...Phone: Email: Course Objectives: • • • • • • • • To examine movies as art, business, entertainment, and a cultural expression. To display the difference between narrative, documentary, and avant-garde films. To explore various genres, film theories, and cinematic styles. To illustrate a variety of filmmaking techniques, conventions, and icons. To gain knowledge of international cinema. To study the works of prominent filmmakers and their cinematic impact. To provide a critical methodology and practical application to facilitate a greater critical understanding and appreciation of all aspects of film. To gain experience in writing critical academic essays in relation to film analysis. Students should gain a solid foundational knowledge and understanding of different film genres, forms, and techniques of film making and be able to analyze and communicate how those concepts are used in films to 1) tell a story effectively, 2) communicate meaning in a visual medium, and 3) persuade audiences towards different or particular ways of feeling about or seeing themselves and the world. As a result of taking this course, I hope that students will 1) understand...
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...Clinically, Kelly developed a psychotherapy technique called fixed-role therapy. In fixed-role therapy, the therapist asks the client to adopt a different identity for a two-week period. The client is asked to act the part of someone whose constructions and behaviors are significantly different from the client’s. Because the client is only playing a role, any threat that might occur as a result of violating one’s own personal identity are minimized. After all, the client is simply playing a part. However, in so doing the client experiments with alternative ways of construing and behaving that may produce personal growth. Personal construct psychology has become associated with theories of constructivism, which emphasize that people know the world indirectly through constructed understandings. Radical constructivism views the person as a closed system, one in which a person’s internal psychological structure determines experiential reality. One’s structure is only sensitive to specific kinds of stimulation from the external world. People do not experience the world as it is, but rather experience it only in the ways their internal structure allows. On the other hand, social constructionism deemphasizes individual knowledge construction and instead stresses that human understandings spring from ongoing relationships. Through discussion and interaction with each other, people negotiate and reach consensus about what is real and true. Discourses, defined as ways of talking about...
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...Essay One Suggested Length 4 pages Choose a personal habit that you’ve had for awhile that you wish you could stop, or perhaps a habit that you’ve recently broken, or a begin a new habit that you would like to continue. 1) Analyze your habit. How long have you done it? Why do you do it? Why don’t you like it? Have you tried to stop? Why can’t you stop? Don’t just go through these questions and answer them. Use these questions to develop an insightful narrative that would engage a reader and shed insight on your behavior. As we’ve discussed in class, the key is specific details. 2) Analyze your habit using the “habit loop” and other key ideas offered in Charles Duhigg’s book, The Power of Habit. Apply specific concepts from his book, to your own struggle with your habit, or use his concepts to describe and analyze your plan to change your habit (see Appendix for a specific plan). You may also want to compare your experience with one of the many anecdotes Duhigg offers in the book. Grading Criteria: * Specific, developed description to engage the reader and demonstrate the ideas. * Original and thoughtful analysis of your own behavior. * Strategic and thoughtful use of paraphrasing, summary and quotes from The Power of Habit. * Sophisticated balance of your own experience and Duhigg’s ideas both as texts to interpret. * Clear and error-free writing. * An effective and creative introduction and conclusion We will discuss...
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...This document is for reference & educational purposes only. Reproduction or/and copying are not authorized. Any anti-plagiarism software will flag this document or its sections as unoriginal. Coping and Resiliency Skills in African American Urban Youths Introduction Growing up with a limited understanding of how to regulate emotions and cope in the face of ubiquitous urban blight, severe socio-economic hardship, and systemic racism is difficult for many urban youths. Resiliency is a term that is frequently associated with urban youths, especially if we consider the fact that according to the U.S. Census data in today’s America approximately one third of this population group lives in urban areas (Census, 2000). Given a steady increase in the numbers of low-income children living in urban areas, efforts to understand this particular phenomenon are critical. In this context, it is important not only to examine the negative (e.g.: drug abuse, violence, etc.) but also the positive self-regulatory skills (e.g.: athletics, education, creativity, dance, poetry, etc.), which urban youths employ as coping mechanisms. Another concomitant question that needs to be explored is how urban youth exercise positive self-regulatory skills under different circumstances and in specific contexts. This study specifically examined the phenomenon of coping and resiliency skills in African American urban youths growing up in the developmental contexts of various environmental stressors...
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...Written Analysis Onsite Course GRADED ASSIGNMENTS Table of Contents Graded Assignments 4 Unit 1 Journal 1: Personal Narrative 4 Unit 1 Journal 1: Personal Narrative Handout 6 Unit 1 Journal 2: Civic Narrative 9 Unit 1 Journal 2: Civic Narrative Handout 11 Unit 1 Assignment 1: What Would You Do? 12 Unit 2 Journal 1: Personal Narrative 13 Unit 2 Journal 1: Personal Narrative Handout 15 Unit 2 Journal 2: Civic Narrative 19 Unit 2 Journal 2: Civic Narrative Handout 20 Unit 2 Journal 3: Article Response 22 Unit 2 Assignment 1: What Would You Do? 23 Unit 2 Assignment 2: Declaration of Independence and Public Safety 25 Unit 3 Journal 1: Car Commercials 26 Unit 3 Journal 2: Personal Narrative 27 Unit 3 Journal 2: Personal Narrative Handout 28 Unit 3 Journal 3: Civic Narrative 31 Unit 3 Journal 3: Civic Narrative Handout 32 Unit 3 Journal 4: Taste vs. Judgment 34 Unit 3 Presentation 1: What Would You Do? 35 Unit 3 Assignment 1: Habits That Hinder Thinking 36 Unit 4 Journal 1: Invention Exercise 37 Unit 4 Journal 1: SWOT Analysis Template 38 Unit 4 Journal 2: Personal Narrative 39 Unit 4 Journal 2: Personal Narrative Handout 41 Unit 4 Journal 3: Civic Narrative 43 Unit 4 Journal 3: Civic Narrative Handout 44 Unit 4 Assignment 1: What Would You Do? 46 Unit 4 Assignment 2: Invention White Paper 47 Unit 5 Journal 1: Personal Narrative 48 Unit 5 Journal 1: Personal Narrative Handout 49 Unit 5 Journal 2: Civic Narrative 51 ...
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...of feminist studies in an area called feminist criminology. What hasn’t been studied as extensively is the question of why women kill. I argue that by using the individuality concept of third wave feminism and doing more research in the field of feminist criminology, patterns of criminal behavior may be established which may prevent severe female crime such as murder. This paper seeks to explain how advancing the study of feminist criminology is good for the U.S. legal system and could have changed the outcome for Aileen Wuornos. In this paper I will discuss what third wave feminism is, then I will discuss what feminist criminology is and how it applies to the Aileen Wuornos case, and lastly I will show that with advanced studies into the field of feminist criminology, odds of severe crimes committed by women could decrease. The third wave of feminism is not easily describable. However, it can be framed by saying that it is a movement that continues to advance the women’s rights agenda of the second wave (Zimmerman et al. 77). Unlike the second wave which was intended to give a voice to all women, the third wave tends to reflect more on the individual. By focusing on personal narratives, responsible choices, and by individual level political activism, the third wave gives us the idea that anyone, not just straight, privileged white woman can identify themselves as feminist and be accepted. (Zimmerman et al. 78) It is the idea that feminists do not need to rely on well-known...
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...programs, researchers found: * When students participated in the role of reading tutor, improvements in reading achievement occurred * When tutors were explicitly trained in the tutoring process, they were far more effective and the students they were tutoring experienced significant gains in achievement * Most of the students benefited from peer tutoring in some way, but same-age tutors were as effective as cross-age tutors (Burnish, Fuchs & Fuchs, 2005; Topping, 2008) Some benefits of peer tutoring for students include higher academic achievement, improved relationships with peers, improved personal and social development as well as increased motivation. In turn, the teacher benefits from this model of instruction by an increased opportunity to individualize instruction, increased facilitation of inclusion/mainstreaming, and opportunities to reduce inappropriate behaviors (Topping, 2008). There is an old saying: “To teach is to learn twice.” Peer tutoring is a beneficial way for students...
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...Classism and Racism A Narrative Analysis of Paul Haggis’s Film: Crash By: Alexis Couillard Introduction: In 2004, Paul Haggis directed the Oscar winning film crash, a drama about race and class and its effects on those residing in Los Angeles, California. This film paints a vivid picture of the harsh reality that classism has and will always exist and it is intertwined with racism in this film and in our realities. This film promotes racial awareness which is a topic not typically seen on the big screen and it demands a close inspection. Haggis wanted us to understand each character and to see them as real flesh bleeding humans that make mistakes and aren’t perfect. We see different races involved in the film such as African American, Persian, Hispanic, white and several Asians. Each scene intertwines with the next and we find out that all the characters are connected in some way or another. This technique of the characters being connected keeps the viewers on their toes. The audience is not stuck on one story or scene for too long. An idea or event is presented from the perspective of one person or family, and then the same event is expanded on by another characters connection to that particular event. Different ethnic stereotypes and racial prejudices are presented within the film such as the so called “gangbanger” who has tattoos and is Hispanic, and the black man who steals cars Anthony aka “Ludacris”. The director delivers and promotes this awareness but...
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...Analysis of the text “To Sir, with love” By Eustace Braithwaite The text I’m going to comment on is entitled “To Sir, with love”, written by Eustace Braithwaite, a Guyanese novelist, writer, teacher and diplomat, best known for his stories of social conditions and racial discrimination. The passage under study is an excerpt from hid well-known novel “To Sir, with love”, that is an excellent autobiographical work, as it is based on his personal experience of teaching at a school in London’s East End. First, I would like to speak about the title of the text, because very often it can give you a hint about the content of the text. In this very case the first thought that came to my mind was that in the text may be a sir that receives a letter from somebody who loves him. After the first lecture of the text, I realized I wasn’t quite right, just partially right. Speaking about the structure of the title, I can say that it is expressed in a syntagm consisting of elements from human reality (sir) and from the spiritual one (love). The title has an expressive function, for it is realized by means of intention and emotionality. Also, it has a positive emotional status. The text tells the story of a teacher who came in a school in which every Friday morning the pupils were writing a Weekly Review – the headmaster’s pet scheme. The children were free to comment and criticize anything, as long as it was somehow linked with the school. The headmaster found advantages in that...
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...Term Paper Psyc 400, Spring, 2015 Title of Paper: Factors Contributing to Literacy Skills in Children from Low-Income Families In American society, education is considered by many to be an equalizing force for people from all walks of life. It allows the nation’s best and brightest to distinguish themselves from their peers through intellectual merit - at least in theory. Unfortunately, the reality of the situation does not live up to the ideal, especially for children from low income families. Children who are already growing up with the disadvantages of poverty are further hindered by underfunded and ineffectual primary schooling, setting them even further behind middle and upper class children. Before beginning a discussion of the factors or strategies contributing to early literacy, it is important to first establish that there is in fact a discrepancy between low-income children and their more affluent peers in the first place. A review of the research literature is required to lay certain inaccurate stereotypes to rest, such as the notion that poor children are simply lazier students, and do not face additional difficulties with the acquisition of literacy skills. A comprehensive empirical study by Babuder et al (2014) explores the relationship between poverty and reading skills in children, with the results being unanimously negative. The study goes beyond assessing the reading skills of the children, and measures the basic phonological and semantic skills needed...
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...Culturally Responsive Teaching: Bridging the Gap Michael Warren University of Texas at El Paso Culturally Responsive Teaching: Bridging the Gap The changing demographics in classrooms are not often reflected in the pedagogies, curriculum and strategies used in represented grade levels and content areas by the education professionals that drive our education system. Recent research has considered the idea that culturally responsive or culturally pedagogical teaching may be the answer to closing the achievement gap created by the absence of cultural awareness. The concept of cultural awareness may be simply defined as an understanding and awareness of the diversity in the classroom (Villegas & Lucas, 2002); however, such a simplistic definition does not recognize the many dimensions involved in the pedagogy of culturally responsive teaching, which for students includes seeing germane links between subject matter and lessons and their experiences outside the context of the classroom and how those links influence what and how they learn. The purpose of this literature review is to examine the many facets that make up the term Culturally Responsive Teaching (CRT) and the impact and implications implementing such a broad concept may have on the education system. While the literature discusses several topics connected to CRT, I will confine this review to the following: (1) CRT Background/Definition (2) The methods of study, the participants involved and the significance...
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... * The sociological imagination is the ability to connect one’s personal experiences to society at large and greater historical forces. Using our sociological imagination allows us to “make the familiar strange” or to question habits or customs that seem “natural” to us. What Is a Social Institution? * A social institution is a group of social positions, connected by social relations, that perform a social role. Social institutions, such as the legal system, the labor market, or language itself, have a great influence on our behavior and are constantly changing. * The interactions and meanings we ascribe to social institutions shape and change them. * Social identity is how individuals define themselves in relationship to groups they are a part of (or in relationship to groups they choose not to be a part of). We all contribute to one another’s social identity, which can also be thought of as a grand narrative constructed of many individual stories. The Sociology of Sociology * The French scholar Auguste Comte, founder of what he called “social physics” or “positivism,” felt that we could better understand society by determining the logic or scientific laws governing human behavior. * Harriet Martineau, the first to translate Comte’s written works to English, was one of the earliest feminist social scientists. * Historical materialism, a theory developed by Karl Marx, identifies class conflict as the primary cause of social change. * Max Weber felt...
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...Linking Assessment and Instruction for Students with Disabilities Final Exam Study Guide Information of each of these topics can be found in the notes, textbook, class handouts, and presentation handouts Introduction to Assessment and the Law – Chapter 1 Define and identify examples of formative and summative assessment * Formative assessment * On going evaluation * Less formal * Used to adjust and monitor progress * Summative assessment * Evaluation at the end of a unit/ year * More formal * Assess student competency with a unit Identify and apply the 6 principles of IDEA * Procedural Due Process * Zero Reject * To include all students * Nondiscriminatory * To determine whether a student has a disability * The nature of special education and related services * Appropriate Education * To provide benefit and progress toward outcomes by following the IDEA process * Least restrictive environment * To ensure IEP outcomes by ensuring access to general education curriculum, extracurricular, and other activities * Parent and Student Participation Identify the impact of ESEA/NCLB on schools * Accountablility fro results * School safety * Parental choice * Teacher quality * Scientific based methods of teaching evidence based practices * Local flexibility * Standards-based education * Current * performance ...
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...book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves included—frequently malign or ignore. As we have considered our quandary, we have come face-to-face with the central paradox that characterizes the genre: Teaching manuals tend to be distant, mechanical, impersonal, and lifeless, when in fact good teaching is immediate, flexible, personal, and lively. In this manual, therefore, we have attempted to communicate to fellow teachers...
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...University of Tennessee, Knoxville Trace: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 12-2009 Peeking Out: A Textual Analysis of Heteronormative Images in Prime-Time Television D. Renee Smith University of Tennessee - Knoxville, drsmith@utk.edu Recommended Citation Smith, D. Renee, "Peeking Out: A Textual Analysis of Heteronormative Images in Prime-Time Television. " PhD diss., University of Tennessee, 2009. http://trace.tennessee.edu/utk_graddiss/10 This Dissertation is brought to you for free and open access by the Graduate School at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact trace@utk.edu. To the Graduate Council: I am submitting herewith a dissertation written by D. Renee Smith entitled "Peeking Out: A Textual Analysis of Heteronormative Images in Prime-Time Television." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, with a major in Communication and Information. Catherine A. Luther, Major Professor We have read this dissertation and recommend its acceptance: Michelle T. Violanti, Suzanne Kurth, Benjamin J. Bates Accepted for the Council: Carolyn R. Hodges Vice...
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