The Idea of Orientalism Portrayed in James Camerons Avatar Essay Example

The Idea of Orientalism Portrayed in James Camerons Avatar Essay The Idea of Orientalism Portrayed in James Cameron’s Avatar Abstract In brief, this study discusses about the representation of orientalism idea which is portrayed in the film Avatar. The film tells about the conflict between human and native people in Planet Pandora, where human exploits the land and oppresses the native. This study explores in what way the idea of orientalism is represented and how both narrative and non-narrative aspects of the film helped in delivering that representation. Indeed, to explore the focus of analysis, the study will be completed by applying orientalism criticism proposed by Edward Said. Thereby, this research will be a qualitative research where the data is taken from the film Avatar, library research, journals, and other resources which appropriate in conducting the analysis. This study discovers that Avatar shows the idea of orientalism in three different pursuits: an academic discipline, a style of thought and a corporate institution for dealing with the Orient. Thus, hopefully this will be completed as expected and may give contribution in literary research focusing on film analysis. Key words: Orientalism, Oppression, Narrative, Non-Narrative, Orient. Introduction The European colonialism towards almost the whole Eastern regions has caused the cultural dominance of Western. The European tends to see that they are more civilized and advanced than the colonized people. Tyson states that the colonizers saw themselves at the center of the world; the colonized were at the margins. Furthermore, he also states that the colonizers also saw themselves as the embodiment of what a human being should be, the proper â€Å"self†; native peoples were considered â€Å"other,† and different (419). We will write a custom essay sample on The Idea of Orientalism Portrayed in James Camerons Avatar specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Idea of Orientalism Portrayed in James Camerons Avatar specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Idea of Orientalism Portrayed in James Camerons Avatar specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The colonial discourse of â€Å"self† and â€Å"other† thus leads to the practice of othering, which is the practice of judging the different as less than fully human (Tyson 420). This practice of othering can be seen not only in the written text such as literature but also in the narrative of the performed human culture. The â€Å"other† that is created through narratives is imaginary, stereotypical, and biased. But the details of the narratives lend crucial insight into the identity formation of the â€Å"self† as differentiated from the exaggerated â€Å"other† (Roberts 4). There is another specific form of othering called Orientalism. The term of Orientalism appears in the book with the same title Orientalism written by Edward Said, a preeminent scholar and an important figure in postcolonial studies who is also known as an activist n Middle Eastern politics. Orientalism purpose is to produce a positive national self-definition for Western nations by contrast with Eastern nations on which the West projects all the negative characteristics it doesn’t want to believe exist among its own people (Tyson 420). Said’s Orientalism is a study of ‘the West’s’ representation of ‘the East’ and, in particular, how they underpinned imperialist political ambitions and administrations (Baldwin et al. 169). As an academic discipline, Orientalism emerged in the late eighteenth century and has since assembled an archive of knowledge that has served to perpetuate and reinforce Western representations of ‘the East’ which is also known to be ‘the Orient’ (Ashcroft 57). The idea of Orientalism in recent days can be found in current Western depictions of Arab culture and the discussion of politics in Middle East which is closely associated with terrorism. However, the idea of Orientalism does not merely exist only in either the current affair of Western and Middle East or the literature works which represent the distinctive identity between ‘the West’ and ‘the East’, but also in the recent movie production. In 2009 there is one movie production titled Avatar which has a strong depiction of Orientalism. Avatar is directed by James Cameron. This is an adventure sci-fi movie which is delivered in a 3D format. This movie got 56 nominations and won 3 Oscars and 25 other awards. The film reached the second highest blockbuster movie gross in its first month release date and also became the first movie that delivers truly photo-real CG technology. Besides all the awards and the technology this movie has presented, the clear depiction of Orientalism idea in this movie becomes the main reason Avatar is chosen to be the subject of this study. The plot of this movie tells about the exploitation done by human towards Planet Pandora, the place in which the valuable mineral can be obtained. In that place, human has to face and overcome the struggle of the native called Na’vi who opposes the land exploitation. Human scientists invent the avatar program which enables human to drive their avatar body, a genetically-bred human-Na’vi hybrid, and therefore human can freely observes and persuades the native to surrender their land. Here, the idea of Orientalism clearly depicted in the way human represents the native as primitive and uncivilized and how human tries to educate and build the native in the way human believes to be the best way. There are several critics towards Avatar which states that this movie contains racist themes in which the white hero once again saving the primitive natives. The editor in chief sci-fi magazines Jesse Washington writes that Avatar reminds her of Pocahontas story which also tells about how the main white characters realize that they are complicit in a system which is destroying aliens or people of color, and then go beyond assimilation and become leaders of the people they once oppressed. Furthermore, she criticizes the way Avatar is picturing the native incapability to save their selves (The Huffington Post, 2009). This review also supports the idea of orientalism since being white man wan an idea and reality which involved a reasoned position towards both the white and non-white world. Said further suggests that being a White Man, in short, was a very concrete manner of being in the world, a way of taking hold of reality, language, and thought (226). However, Avatar is the new film production which contains the idea of orientalism. This film represents the story in a more advanced technology. Also, during the process of this research, there is no publication of other researches which is using this film and the idea of orientalism as their main subject. Thus, Avatar is worth to be analyzed in this study. From the previous explanation about the issue which will be analyzed, this study will mainly focuses in analyzing how the idea of orientalism represented in the movie through the depiction of the human and the native relation and also how the narrative and non-narrative aspects of the film build that idea. Orientalism by Edward Said is believed to be the most appropriate theory approach of the study. The theory of narrative and non-narrative of film also will be used in this study since the subject of this study is a film, thus the analysis cannot just rely on the story or narrative of the film, but also the non-narrative aspect which plays the same important role in shaping the film. The Idea of Orientalism Represented in Avatar The analysis will be focuses on the representation of the idea of orientalism portrayed in the film Avatar. The film tells about the conflict between human and the native of Planet Pandora called Na’vi which is caused by the oppression and land exploitation done by human. A valuable mineral called unobtanium which only exists in Pandora is the main motive why human try to conquer the place. Pandora, which has the different geographical condition from earth, becomes the object of learning and discovery by human. Thus, Pandora represents the Orient and human represents the Occident. A. Orientalism in the Narrative of Film One way of approaching films is to see them as stories. It involves analyzing the various ways in which some common recurring features of storytelling and plot structures are developed. The term narrative is really quite simply used as another term for story. But it can also be seen as a more technical term relating to attempts to theorize the principles by which stories are structured (Benyahia et al. 50). Narrative cinema’s function is storytelling not description. Furthermore, narrative refers to the strategies, codes and conventions employed to organize the story (Hayward 256). The story of Avatar is brought by one narrator who is also become the main character, Jake Sully. Through his narration, the story of the film is delivered in his perspective and emotional attachment. From the paralyzed marine, he becomes the hero of Na’vi people. The narrative of the film clearly shows the superiority of human. Jake Sully comes as the chosen hero character which in the end of the story saves Na’vi people from human ambition to conquer the Orient. The appearance of Jake Sully as the narrator of the story also initiates that this character has the power to represents the Orient and the Oriental. Thus, human still represented as the superior one since the Na’vi people cannot save themselves. They are saved and helped by the coming of Jake Sully. Even the spirit of Eywa, the native’s goddess, gives the message that places Jake Sully as the important character in the first place. The idea of Orientalism is portrayed in the way human defining the Orient as a dangerous place and its people as irrational and uncivilized. Baldwin et al. suggests that Orientalism is not simply a process of description, but a relation of power and domination whereby one group gets to define identities for all by defining the ‘Orient’ and ‘Orientals’ in certain ways (172). Part of the pervasive power of Orientalism is that it refers to at least three different pursuits, all of which are interdependent: an academic discipline, a style of thought and a corporate institution for dealing with the Orient (Ashcroft and Ahluwalia 57). Those three different pursuits of Orientalism appear in Avatar and will be explored specifically. 1. A style of thought Said argues that Orientalism is a style of thought based upon an ontological and epistemological distinction made between the Orient and the Occident (3). Mostly covered by forest, Pandora is seen as the dangerous and mystical place. The place is dominated by giant plants and wild animals. With all its exotic and challenging condition, human tends to see Pandora as the place which is waiting to be conquered. This representation is clearly stated in the beginning of the movie when Colonel gives a speech to the newcomer marines. Conversation 1 (scene 0:06:15) Colonel: You’re not in Kansas anymore. You are on Pandora, ladies and gentlemen. .. Behind that fence, every living thing that crawls, flies or squat in the mud wants to kill you f you wish to survive, you must obey the rule†¦ As for the native people, human places them in the inferior side. Na’vi is determined to be irrational and uncivilized. Na’vi lives in group and they settle in one big tree deep in the forest. They find their food by hunting. They believe in the spirit named Eywa and the flow of energy that lives through all the living things in the planet. Besides their custom, their biological appearance is also different from human. They are two times higher from human and they have blue skin, a tail and a long braid hair which is functioned as their bond device. From all those differences, both appearance and custom, human places themselves in the contrary position of Na’vi. Thus, human are rational and civilized. 2. An Academic Discipline Said suggests that Orientalism is the discipline by which the Orient was – and is approached systematically, as a topic of learning, discovery and practice (73). In the film Avatar, both Pandora and Na’vi people becomes the object of the study of human. The Avatar program itself is the scientist project in combining the DNA of Na’vi and the DNA of human which will become the driver of the avatar body. As described in the film, Pandora has become the specific field of study. Some books have been written by the scientist and those books have been the sorts of knowledge in order to get a description of Pandora, especially for human who never set foot on that place. Conversation 2 (0:10:20) Norm: Grace Augustine is a legend. She’s the head of Avatar Program. She wrote the book. I mean literary wrote the book on Pandoran botany. Conversation 3 (1:11:54) Grace: There is something really interesting going on there biologically. I would die to get samples. Both conversations above clearly show that Pandora has become the topic of learning for human. The knowledge of Pandora is built through the human’s understanding. Thus, the scientists speak for Pandora and Na’vi people. None of the Orient and Oriental can speak for themselves. 3. A corporate institution for dealing with the Orient The third definition of Orientalism as a corporate institution is demonstrative of its amorphous capacity as a structure used to dominate and to authorize the Orient. Hence, Orientalism necessarily is viewed as being linked inextricably to colonialism (Ashcroft and Ahluwalia 57). In the film clearly describes that human try to give Na’vi people education, transportation and health-care through the company policy. Human wants to build Na’vi based on their agenda so that they can dominate and authorize the native. Conversation 4 (0:12:38) Parker: Look, look, you’re supposed to be winning the hearts and the mind of the natives. Isn’t that the whole point of your little puppet show? If you look like them, talk like them, they’ll start trusting us. We build them a school, we teach them English †¦ Na’vi people are taught to speak in English and they are also invited to attend the school which is built for them. Human needs to educate Na’vi people to think like human so that human can freely explores the richness of the land. Furthermore, the main reason the Avatar Program is created is to become the diplomatic solution between human and Na’vi people. Appears in the same biological body with the natives, human intends to persuade Na’vi people to give away their land. Thus, all the corporate institution that is built to Na’vi people in the film Avatar clarifies the intention of the Occident represented by human to dominate and authorize the native. The idea of Orientalism in the film then portrayed hrough the human dominance in the power of knowledge. Human tends to see Pandora as the subject of the study and the place to be conquered of. This idea can be seen in the three different pursuit of Orientalism: a style of thought, an academic discipline and a corporate institution for dealing with the Orient. B. The Supporting Non-Narrative of Film Non-narrative aspect of the film is functioned as the supporting elements in strengthen the idea and meaning proposed by the narrative aspect. Non-narrative contains of cinematography technique which is separated from narration such as setting, costume and make up, and character appearances. In analyzing this study, several non-narrative aspects mentioned above will be analyzed briefly 1. Setting The setting of the film only takes place in the Planet Pandora, the place where human exploits the land to obtain a valuable mineral. The distinction geographical condition between the Orient and the Occident does not appear in the film since Pandora is the only setting of the film. Pandora is located in six years travel time from earth. The planet is mostly covered by wild forest. There is hardly human building since the native lives inside the forest. The setting is dominated by green and giant plants. There are also flying mountains which significantly differs the geographical condition of Pandora and the Earth. The setting of the Orient represents the dangerous and untamed nature in which the Occident try to conquer. Wild and large forest, flying mountains and steep cliff are the dominant setting of the film. Those setting represent the dangerous and challenging nature. Although the setting in which the Occident is represented is the same as the Orient, but there is a clear distinction between the two places. While the Orient is represented in the wild and dangerous environment, the Occident is represented in an advanced technology environment. Human build the headquarters which filled with high technology equipments. There are no green or giant plants in the setting of the Occident. Thus, from the distinction of the setting the message of superiority is clearly shown. Human rules the native through the power of knowledge and technology. 2. Character Appearance The Occident characters are represented through several human characters portrayed in the film. First is Jake Sully, the main character and the hero. He happens to be unexpected person; invalid and not fulfill the requirement to drive the Avatar body, which surprisingly overcome the task by which he is given to. Second is the Colonel character, the man who sees the military force is the best solution on every problem. Third is Grace, a scientist which creates the Avatar program who sees Pandora as the place of learning and discovery. The Orient character is best described by Neytiri and Tsu-tey. Both of them have a great ability to fight and hunt. It is their belief and dependency towards the spirit that clearly shows their weakness. However strong they might be, they still cannot save their people by their own power. 3. Costume and Make Up The distinction between human and Na’vi is clearly shown since Na’vi has a different biological appearance. Na’vi appears in the blue skin and twice height of human. Bellantoni states that many films use an intense turquoise blue as an exotic presence that, because it’s combined with green, visually warms the conservative forces in a tiny village (131). Here clearly stated that the skin color of the Na’vi signifies the exotic presence which always associated with the Orient. The Na’vi barely wears any clothes and there is only some fabric and beads which covers their vital organ. The distinction then does not appear in the costume wear by human compares to Na’vi people, instead it appears on the Avatar body which is driven by human. Although they have the exact same biological body, Avatar body wears the proper clothes according to human custom. Thus, from the distinction of costume it can be clearly seen that Na’vi represents the uncivilized part while human, although becomes the driver of the Avatar body, represents the civilized one . Conclusion Based on the analysis, it can be concluded that Avatar contains the strong idea of Orientalism. Through the distinction power between the Orient which is represented by Planet Pandora and the Occident which is represented by human, the idea of Orientalism is delivered in three interdependent pursuits proposed by Said. First is Orientalism as a style of thought. Pandora is seen as the dangerous and mystical place. Since it has a different geographical condition with earth where human comes from, human tends to see the Orient as the other, the different and contrary identity from them. With all its exotic and challenging condition, human sees Pandora as the place which is waiting to be conquered. Second is Orientalism as an academic discipline. Pandora has been the object of the scientific study by human. Several books and science projects are created in order to give the broad examination of the Orient. Thus, human has the whole knowledge about the Orient. Human speaks for the Orient according to their understanding and none of the Orient able to represent themselves. Third is Orientalism as a corporate institution for dealing with the Orient. In the film clearly describes that human try to give Na’vi people education, transportation and health-care through the company policy. Human wants to build Na’vi based on their agenda so that they can dominate and authorize the native. The idea of Orientalism which is portrayed in Avatar is supported in both narrative and non-narrative aspect of film. Narrative is the story of the film which contains the plot structure which forms the sequence performed in the film. Avatar is narrated by the main character Jake Sully, which then initiates the emotional and perspective attachment towards the problem. The appearance of Jake Sully as the hero who saves Na’vi people from the destruction of human shows that human indeed still has the superiority towards the Orient and Oriental. Na’vi is described to be incapable to save themselves and thus it places them on the weak and inferior side. The film shows that Jake Sully is the chosen one, the character which will be the savior for Na’vi people. The non-narrative aspects of the film also becomes the important part in giving the supportive power in strengthen the idea which is presented in the narrative aspect. The non-narrative aspects analyzed in this study are setting, character appearance, costume and make-up. All four elements in non-narrative aspects give the supportive power in strengthen the idea of Orientalism and the clear distinction between the Orient and the Occident. To conclude, Avatar is one film which contains the issue of Orientalism. Although it is not rely on the specific Western and Eastern region as proposed by Said, but the role of the power of knowledge which defines human as the superior clearly shows the main idea of Orientalism. Moreover, this ilm has achieved three Oscars and has listed in 53 nominations throughout the world. Then it is undeniable that this film gives a great impression towards the film critics. Works Cited Ashcroft, Bill, and Pal Ahluwalia. Edward Said. London: Routledge, 2001. Avatar. Dir. James Cameron. Perf. Sam Worthington, Zoe Saldana, and Sigourney Weaver. Twentieth Century-Fox, 2009. Baldwin, et al. Introducing Cultural Studies. London: Pearson Education Limited, 1998. Bellantoni, Patti. If It’s Purple, Someone’s Gonna Die. Focal Press, 2005. Benyahia, Sarah, Freddie Gaffney, and John White. As Film Studies: The Essential Introduction. Routledge, 2006. Hayward, Susan. Cinema Studies: The Key Concept. London: Routledge, 2000. Loomba, Ania. Colonialism / Postcolonialism. London: Routledge, 1998. Purdue OWL. â€Å"MLA Formatting and Style Guide. † The Purdue OWL. Purdue U Writing Lab, 2009. Roberts, Kathleen G. Alterity and Narrative: Stories and Negotiation of Western Identities. Albany: State University of New York Press, 2007. Said, Edward W. Orientalism. London: Penguin Books, 2003. Tyson, Louis. Critical Theory Today. New York: Garland Publishi ng Inc. , 1999. Washington, Jesse. ‘Avatar’ Critics See Racist Theme. The Huffington Post, 2009.

Moral Topics For Essay Topics

Moral Topics For Essay TopicsSo you've finished a few essay topics and now you're thinking about writing one about moral topics. This is a great topic. It's something that everyone can relate to. We all can say we are living with morals on some level or another.Morality is something that runs through our lives. That's what makes it a topic that people can use for their essays. It's an important part of being a good person. What does it take to live with morals? There are a few things that you should think about when you're working on your essay.First, write about how you've been affected by the many moral dilemmas that have come up in your life. For example, how you've been affected by divorces, the number of people with addictions, or the number of people who say they don't know what they believe in. All of these things affect people's lives in different ways.The more you talk about these things that are surrounding you, the easier it will be to relate to what it is like to live wit h a moral issue. Don't go into depth on any one moral issue. Just take the time to list them all and then go from there.You should also discuss the different types of moral issues. For example, same-sex relationships. They are still very controversial in society. Some people think it's wrong, and others think it's just not a big deal. Talk about what your own views are.Religion is another topic that you may want to consider. Many people will find out the religions they follow and the ones they don't. If you're studying about religion, consider using those as part of your essay.A third thing you might want to consider as you work on your essay on moral issues is family. How are the morals affecting your family? For example, do you and your siblings have to share your moral beliefs, or do you get to choose which ones you practice? You may want to take time to consider this.So that's how you can put a moral issue into your essay. If you do so with success, you should be able to get a g ood grade on your essay.

CREDE Standards

CREDE Standards CREDE standards are the standards usually applied by teachers in order to make their pedagogy more effective. These standards are the rules that were established after a careful research of teaching practices and methods. The rules determined by the researchers are directed at the improvement of educative literature and techniques of teaching.Advertising We will write a custom essay sample on CREDE Standards specifically for you for only $16.05 $11/page Learn More The standards are designed to help maintain the agreement between the literature and teaching materials and the cultural diversity in the classroom (The CREDE Five Standards for Effective Pedagogy n. d.). The need for standards appeared with the development of globalization in the world and with the occurrence of high level of cultural diversity in the schools of the United States of America. This diversity required the teachers to demonstrate individual approach in order to improve the productivit y and effectiveness of their teaching techniques. The researchers focused on the determination of clear norms that would work and bring positive outcome to any classroom and help any teacher. Another technique directed at helping a teacher and a class was created by Dr. Garcia. The strategies of Dr. Garcia are called â€Å"five R’s and one T†. These strategies recommend the teacher to be Respectful towards the students, another important aspect is the Responsiveness in the classroom, and the teacher must engage the students in conversations and maintain a dialogue between them. The students and the teacher are Responsible for their own active participation in the process of learning. Resourcefulness is the teacher’s capacity to stimulate the students’ desire to learn. Reasonable teacher will control the amount of work and the level of challenges they employ. Finally, the T is for theory. This means that the theory the lessons are based on must be correct and reliable (Redding 2010). When I teach I try to apply the five CREDE standards and follow Dr. Garcia’s strategies for better pedagogy. Evaluating my own teaching, I can say that I employ most of the standards and techniques. I try to make lessons collaborative, engage the students into dialogues and discussions that include the use of the thematic vocabulary, share own experiences related to the topic of the lesson, engage the students into group work. I also use tasks of various complexities to challenge the students, I provide my students with proper and clear feedback about their performance, I guide and direct the interaction between students, stimulate learning through the conversation.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More For example, during the class that included reading about environmental protection, I encouraged my students to have dialogues with each other, talking about their own experiences with protection and pollution of the environment, and using the new vocabulary. I believe that during my work with the students in the classroom I effectively implement joint productive activity, by means of engaging in a conversation and stimulating a discussion with students in order to make them come to conclusions and be productive under my guidance. I also provide language development for the students, because the communication that is done in the class always includes specific vocabulary. I assist with written and oral tasks; I stimulate purposeful conversation, statements and questioning. I connect the student language with literacy, mixing the students’ familiar experiences and the topics of lessons together. Using new words in speech helps the students memorize them and develop own literacy. I also implement contextualization when I suggest the students making connections between the materials we study in class and their personal e xperiences. I challenge the students by offering them tasks of higher level of difficulty. I do this in order to increase my students’ thinking and study skills as well as interactions in the classroom (Reed Railback 2003). To my mind, the way of teaching could be more culturally responsive. I think I could bring more contextualization to the learning process of I engaged the family members of my students into the participation in classroom activities. This practice could add more contrast and provide more learning opportunities. Besides, it would increase the connections between the students’ life and the studies. Community based learning activities could bring the students’ life and the school closer. I also would be interested to try the practice of change of conversational styles, introduce my class to co-narration, call-and-response and choral practices. This strategy is also good for language development and forming of language objectives, which is a very important component of teaching ELLs (Wallace 2004). This specific adjustment would allow me develop the strategies formulated by Dr. Garcia such as respectfulness towards each other’s cultural backgrounds, better base for being responsive and communicate, creating more resources for learning.Advertising We will write a custom essay sample on CREDE Standards specifically for you for only $16.05 $11/page Learn More Some of the topics such as family, work or holidays could be easily modified in order to allow me to introduce the students’ families to the class, create communication with the use of thematic vocabularies, contextualize the topic and the lives of the students, create responsiveness and instructional conversation. The parents could also help m stimulate and challenge the students, organize group activities and stimulate the students create more resources for discussion, learn though dialogue and be respectful and appreciative of ea ch other’s and own backgrounds. Reference List Redding, A. (2010). Blogspot. Web. Reed, B., Railback, J. (2003). Strategies and Resources for Mainstream Teachers  of English Language Learners. Portland, OR: Northwest Regional Educational Laboratory. The CREDE Five Standards for Effective Pedagogy. (n. d). CREDE. Web. Wallace, S. (2004). Effective Instructional Strategies for English Language Learners  in Mainstream Classrooms. Web.

Bio-ecological systems theory

Bio-ecological systems theory Abstract This paper is about the Bio-Ecological Systems theory of Urie Bronfenbrenner. Bronfenbrenners’s Bio-Ecological Systems Theory concerns the environmental influences on a child’s development. He observed that these influences were comprised of relationships around the child and these relationships have layers of interaction between the child’s and the child’s environment. He called these layers ‘systems’. These events start with direct influence on the student and progress outward until the events have only minimal, indirect influence. Next it will discuss a minority population which is deafness. There are two main forms of hearing loss and five levels of severity. After the child’s hearing loss is identified the parents need to choose what technology they want their child to use. The next obstacle for parents is how and where to educate their child. Then it will discuss how the theory applies to a particular student of this min ority population. And lastly it will discuss the educational considerations and recommendations revealed from applying the theory to this student. It will also consider which educational theorists apply to this student. By considering the student more holistically, rather than only what happens presently in the classroom, it will help the instructor develop a teaching plan for this student to maximize his learning potential. Bronfenbrenner’s Bio- Ecological Systems Theory: As Applied to a Deaf Student Bronfenbrenners’s Bio-Ecological Systems Theory concerns the environmental influences on a child’s development. He observed that these influences were comprised of relationships around the child and these relationships have layers of interaction between the child’s and the child’s environment. He called these layers ‘systems’ and they consisted of five different levels of influence. These events start with direct influence on the student and progress outward until the events have only minimal, indirect influence. The five systems that were recognized by Bronfenbrenner are as follows: 1. Microsystems- the immediate environment of the child which has the most impact on the child’s development, for example the relationship between the child and his parents, the child and his peers, or the child and his school. 2. Mesosytems- the connections between the microsystems, where the systems overlap, these also have a direct impact on the child’s development; for example, the interaction between the child’s peers and the child’s parent or the interaction between the child’s parents and the child’s school. 3. Exosystems- the next level of events in the environment are further from the child but nevertheless have impact on the child’s development; for example, problems with the parents’ work (indirect events) which causes tension in the home (direct event) 4. Macrosystems- the larger cultural environment that the family lives in; for example the economy of the area the family lives which contributes to the work opportunities for the parents 5. Chronosystems- the transitional events in the child’s life as he grows up; for example the changes incurred by moving from middle school to high school. The â€Å"otheredness† of my student is deafness. I believe deafness is a minority condition because the â€Å"National Center for Health Statistics places the number of profoundly deaf in the U.S. at more than 400,000, while people classified as hard-of-hearing number over 20 million, or about 8 percent of the total population†. (Bacon, 2002) Even though deafness has received some attention through television shows and movies, there are still many misconceptions about deaf people and their social and educational needs.

Executive Leadership in Public Organizations Assignment - 1

Executive Leadership in Public Organizations - Assignment Example The Sunroof community performance will be determined by multiple experiences of leaders, and the outcome reflected at individual and community level (Wart, 2012). In order to achieve better performance, the community should build the capacity of new leaders by provides sufficient information through utilization of wisdom of the older generation (Cleveland, 1985). The community should inspire the new generation of leaders by building their capacity and matching individual goals with community goals so that individual leader’s achievement can translate to community advancement. The leadership performance can be determined by the community standards (Wart, 2012). Therefore, Sunroof community should utilize the leadership programs to impart the new generation of leaders with the relevant knowledge and use those programs as a benchmark for measuring performance standards in all community aspects such as social, cultural and economic aspects (Cleveland, 1985). In order to surpass th e previous leadership performance, the community should make a review of the leadership programs and modify the components that did not work according to the community expectations. The community should involve a diversified team of leaders who can identify and solve various issues affecting the community (Wart, 2012). The aim of the community is to train a new class of leaders that will take place of the former group and maintain the status quo of the Sunroof City as a community model for advancing science, innovation, culture and knowledge. As a diversified community and a role model in performance, the community should ensure they obtain leaders from various cultural and intellectual backgrounds to promote a unity of the community and retain creativity. The community should ensure they obtain new leaders from all cultural and intellectual background in order to achieve the organizational goals (Cleveland, 1985).  Ã‚  

Film Critique Movie Review Example | Topics and Well Written Essays - 1250 words - 2

Film Critique - Movie Review Example The three main women characters in the film are: Margaret Tate (Sandra Bullock), Gertrude (Malin Akerman) and Grandma Annie "Gammy" (Betty White). One can easily identify that these female characters are different in their roles. For instance, Margaret Tate is dominating, Gertrude is down to earth, and Grandma Annie represents the upper crust. But Krevolin (2011), points out that â€Å"For an example of an energeiac structure that didn’t work, take the Sandra Bullock romantic comedy, The Proposal† (p. 69). This comment does not prove that the film was a flop within the film field. Margaret Tate, working as an editor in a book publishing company is the central female character in the film. One can easily identify that her life is fully immersed in the field of book publishing industry. Her role in the film is as a dominating character that is able to control all her subordinates including Andrew Paxton, her subordinate. Etaugh & Bridges makes clear that â€Å"Many women seek to achieve success and better their own lives through individual efforts† (p. 467). Her attitude towards her subordinates irritates them but she does not consider changing her attitude. In the film, her function is to be a bold lady with immense power to control her subordinates according to her will. Meanwhile, she came to know that the authorities are going to deport her to Canada. But she was not ready to give up and decided to seek the help of her subordinate, Andrew Paxton. But Etaugh & Bridges makes clear about gender equality that â€Å"As more and more women attain levels o f power currently held by men, gender equality will begin to affect other areas† (p.461). Later, she went to Sitka to prove that she is married to Andrew Paxton. This incident proves that Margaret Tate is ready to face challenges in her life. In the opening of the film, Margaret Tate is presented as an

Essay on Bravery in The Tempest -- Tempest essays

The Theme of Bravery in The Tempest   Ã‚  Ã‚   Bravery performs a very important role in The Tempest.   Different than a motif, the theme of bravery actually takes form in Shakespeare's play and develops the play itself.   However, like a motif, bravery is used intermittently throughout the play in different form and context.   It captures different meanings and performs different capacities erratically.   A denotative definition from the 15th century, according to the Merriam-Webster Collegiate Dictionary (10 ed.), portrays brave as meaning, "[from Old Italian and Spanish, meaning courageous, wild; probably from Latin, meaning barbarous]."   The dictionary then defines brave as "a.   having courage: dauntless b.   making fine show: colorful, c. excellent, splendid."  Ã‚  Ã‚   All of these distinct definitions find their capacity in The Tempest.   Prospero could be said to define bravery when speaking to Ariel when he likens Ariel's bravery to being "firm, so constant...coil would not infect his reason"(I.ii.299).   Ariel's spirit is courageous and wild for he takes on the powers that be in order for Prospero to enact his revenge on the usurping Duke of Milan.  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Let's look at another example of bravery.   Miranda likens the form of Ferdinand to bravery.   Her young, inexperienced eyes have not seen a young man basically rise out of the sea before.   What wonder and show this must be to her concept of courage and splendid which are all definitions of brave.   Prospero even infers that Miranda herself is "more braver"(I.ii.672), than Ferdinand.   I believe that his foundation for this belief lies in our definition of brave in the aforementioned dictionary from 1546, "to face or endure with courage."   Miranda has endured much in her... ...er, Prospero designates Ariel "brave" because of his uninfected "reason" (I.ii.299-301).   So let's review.   Brave is monster, abominable, womanly, unequaled, propagation, diligent, conscientious towards directions and reasonable. "Is it so brave..."(III.ii.153)?   Yes, and everything else.    Bibliography Primary Texts William Shakespeare, The Tempest, ed. Frank Kermode, with an introduction by Frank Kermode, (Arden, 1964) Montaigne, Selected Essays of Montaigne, trans. John Florio (1603) ed.Walter Kaiser, with an introduction by Walter Kaiser, (Riverside, 1964)    Secondary Texts Curt Breight, " 'Treason doth never prosper': The Tempest and the discourse of treason, Shakespeare Quarterly, 41, no.1, (1990) Eric Cheyfitz, The Poetics of Imperialism: Translation and Colonization from The Tempest to Tarzan, (Oxford University Press, 1991)