...Andrew Forero Ms. Kaye English 1, Section 6 1/6/14 Odyssey Book and Movie Comparison In life today many movies are based off of books and vise versa. In fact more people tend to watch movies and read books that are based off each other. The Odyssey by Homer, is a famous piece of literature that depicts a hero’s way home from a war. It is arguably one of the greatest pieces of literature ever written, so there is obviously a movie that bases itself off of this book. There are many similarities between the book and movie due to the fact that the movie wants to stay true to the book. Furthermore, there are also many differences between the book and movie due to many factors that take place when making a movie. The book and movie The Odyssey are very similar and alike, but they do share their differences as no movie and book can be a hundred percent the same. To begin with, The Odyssey book and movie have many similarities. Since the movie is copy of the book, many of the plot points and events are the same. For example Odysseus and his men go on the same journey. The movie includes most of the important places the go to. These places include the land of the Cyclops, island of Aeaea (Circe), the land of the Dead, and the area of the Sirens and Charybdis. Another example is the characters. Both the book and movie include the same charcters such as Odysseus, Telemachus, Penelope, Antinous, etc. The last example is the same plot ending. They both end with Odysseus killing...
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...The Odyssey was a book that changed life for the people of Ancient Rome. It gave them lessons to live by, and taught them the importance of believing in their gods. The main character was able to show this important message in the book, because of the plot following his return home. He was captured, and lost many of his crew member’s lives, because he did not trust the gods like a man of that time was supposed to. This book also inspired the movie ‘O Brother, Where Art Thou?’, a movie where a man escapes from jail and is in need to return home before his wife gets remarried. Religion is one of the major themes from the book that showed up in this movie. The people around Everett (the man who represented Odysseus in the movie,) are very religious and sensitive to Everett’s lack of belief. The Coen brothers were able to use events inspired from the book to show how strong the idea of religion is in any given society, including the modern society shown in the movie and the ancient society represented in The Odyssey....
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...Within the pages of a book, authors are able to create great visual images of locations and landscapes by using elaborate and descriptive words. Sometimes these images are transferred into an actual visual by the subsequent creation of films based upon these great works. “2001: A Space Odyssey” by Stanley Kubrick is an example of such as it is based upon the literary short story, “The Sentinel” by Arthur C. Clarke. Kubrick has done an astounding job at developing the original short story by combining music with visual images way before it’s time. The film allows its viewers to see the original short story told by Clarke, creatively expanded and elaborated upon in comparison with great detail. Table of Contents Introduction The Sentinel (Arthur C. Clarke), 1951 • Descriptive Elements • Theme – First contact 2001: A Space Odyssey by Stanley Kubrick, 1968 • Style, Visual and Music Elements • Theme – Evolution Conclusion References The Sentinel and 2001: A Space Odyssey Introduction “2001: A Space Odyssey” (1968) has been called, “The most spectacular vision of the future,” and “Eerily accurate and wild with suspense” (Nashawaty, 2011). It is an epic science fiction film based on the short story, “The Sentinel” (1951), written by Arthur C Clarke. Comparing the literary work from Clarke, to the fully elaborated film by Kubrick, it can be said that there is very little similarities. Kubrick has managed to develop Clark’s ideas into an epic movie that must be seen to...
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...THE RULES OF THE GAME: NOUVELLE EDITION FRANCAISE/THE KOBAL COLLECTION DEEP FOCUS CANON FODDER As the sun finally sets on the century of cinema, by what criteria do we determine its masterworks? BY PAU L SC H RA D E R Top guns (and dogs): the #1 The Rules of the Game September-October 2006 FILM COMMENT 33 Sunrise PREFACE THE BOOK I DIDN’T WRITE I n march 2003 i was having dinner in london with Faber and Faber’s editor of film books, Walter Donohue, and several others when the conversation turned to the current state of film criticism and lack of knowledge of film history in general. I remarked on a former assistant who, when told to look up Montgomery Clift, returned some minutes later asking, “Where is that?” I replied that I thought it was in the Hollywood Hills, and he returned to his search engine. Yes, we agreed, there are too many films, too much history, for today’s student to master. “Someone should write a film version of Harold Bloom’s The Western Canon,” a writer from The Independent suggested, and “the person who should write it,” he said, looking at me, “is you.” I looked to Walter, who replied, “If you write it, I’ll publish it.” And the die was cast. Faber offered a contract, and I set to work. Following the Bloom model I decided it should be an elitist canon, not populist, raising the bar so high that only a handful of films would pass over. I proceeded to compile a list of essential films, attempting, as best I could, to...
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...Course Project: Team A DeVry University - Online Technology, Society, and Culture HUMN 432 Aimee James 19 February, 2012 Abstract Here we as a six-member team collaborate to delve into this fascinating industry, taking a trip from describing the technology and its graphics, through its myriad history. Furthering these endeavors continues this journey into the influences surrounding this titanic industry, exploring political, legal, physical, and both positive and negative influences alike. Then taking a decidedly tactic turn into the economic questions and considerations, exploring the aspects of economic growth, prediction of future growth in the industry, as well as showing there is a consistency in the overall economy of this industry, and then traveling into the various changes this specialty has changed the economy as a whole. Continuing further we explore the psychological considerations and sociological effects of this industry, summarizing that it all comes down to personal responsibility and accountability when it comes to making choices in any and all things in life. Furthermore, the topic of violence in video games and the tendencies they create, plus the ever continuing debate this topic will forever have shrouded around it, gets a dose of reality. Admitting gaming addiction and denying a link to increased aggression due to video games is also pondered. The next section after this is all about the technology we so love and admire as a society...
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...1. One day in Joszfow- Christopher Browing a. Emphasizes the old age of the officers- 39 b. Shows that they were trained to be like this and had a choice. They were not brainwashed o Myth that Browning is trying to disprove; that all Nazi’s were thoroughly indoctrinated • Some of the killers were old enough to think for themselves o Trying to give the lie to idea that people thought they had to kill so that they themselves would not be killed o Conclusions Browning drew about killers: • Some men did not want to appear cowardly to the other men • peer pressure of not stepping up against the idea • Testimony was consistent—gives it weight and truth • Career destruction – thought that if they refused to kill Jews that it would destroy there business/careers • Holocaust: The ignored Reality- Timothy Snyder • What is wrong with making (A) the iconic Holocaust experience? o It was the western most camp o Eastern killings are much unknown o Should view as one mass murder o Most Jews were polish Jews that were killed o Jews killed at (A) were not representative victims • Jews at (A) came mostly from western Europe • More educated/less religious than Polish Jews o (A) was not as bad other camps • Gets attention because there are a lot of survivors • Educated prisoners were able to write and share their story • Western released prisoners were able to spread their stories easier than eastern survivors who were under Soviet rule o 50% of the victims...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF WILLIAM SHAKESPEARE’S MACBETH LINDA NEAL UNDERWOOD S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Macbeth 2 INTRODUCTION William Shakespeare developed many stories into excellent dramatizations for the Elizabethan stage. Shakespeare knew how to entertain and involve an audience with fast-paced plots, creative imagery, and multi-faceted characters. Macbeth is an action-packed, psychological thriller that has not lost its impact in nearly four hundred years. The politically ambitious character of Macbeth is as timely today as he was to Shakespeare's audience. Mary McCarthy says in her essay about Macbeth, "It is a troubling thought that Macbeth, of all Shakespeare's characters, should seem the most 'modern,' the only one you could transpose into contemporary battle dress or a sport shirt and slacks." (Signet Classic Macbeth) Audiences today quickly become interested in the plot of a blindly ambitious general with a strong-willed wife who must try to cope with the guilt engendered by their murder of an innocent king in order to further their power. The elements of superstition, ghosts, and witchcraft, though more readily a part of everyday life for the Renaissance audience, remain intriguing to modern teenagers. The action-packed...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF GEORGE ORWELL’S ANIMAL FARM By HAZEL K. DAVIS, Federal Hocking High School, Stewart, OH S E R I E S W. GEIGER ELLIS, ED.D., E D I T O R S : UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of George Orwell’s Animal Farm 2 INTRODUCTION Animal Farm is an excellent selection for junior and senior high students to study. Although on one level the novel is an allegory of the 1917 Russian Revolution, the story is just as applicable to the latest rebellion against dictators around the world. Young people should be able to recognize similarities between the animal leaders and politicians today. The novel also demonstrates how language can be used to control minds. Since teenagers are the target not only of the educational system itself but also of advertising, the music industry, etc., they should be interested in exploring how language can control thought and behavior. Animal Farm is short and contains few words that will hamper the reader’s understanding. The incidents in the novel allow for much interactive learning, providing opportunities for students to dramatize certain portions, to expand on speeches, and to work out alternative endings. The novel can be taught collaboratively with the history department as an allegory of the Russian Revolution, allowing students to draw parallels...
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...This book has been optimized for viewing at a monitor setting of 1024 x 768 pixels. MADE TO STICK random house a new york MADE TO STICK Why Some Ideas Survive and Others Die • • • C H I P H E AT H & D A N H E AT H Copyright © 2007 by Chip Heath and Dan Heath All rights reserved. Published in the United States by Random House, an imprint of The Random House Publishing Group, a division of Random House, Inc., New York. Random House and colophon are registered trademarks of Random House, Inc. Library of Congress Cataloging-in-Publication Data Heath, Chip. Made to stick : why some ideas survive and others die / Chip Heath & Dan Heath p. cm. Includes index. eISBN: 978-1-58836-596-5 1. Social psychology. 2. Contagion (Social psychology). 3. Context effects (Psychology). I. Heath, Dan. II. Title. HM1033.H43 2007 302'.13—dc22 2006046467 www.atrandom.com Designed by Stephanie Huntwork v1.0 To Dad, for driving an old tan Chevette while putting us through college. To Mom, for making us breakfast every day for eighteen years. Each. C O N T E N T S INTRODUCTION WHAT STICKS? 3 Kidney heist. Movie popcorn. Sticky = understandable, memorable, and effective in changing thought or behavior. Halloween candy. Six principles: SUCCESs. The villain: Curse of Knowledge. It’s hard to be a tapper. Creativity starts with templates. CHAPTER 1 SIMPLE 25 Commander’s Intent. THE low-fare airline. Burying the lead and the inverted pyramid. It’s the...
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...............................................21 About the Author of this Guide .............................................................29 About the Editors of this Guide .............................................................29 Full List of Free Teacher's Guides...........................................................30 Click on a Classic ..................................................................................31 Copyright © 2007 by Penguin Group (USA) For additional teacher’s manuals, catalogs, or descriptive brochures, please email academic@penguin.com or write to: PENGUIN GROUP (USA) INC. Academic Marketing Department 375 Hudson Street New York, NY 10014-3657 www.penguin.com/academic In Canada, write to: PENGUIN BOOKS CANADA LTD. Academic Sales 90 Eglinton Ave. East, Ste. 700 Toronto, Ontario Canada M4P 2Y3 Printed in the United States of America A Teacher’s Guide to the Signet Classics Edition of George Bernard Shaw’s Pygmalion 3 AN...
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...| | CCRS | CONTENT STANDARDS | EVIDENCE OF STUDENT ATTAINMENT | RESOURCES | 91929384130 | EIGHTH GRADE: TO BE COMPLETED THROUGHOUT THE COURSEREADING LITERATURE: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]READING STANDARDS FOR INFORMATIONAL TEXT: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity band independently and proficiently. [RI.8.10]WRITING STANDARDS: RANGE OF WRITING Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]KNOWLEDGE OF LANGUAGE Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3]VOCABULARY ACQUISTION AND USE Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.8.6]SPEAKING AND LISTENING STANDARDS Engage effectively in a range of...
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...07-046 Rev: December 8, 2011 Sony's Battle for Video Game Supremacy John Sterman, Khan Jekarl, Cate Reavis As Sir Howard Stringer, CEO of Sony Corporation, settled in for his flight back to Japan from New York, a number of pressing issues occupied his mind about Sony’s future. At the forefront, Sony’s next generation video game console, the PlayStation 3 (PS3), was set to launch worldwide on November 17, 2006, a mere week away. Despite PlayStation 2’s (PS2) dominance in the last generation of gaming consoles, Stringer understood that past successes were no guarantee of future success in the intensely competitive game industry. Microsoft had launched the first volley in the last console war by releasing the Xbox 360 in the fall of 2005. Within one year, almost 4 million Xbox 360s had been sold worldwide, giving Microsoft a significant head-start in the race for market dominance. Meanwhile, Nintendo, a competitor thought to be dead due to the lackluster sales of its previous console, the Nintendo Gamecube, had generated significant “buzz” around its new entry, the Nintendo Wii (pronounced “we”). Targeting more of a mainstream audience than Sony and Microsoft, the Wii, scheduled to launch just two days after the PS3, posed a serious threat to Sony’s market share, particularly due to its $249.99 retail price, half the price of the PS3. Stringer also knew that there was much more at stake than winning the console war. The next generation of the DVD market was at stake as well...
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...The Gift of the Magi Themes Love "Gift of the Magi" is the story of a poor, young couple whose love for each other is the most important thing in their lives. Such is their love that they're led to sacrifice their most valuable possessions to find Christmas gifts for each other. The warm home they make together contrasts with the drabness of their poverty and the dreary world outside. Their love seems to know no bounds, though Della (the wife) worries about how her sacrifice will affect her husband because of how it affects her looks. If ever there were a story with the message that all you need to be happy is love, this is it. Sacrifice The two main characters in "Gift of the Magi" are a husband and wife who give up their most precious possessions to be able to afford gifts for each other on Christmas Eve. The story seems to be all about sacrifice. We watch Della go through the process of deciding to make the sacrifice and going through with it, only to discover that her husband has made the same sacrifice. The story's narrator assures us that in their willingness to give up all they have, they have proven themselves the wisest of all gift-givers. It might remain unclear, though, exactly what their sacrifice has accomplished, or how it has affected them. Wealth In many ways, "Gift of the Magi" is a story about what it means for something to be valuable. Does something's value lie in how much money it is worth? Or are other things more valuable than money? The main characters...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-163675-9 MHID: 0-07-163675-7 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-163608-7, MHID: 0-07-163608-0. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. To contact a representative please e-mail us at bulksales@mcgraw-hill.com. TERMS OF USE This is a copyrighted work and The McGraw-Hill Companies, Inc. (“McGraw-Hill”) and its licensors reserve all rights in and to the work. Use of this work is subject to these terms. Except as permitted under the Copyright Act of 1976 and the right to store and retrieve one copy of the work, you may not decompile, disassemble, reverse engineer, reproduce, modify, create derivative works based upon, transmit, distribute, disseminate, sell, publish or sublicense the work...
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