The document discusses poverty and living conditions portrayed in the film City of God. It provides several statements about how the film depicts poverty in the favelas of Brazil. To support the statements, it cites specific examples, scenes, and details from the film that show the overcrowded and dirty conditions, including ragged clothes, kids without shoes, and layers of dirt on houses. One scene shows burnt out cars and trash around a boy on a bike. The document contrasts this with cleaner conditions and more open spaces shown in the 1960s favela. It suggests poverty leads the characters to act in certain ways and makes it difficult to escape, potentially contributing to involvement in violence and the drug trade.
City of God A-Level Film Studies student booklet e-book workbook study guide Ian Moreno-Melgar
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A detailed guide and workbook for City of God as part of the A-Level Film Studies Specification covering context, a detailed analysis of the film, examinations of Third Cinema and Cinema Novo as well as work on representation and aesthetics.
City of God A-Level Film Studies student booklet e-book workbook study guide Ian Moreno-Melgar
Ā
A detailed guide and workbook for City of God as part of the A-Level Film Studies Specification covering context, a detailed analysis of the film, examinations of Third Cinema and Cinema Novo as well as work on representation and aesthetics.
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City Of God Essay
City of God is based off of a true story about two friends Rocket and Lil Ze who grew up together, but took completely different paths. One, Rocket, becomes a photographer; the other Ze becomes a drug dealer. The movie takes us viewers on a journey where we learn about the individual paths they took, the violence surrounding it, and the often short lives of those wrapped up in the slums of Rio de Janeiro s heavily influenced dangerous world of drugs and crime. At first glance, one might think this movie was made to show how living in poverty and segregation can lead to frustrated people becoming criminals. Instead, we see how in unsupervised chaos led by the government building slums in the 1960 s to move poor and mostly black people...show more content...Rocket tried his hardest to keep away from the norm of the slums but eventually succumbs to it before quickly learning it is not the life for him. When he is told who his victims are, he can not go through with it because he ends up liking them which prevented him from robbing them. Lil Ze is another story. He loves the thrill he gets when firing a gun, quickly getting wrapped up into the life of drugs and gangs where he thrives. As the story progresses, Rocket and Ze experience different challenges and deal with them in very different ways. Rocket looks beyond the slums for a good life where he makes money, a career, and is safe from the everyday struggles of the slum. Lil Ze seems to be unaware of a world outside of the slum. He is more interested in becoming the most powerful and respected man within the slum where success is measured with guns, drugs, and how much other people fear/respect you. I woul
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarās dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireās birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireās society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation āBlue Starā is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Francesca Gottschalk from the OECDās Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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Poverty in City of God - Worksheet
1. Poverty in City of God
Below you will find a list of statements about the theme of Poverty in City of God. You
will need to find evidence to back up these statements. You will need to think about
narrative events, characters, specific scenes and micro elements in order to do this. I
have doneone for you as an example:
The City of God film does a very good job of displaying a realistic picture of
poverty in the favelas.
The favelas in Brazil are crowded and violent; in the film you really see how the
people in these neighborhoods live.The clothes that people wear are ragged and
old; some kids are seenrunning around without shoes on through the streets,
pushing aside people and animals. The houses seem to have layers of dirt on them
and dust from the constant commotionthat pervades the air. The film authentically
portrays the squalor people actually live in. In one scene you see a boy riding his
bike and in the background there are burnt cars (presumably from the drug war)
and trash piled around him. However the City of God favela shown in the 1960ās is
cleaner and not so crowded.The inhabitants are still considered poor,but there
living conditions seemed muchbetter. There are open spaces where the children
can play, each house has space around it, while there is still dust in the air, a
orange tint is present which gives a more rosy, nostalgic, free feelto the scenes.
Crime is still presentas evident by the TenderTrioās hold up the gas delivery and is
because of poverty. However this crime is designed to alleviate the poverty of all,
not just a few. Once Goose has taken the money from the driver he yells to the
other residentto come and take gas. The message here seemsto be that working
together the community can rise above poverty and in fact it is something that
provides unity.
Poverty is a constantreminderof why the charactersact and behave the way
they do.
2. āI love the way the movie depicts the slum because it compels viewers not
just to confront the desperation, poverty and violence of life there, but to
enter that nightmarishworld so utterly for the duration of the film that leaving
it at the end is a relief, and yet a wrench, making it impossible to forget.ā
Many look beyondthe favela to find a better life, out of poverty. However this
is often impossible. Poverty is a cycle that they cannot escape from.
3. A reasonwhy people join in with the violence and the drug trade is because
of the poverty.
City Of God' shows how a city can be separated by wealth and status.
It is not just guns and little else in the way of resources that have contribute
to poverty, but is also the fact that there is little social behaviour.