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PROF washington watson Write a review of your chosen film. The review should respond to all of the following questions: Film chosen is Thor What made you choose the film you are reviewing? Consider your views of mythology, your enjoyment of the readings, and how the film may be connective for you in your life Explore how closely the film follows the readings from class What was similar? What was dissimilar? Did the film in its similarity or dissimilarity enhance or detract from your ability to engage with mythology? Would you recommend the film to others? Why or why not? (Respond to this question in terms of how well the film connects mythology to our modern world) Requirements Must be 750–1,000 words in length Any resources (including your book) must be cited and referenced in adherence with MLA style ...

Education

Why or why not? (Respond to this question in terms of how well
the film connects mythology to our modern world)
Requirements
Must be 750–1,000 words in length
Any resources (including your book) must be cited and
referenced in adherence with MLA style

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Week 4 Assignment Tips 1 Created a 10- to 16-slide Microsoft® PowerPoint® presentation with detailed speaker notes about a contemporary hero or heroine's quest. Be sure your PowerPoint is formatted correctly, using succinct bullet points (no complete sentences on the slides themselves) and relevant images. Your speaker notes should be in the Speaker Note section of your PowerPoint and consist of what you would talk about to an audience if you were presenting this to the class. The word document I require is simply for a plagiarism check. Picked and identified a contemporary story in the form of a novel, movie, or video game that is inspired by a mythological epic or journey of a hero's quest. Briefly described the plight of the main character--the feat(s) he or she must execute for the benefit of society in the face of challenges. Vampires and aliens are not mythology as it relates to this class. If you choose to use a story not based on one of the myths we discuss in class, please check with me first. It is EXTREMELY important that you choose a myth to compare your story to, because if you don’t, you’re guaranteed to fail this assignment. Identified the villain of the contemporary story and described his or her characteristics and role in the hero's quest. This one seems simple, but students lose points for not specifically identifying a character as the antagonist. Please don’t assume that I have read/watched/played the story you choose and make me infer who the villain is. Don’t forget to include the actions this character takes that affect or impede the hero’s quest? Identified other archetypes within the story. Briefly described these roles in the hero's quest. This mostly refers to side characters. For example, is there a damsel in distress in your story of choice? Describe the role and actions of these characters and how they fit the archetype you choose from the Archetype list, which I provided in the Week 4 discussion thread. Identified in detail each of the steps the hero takes in the quest: initiation, separation, transformation, and return. Students regularly lose points here for vagueness. List each step specifically! Initiation: what happens that initiates conflict in the hero’s life? Separation: What aspect of the hero’s life is he/she separated from as a result of the quest, and what is it? Transformation: How does the quest affect the hero? Does he/she learn something about him/herself or grow in some way? How? Return: This doesn’t have to be a literal return to the place the quest started. This is just a return to a state of normalcy after the quest is completed. Researched the mythological and cultural origins of the story. Explained parallels between the myth(s) and the contemporary story it inspired. It’s important to have a separate slide for this topic where you compare the myth and story directly. Find multiple similarities and differences between the myth and story and compare/contrast them. Analyzed any m.

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Acting and Acting Style Prepare As we have been discussing, the mise en scène of a film is the use of a variety of design elements to create the visual theme. As you prepare to write this discussion, take a few moments to do the following: · Read any required and recommended reading materials for this week, especially Chapter 5 (Mise en Scene and Actors). · Review the grading rubric for this discussion. · Select a full-length film from the AFI 10 Top 10 list. Reflect Mise en scène refers to different technical elements used in making a film such as lighting and sound, both of which you have already analyzed in this course. The term also encompasses the role of actors in a film, their physical positioning and movements within the frame, as well as the different styles and types of acting. You can classify an acting category using only one film as reference, but these categories are subject to change. Each new role helps to clarify or shift an actor’s designation. Do some actors always fall into the same category? How can actors change from category to category? Does genre have any effect on the acting styles present in a given film? Write(due Thursday, Day 3) Please view the video Adding Pictures and Video to Discussions and Introductions for guidance on how to integrate multimedia with your response. Using specific examples from your chosen film, write an initial post of at least 200 words which should · Identify three actors from your film and classify each according to the acting category listed in your text. · Explain your reasons for classifying the actors as you do. Use specific references to the film and pay special attention to how these decisions impacted characterization. Also, consider the impact of any realistic or stylized portrayals within the film. · Focus on one of the actors you’ve discussed. Based on other films the actor has been in, would this actor always be placed in the same category? If so, what does this say about the category or actor? If not, what can you infer about the flexibility of these categories? Provide evidence (references from other films, including film clips and stills) to support your argument. You must use at least two outside sources, in any combination of embedded video clips, still photos, or scholarly sources. All sources should be documented in APA style as outlined by the Ashford Writing Center. Respond to Peers(due Monday, Day 7) Respond to at least two classmates who chose different actors or different categories than you did. In your responses, reference your initial post and show how your ideas relate to those of your peers. Your responses should be 150 to 175 words each. Please view the video Accessing Feedback in the Gradebook for guidance on how to review your instructor’s feedback when the post is graded. The Cinematic Auteur Prepare As you prepare to write this discussion, take a few moments to do the following: · Review the Modeled Discussion. · Read any required and .

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Assignment 2 – Gender and Crime Dramas Purpose: To develop an argument of definition by closely observing and analyzing specific media examples (as listed in the options below) that engage gender definitions. Students will practice drawing specific textual and visual details to support their assertions. Topic: This assignment asks you to look at how contemporary media defines us as a culture and/or specific subcultures and issues specifically as regards to gender. Visual and textual mediums communicate a great deal to the public psyche about notions of who and what we are and what we should strive to become. How we read and interpret these messages is based on our own subject positions—our own race, ethnicity, class, gender, sexual orientation and our cultural experiences, etc. Each of us is bombarded daily with messages regarding American ideals from a wide variety of sources, like family, friends, school, work, religion and the media. These messages often forward arguments of definition that shape and define who we are and what we value. While it's relatively easy to reject some of these messages based on differences of opinion as exhibited through generational, ethnic, racial, and gendered perspectives, etc., others are more difficult to ignore because of their insidiousness. The options for this assignment ask you to examine the ways in which contemporary media engage definitions of gender and the extent to which they might send mixed messages about who we are and what we should value. Writing Prompt: In a 1,000 word thesis driven essay respond to one of the following two options: Option I: Working from our readings and discussion threads on gender, analyze a single episode of the show Southland (TNT 2009-2013--starring Regina King as seen in the above image), Criminal Minds, or any CSI or Law and Order episode within the last few years. Closely observe the roles played, the interactions between male and female characters, and how the characters and settings are visually presented. Then write an argument of definition that assesses whether the show is ultimately more traditional or more progressive (non-traditional) in its depiction of gender roles. The first step will be to define traditional versus non-traditional (progressive) gender roles as you see it (the Aaron Devor essay in our textbook is a great resource to help define these terms). Your paper should not be a general overview or review of the show. Instead, you should include close analysis of character actions and behaviors in two to four key scenes from one single episode as support for your stance. You may also use another CURRENT Crime Drama with prior approval from me (While there are many edgier shows out there, I focus on mainstream crime dramas where it is possible to read the lead characters several ways—this can lead to some interesting tension and analysis as to which way the program ultimately leans—more traditional or more non-traditional? Sometimes a show may seem ...

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The purpose of this assignment is to critically watch and review a movie with popular culture themes/symbols in terms of the sociological perspective and cultural theories. Many say art imitates life, and we see a reflection of our society and its values in art and entertainment. Others say life imitates are many of our behaviors and values are modeled after what we see in art and entertainment. Either way, you will find examples of popular culture in the movies. Instructions: 1) Select a movie : For this assignment, you will need to select one movie. Even if it is a movie you have seen before, you need to re-watch the movie with a critical eye towards the social construction of reality and illustrations of other sociological/cultural concepts. If you would like to analyze a movie that is not on the list, please send me a message to clear it with me. Suggested Movie Options: Hotel Rwanda Brazil Million Dollar Baby Office Space Gandhi Boys Don’t Cry The Village Cape Fear (deNiro version) Mystic River Last Samurai Mothman Prophecies Traffic The Wall Glory Stepford Wives Pretty in Pink Hoop Dreams The Terminal The Breakfast Club It’s a Wonderful Life Bowling for Columbine Grapes of Wrath Pretty Woman The Hours To Kill a Mockingbird Citizen Kane Cabin Fever Clockwork Orange Fight Club Radio Crash Nosferatu Titanic The Gods Must be Crazy Taxi Driver Coming to America American History X Roger & Me Fight Club Inherit the Wind Dead Poet’s Society Mona Lisa’s Smile Bullworth Life is Beautiful American Beauty Lord of the Flies The Truman Show The Matrix With Honors Affluenza Erin Brokovich Working Girl Risky Business Baby Boom Rain Man Philadelphia Dogma Chocolat Parenthood Shawshank Redemption Last Castle Witness Meet Joe Black 2) Analyze the movie: After watching the movie, you will write a 4-6 page review , consisting of: a) intro paragraph noting the relevance of the movie to the course b) one page description/summary of the contents of the film -How was the story presented? -------i.e. flashbacks, sequential, from a particular character's point of view, etc. -What was the intention of the film and/or filmmaker? -------Was this intention fulfilled or met? -Did the way the movie was produced and presented affect the content? -Were there specific scenes or occurrences, which stood out as being essential to the development of the story and/or to your understanding of it? -Major substantive points of the movie? -Any secondary points made? -Any 'unintentional' results of the movie? c) 0.5-1 page in which you discuss how popular culture themes were constructed in the movie use at least 3 examples d) 1-2 pages in which you use at least 4 sociological/pop cultural concepts covered in this course to analyze the movie (cite class materials as you do so) e) Analyze which issues emerged as the strongest...as the weakest? f) Briefly compare the popular culture theme ...

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Week 5 Instructor Guidance One of the topics we’ve been talking about throughout this course is how we can track both the personal and societal impact of film. In fact, your Week One Introduction post asked you to consider this issue and, as we progressed through the class and learned new terminology--new ways of looking at film, we were able to reconsider and develop our perspectives on this. Both of your discussion posts this week touch on this issue, and it comes up in relation to your final written assignment as well. While everything we’ve learned has helped us develop a critical capacity for talking about film, deepening our appreciation of the medium itself, ultimately our understanding of the (sometimes very personal) way film intersects with society is the key to unlocking another layer to the material from this course. Students sometimes wonder about this course, asking how the material directly impacts their study of a chosen major. Students may even go a step beyond that and ask about how the material they've been studying has bearing on their anticipated career field at all! That's why it's important to take a step back, away from the camera, away from the specifications of shots or the varying aspects of cinematography. It's time to pull our eyes away from the screen and look around at the world that surrounds us. We should be able to identify and consider the many ways film can impact society . . . as well as how society may impact film! In this way, we can start to consider how we can apply what we've learned in this class! A recent study conducted by the University of Rochester (NY) finds that watching and discussing movies about relationships is as effective in lowering divorce rates as other, more intensive, early marriage counseling programs! Watch this video presentation. Follow this link for more information about the study, and to download information about the films the couples watched, as well as the different questions the researchers asked the couples to reflect on after they watched specific movies. As you reflect on your own journey in this class--how you watch movies and the kinds of impacts that films can have on people--try to think deeply about the many ways we engage with film and what it can really mean to us in our majors, in our careers, and in our lives! Many of the movies we respond to are made for mostly for entertainment. No matter their artistic value, or how intelligent the plot may be, the main goal is to find an audience and get them to pay money to watch what unfolds onscreen. Individual members of the creative team--the director, the writer, specific actors--might have other more lofty aims, but at the root there is a basic economic principle at work. Therefore, it would be easy to write these films off and focus more exclusively on documentaries or smaller budget movies made by guerilla filmmakers who aren't tied to the money making Hollywood scheme of things. We could focus on films that try.

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Create a 12 to 16 slide Microsoft ® PowerPoint ® presentation with detailed speaker notes about a contemporary hero or heroine's quest inspired by a mythological quest. The presentation should have a title page and references page; all the other slides need to have detailed speaker notes (which would be what you say to the audience when you present). The use of images is encouraged, but not required. Refer to the University of Phoenix Material: Help With Microsoft ® PowerPoint ® Assignments for additional help. (Speaker notes are below the slides and are what the speaker uses as a guide when presenting. The slide will have four to six bullet points only.) Pick a contemporary story in the form of a novel, movie, or video game that is inspired by a mythological epic or journey or a hero's quest. Describe the plight of the main character--the feat(s) he or she must execute for the benefit of society in the face of challenges. Explain how the hero fits the hero archetype as discussed in our reading. Identify the villain and describe his or her characteristics and role in the hero's quest. Identify other archetypes within the story as they relate to the archetypes described in our reading. Briefly describe these roles in the hero's quest. Identify in detail each of the steps the hero takes in the quest: initiation, separation, transformation, and return. Research the mythological and cultural origins of the story. Explain parallels between the myth(s) and the contemporary story it inspired. Analyze any mythological symbolism, metaphors, and attributes pertinent to the story. What real life elements might these items represent? Explain the conflicts between the hero's personal desires and community responsibility represented in the myth and the contemporary story. Relate these to the conflicts and choices with which ordinary humans struggle. Explain why these human conflicts retain relevance through the ages. Format your citations and references consistent with APA guidelines. You must use only our course materials as sources for this assignment, except for information about the fictional characters. .

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For this assignment, you are going to use your skills of research an.docx

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For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills. To further prepare for your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a ten-part form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. A primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester. Writing the Final Project Create your Final Project to meet the content and written communication expectations below. The content expectations include the ten parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course. Content Expectations: Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which school is situated. Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives) of the instructional experience including (a) Content Outcomes, (b) 21st century skills with an emphasis on creativity and innovation and the International Society for Technology in Education technology skills, and (c) cultural competencies explicitly facilitated within the planned learning experience. Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe what they would be in some detail. Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing (a) creativity (i.e., learners involved in making or creating something), (b) problem solving (i.e., overall activity focuses on solving a specific or ill-defined problem), or (c) a real/simulated experience (i.e., activity consists of performing tasks that are part of a real-world exp.

For the Final Project, you will assume the role of a classroom teach.docx

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For the first part of your final project, the critical analysis portfolio, you will select an issue or event in diversity and critically analyze it through the four general education lenses: history, humanities, natural and applied sciences, and social sciences. By viewing the issue/event through these lenses, you will gain insight into how the intersectional nature of diversity affects society, as well as both your own individual framework of perception and the choices, attitudes, and behaviors of others in the world around you. Prompt: First, review the module resources you have so far encountered, as well as your work in Module One. In addition, it is suggested that you visit the IDS 400 LibGuide for guidance on how to select a topic. Select one issue/event in diversity and write a paper that addresses how this issue/event fits into the framework of diversity, and then addresses how each lens influences perceptions and attitudes toward the issue/event, diversity, and society. The paper should outline each lens’s impact and framing of the issue/event. Be sure to provide a working thesis statement and clear definitions for your key terms. Specifically, you must address the critical elements listed below. I. Introduction: You will compile a series of critical analyses of a single issue/event in diversity through the four general education lenses: history, humanities, natural and applied sciences, and social sciences. A. Topic: Using the four lenses, explain how an issue/event within diversity has or has not influenced modern society. II. Lens Connections: In this section of your assignment, you will describe the connections between your issue/event and each of the four general education lenses. A. What is the connection of your issue/event to the lens of history for determining its impact on various institutions? Utilize evidence from theory and research to support your analysis. B. What is the connection of your issue/event to the lens of the humanities for determining its impact on various institutions? Utilize evidence from theory and research to support your analysis. C. What is the connection of your issue/event to the lens of the natural sciences for determining its impact on various institutions? Utilize evidence from theory and research to support your analysis. D. What is the connection of your issue/event to the lens of the social sciences for determining its impact on various institutions? Utilize evidence from theory and research to support your analysis.Be sure to begin the research process early and use evidence from your research to support your responses. Refer to course resources, the LibGuide for this class, and any other pertinent resources to support your responses. Although at least two sources are required for each lens, note that you may use the same source for more than one lens if applicable. Relevant current news sources may be used with instructor approva.

For the first part of your final project, the critical analysis por.docx

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FOR THE CRIMINAL ( Name will be given when bid is accepted) DO THE FOLLOWING - 1. Identify and present significance of: (Use these headings) the criminals A. childhood , B. Late-adolescence, C. Early 20’s , D. Family Influence 2. Diagnosis/treatment ( Meds if prescribed) 3 . Substance Abuse/ alcohol involved ? 4. The Infamous Act/ Traumatic event/ Crime 5 . Incarceration/ Jail 6. Death or current circumstances 7 . How are all the above events tied together? 8 . How do the effects of an underlying (often untreated) Mental Illness contribute to a Human Being’s demise? 9. What characteristics of a serial Killer do you see in your criminal? for example is it (Antisocial behavior, Arson, Torturing small animals, Poor family life, Childhood Abuse, Substance abuse, Voyeurism, Intelligence [hi or low], Shiftlessness). 10 . Where could health care personnel/teachers have intervened in this child’s life to prevent this tragedy? 1 Paragraph of Your opinion. 11 . Wanted poster To show. .

FOR THE CRIMINAL ( Name will be given when bid is accepted) DO THE .docx

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