The two movies The Great Debaters and The Pursuit of Happyness are similar in several ways according to the document. Both movies tell true stories of their main characters overcoming adversity. Specifically, the characters are brave in facing challenges, experience bullying and oppression, and go from underdogs to successful through their storylines. While based on true stories, the movies take some fictional liberties to intensify the stories, such as changing the opponent in The Great Debaters debate. Overall, the document analyzes the similarities in character, experiences, plot, and fictional elements between the two movies.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
How libraries can support authors with open access requirements for UKRI fund...
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The great debaters and the pursuit of happyness
1. 1
SCHOOL OF ARCHITECTURE, BUILDING AND DESIGN
THE DESIGN SCHOOL
FOUNDATION IN NATURAL AND BUILT ENVIRONMENT
NAME: LAU WEI LING
STUDENT ID NO: 0315389
FILMS SELECTED: MOVIES BASED ON TRUE STORIES.
- THE GREAT DEBATERS
- THE PURSUIT OF HAPPYNESS
WORD COUNT: 996
ENGLISH 2 (ENGL 0205)
WRITTEN ASSIGNMENT 1: COMPARE â CONTRAST ESSAY
LECTURER: CASSANDRA WIJESURIA
SUBMISSION DATE: 18th
APRIL 2014
2. 2
Prewriting
Thesis statement: The Great Debaters and the Pursuit of Happyness are similar in the
characteristics of the main characters, experiences of the main characters, storyline and
fictitious elements.
1. Characteristics of the main character.
o Brave and courage
o James accepted to go on the stage at 14 years old to debate when his
teammates insist him to.
ď§ Dare to accept challenge.
o Chris never gives up on his dream to become a stockbroker and pursuit his
happiness in his point of view.
ď§ Brave to encounter all the obstacles.
2. Experiences
o Bullying and Oppressing
o James is Negros that faces inequality at the era.
ď§ Lynching, fight in the town.
o Chris was asked to do trifle things by an authority
ď§ Move car, make coffee.
3. Storyline
o Improvement (Underdogs to Successful)
o James won the debating championship
ď§ Black debating team won the White high rated team.
o Chris got a position in Dean Witter after the interns.
ď§ Achieve his dream.
4. Fictitious elements
o Both have fictitious elements in the true stories
o Intensify the story and climax
o They did not debate with Harvard but the University of Southern
California.
ď§ Harvard is well known at 21th century.
o Chris did not do any rubiks cube trick to impress Jay.
o Chris was paid by the company for internship training.
Conclusion: Both of the movies are inspiring and motivating even though they are
similar in the characteristics of the main characters, experiences of the main characters,
storyline and fictitious elements.
3. 3
The Great Debaters and the Pursuit of Happyness.
My friends used to say that I have a face of a stone. However, movies based on true
stories can always make my tears rolling in my eyes and emotions running high. Movies
based on true stories are movies that portray real life events. To my eyes, true story movies
are popular among the audiences as true story movies are believable to some extent.
Moreover, the true story movies have a better tendency to move the audiencesâ hearts. For
instance, true stories are authentic and able to relate to the audiencesâ real life. No doubt that
the truthful stories will always touches the deepest part of my soul. Often times that there are
true story movies that are related to historical facts and biographical story of a person. To
begin with, I had chosen two of the popular movies that based on true stories: âThe Great
Debatersâ and âThe Pursuit of Happynessâ. Both of the true stories measure some degree of
similarities when it comes to characteristic of the main character, protagonistâs experience,
storyline and fictitious elements.
Firstly, the characteristics of the main character, James and Chris are quite
comparable. Both of them illustrate the bravery attributions. When James is trusted to join the
championship debating competition, he accepts the situation and prepares himself although
Mr. Tolson would not allow his performance beforehand. James proved that he has the
courage to give a try to speak right on the biggest stage without any prior debating experience.
As for the other hand, Chris is brave to make choice for a better change of the future. He
dares to walk up and speak to Jay, a stockbroker in the story. Courageous he is to pursuit his
own happiness by making his way to dream and becomes a stockbroker. From the two
characters, it is obvious that they are brave to face problems and challenges in their life when
their life gives them lemons. Even they might fear, they will still hold on to their dreams and
work out the solutions
4. 4
To continue with, I found that the main protagonist also have similar experiences in
the true stories which are bullying and oppressing. The protagonists of the Great Debaters
belong to black people that were not admitted admission to the state universities in America
as the universities were considered as white university. Besides that, they are also threatens
by lynching of a black people in the film due racism issue at that era. Moreover, the New
York Times (2007) said that the victory of Wiley team is not officially acknowledge even
they win the national championship. The reason behind this happening is because the debate
team consists of members which are Negros. Inequality was experienced by the group of
people in the era. While for the Pursuit of Happyness, Chris, as the only black among the
interns, is always directed by a senior worker in Dean Witter that uses his authority to help
him with some personal trifle. For example, even when Chris trying to refuse, Freagus still
insists Chris to park his car. From here, we can notice that they had unfair experiences
happening on them. Whether bullying or oppressing, both of them have similar experiences
in the movie.
Thirdly, I could tell that both of the movies based on true stories have similar
storyline in comparison. They have alike story developing that perceive the fact that two
main characters are underdogs that overcome the odds in their life. The storyline of the Great
Debaters starts with James is innocent and unclear about the status of Negros. Then, when
James witnesses a fight broke out in the town cause by racism, he do not know how to react.
On the contrary, he can speak and debate for himself, his kind and injustice at the end of the
film. On the other side, Christopher is a salesman that is almost broke from the starting of the
story. He is shown as a person who canât even pay for a parking ticket. However, he
eventually works out his way to become a successful stockbroker and live with his son
happily-ever-after. From here, it is clear in mind that both characters begin to gain maturity
5. 5
and grew to become a successful person to overcome the highs and lows independently in
their life.
Besides that, the scriptwriters of the movies also added fictitious elements to both of
the movies to enhance watching experiences. The daughter of Hamilton Boswell (2008, p.1),
who was a former debater in Wiley College, reveals that thereâs some distortion on the story.
The Wiley College did won the debating championship against a prestigious university
debating team but unfortunately it is not Harvard, it was the University of Southern
California. On the other hand, Chris in the Pursuit of Happyness is described in the movie as
a person working with internship without any pay. In contrast, Chris was paid $1,000 a month
by Dean Witter in real life (Questioning the story, 2014, p. 4). Both of the fictional elements
were added to intensify the toughness of problems in their life journey of the two protagonists.
Therefore, the stories are much better with fictions in the plot to move the audiences.
As a conclusion, the Pursuit of Happyness and the Great Debaters are similar in the
characteristics of the main character, protagonistsâ experiences, storyline and fictitious
elements. Even the two movies are similar in some aspects, they are both remarkable stories
that will open my eyes wide. Movies based on true stories are motivating and always concern
our real life. I like the both of the movies as they taught me important values. For instance,
the two movies inspire me to be more determined to achieve the goals in my life. Great
movies are the movies that could bring resonance with the audiences and further influence
them to be a better person. I do believe that I have a lot to learn when I watch movies based
on true stories.
6. 6
References
Beil, L. (2007, December 5). For Struggling Black College, Hopes of Revival. The New York
Times. Retrieved from:
http://www.nytimes.com/2007/12/05/education/05wiley.html?_r=1&
Boswell, E. (2008, January 5). 'The Great Debaters': Why Wasn't History Good Enough? The
Globe Newspaper. Retrieved from:
http://news.newamericamedia.org/news/view_article.html?article_id=bd4739cf29b29cb
13e297967e8a97a95
Hales, L. (2008, February 1). âThe Great Debatersâ: Challenging racism then & now.
Retrieved April 7, 2014, from Workers World website:
http://www.workers.org/2008/us/the_great_debaters_0207/
Questioning the story. (2014) Retrieved April 14, 2014, from Chasing the Frog website:
http://www.chasingthefrog.com/reelfaces/pursuitofhappyness.php