentence. ‘They’re saying that Daniel’s going down and that he deserves everything he gets’ (p. 108). The family must move from Mumbilli because they are no longer welcome in the town – Daniel’s actions have affected all their lives. Because they fear the reaction of the township, they leave quietly at 4.30 am. J.C. Burke uses their escape as a prologue, which lures the reader immediately into the story as a sense of mystery develops. Starting again in a new town and at a new school, how can Tom even begin to rebuild his life when his mother won’t get out of bed, his father is struggling to hold the family together, his sister is threatening to spill the family’s secret, and...
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...PETER SINGER ETHICS AND INTUITIONS (Received 25 January 2005; accepted 26 January 2005) ABSTRACT. For millennia, philosophers have speculated about the origins of ethics. Recent research in evolutionary psychology and the neurosciences has shed light on that question. But this research also has normative significance. A standard way of arguing against a normative ethical theory is to show that in some circumstances the theory leads to judgments that are contrary to our common moral intuitions. If, however, these moral intuitions are the biological residue of our evolutionary history, it is not clear why we should regard them as having any normative force. Research in the neurosciences should therefore lead us to reconsider the role of intuitions in normative ethics. KEY WORDS: brain imaging, David Hume, ethics, evolutionary psychology, Henry Sidgwick, Immanuel Kant, intuitions, James Rachels, John Rawls, Jonathan Haidt, Joshua D. Greene, neuroscience, trolley problem, utilitarianism 1. INTRODUCTION In one of his many fine essays, Jim Rachels criticized philosophers who ‘‘shoot from the hip.’’ As he put it: The telephone rings, and a reporter rattles off a few ‘‘facts’’ about something somebody is supposed to have done. Ethical issues are involved – something alarming is said to have taken place – and so the ‘‘ethicist’’ is asked for a comment to be included in the next day’s story, which may be the first report the public will have seen about the events...
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...When American schoolchildren are educated about Europe between the years 1936 through 1975, they are taught about the aftereffects of World War I and about World War II. Europe, in high school history classes, ceases to exist after 1945 and the close of World War II unless, of course, one is learning about the Cold War and the Berlin Wall may be mentioned. They do not learn, however, that World War II era Spain—because Spain was neither an ally or a foe during the war—went through enormous conflict of its own. The three-year Spanish Civil War and the fascist dictatorship that followed are largely kept out of the American history books. Yet, the world is privy to much of its legacy through literature, art, film, and personal memory. Spain certainly remembers three hellish years of war and thirty six years of repression under Generalisimo Fransisco Franco, but how is General Franco remembered by the rest of the world? What legacy did he leave internationally? 2 It is a confused and varied one: to those closest to him he was a husband, father, and statesman; to Hitler, he was an obstacle on the road to world domination; to the Jews who fled from Hitler he was a hero; but to the many Spanish minorities and to his opponents in the Spanish Civil War he was a monster. 3 The answers to the questions posed are addressed in a variety of sources. One of these sources is the book Hitler Stopped by Franco, by Jane and Burt Boyar, who write a relatively straightforward book that explores many...
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...THE HERO WITH A THOUSAND FACES JOSEPH CAMPBELL BO I. L I N G EN SERIES XVII PRINCETON UNIVERSITY AND PRESS P R I N C E T O N OXFORD Copyright © 2004 by Princeton University Press Published by Princeton Unhxmt^Pms, U WiffiaM SUrtt, Pnnceton, New Jersey 08540; im^inii!-. •:-..• punght i 1-49 by Botiingen e d i t i o n l n ' i l h Foundation, rc't.'itii.yi •: • andpttt t*j''!' !_•"' . !.,.: b% :''ohi: •• Bough, one-volume edition, p. 386. Copyright, 1922 by The MacmiUan Company and used with their permission). Compare Sigmund Freud: "I recognized the presence of symbolism in dreams from the very beginning. But it was only by degTees and as my experience increased that I arrived at a full appreciation of its extent and significance, and I did so under the influence of . . . Wilhelm Stekel. . . . Stekel arrived at his interpretations of symbols by way of intuition, thanks to a peculiar gift for the direct understanding of them. . . . Advances in psycho-analytic experience have brought to our notice patients who have shown a direct understanding of dream-symbolism of this kind to a surprising extent. . . . This symbolism is not peculiar to dreams, hut is characteristic of unconscious ideation, in particular among the people, and it is to be found in folklore, and in popular myths, legends, linguistic idioms,, proverbial wisdom and current jokes, to a more complete extent than in dreams." {The Interpretation of Dreams, translated by...
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