International Film Comparison Paper Watch Francois Truffaut’s classic 1959 film about adolescence The Four Hundred Blows. Then you may choose from one (1) of the four other films below. After watching The Four Hundred Blows and the film of your choice, use the knowledge you have learned thus far in class to compare and contrast the two films.Requirements · It will be up to you to come up with an argument that encompasses both films. · You will need to compare and contrast several elements of the films, developing a multi-perspective analysis of local, global, international, and communication issues throughout the films. · One other source besides Prince’s Movies and Meaning is required. You cannot cite IMDB or Wikipedia. Do some research on the director of your film. If you have time to watch another of his or her films, I encourage you. · You will then write a 3-4 double-spaced page paper that analyzes and exposes what you learned from the course about the given films. As your paper will analyze films directed/written by people from different countries, it is crucial to dissect how these filmmakers approach the elements of filmmaking to tell a narrative. Some of the elements to consider are, but not limited to: · Film Structure · Cinematography · Design · Editing · Acting · Sound · Genre · Visual effects Make sure you explain each component you choose in detail and defend your arguments with sources! Be sure to write your paper in APA format citing the text when necessary. Include an abstract, introduction, body paragraphs, conclusion and reference page. The paper will be submitted to the Turnitin Dropbox on Canvas. Criteria I will deduct points for poor grammar, informality of expression, and failure to comply with APA style. If you don’t have a manual, find an online style guide. Don’t be informal. You’re writing a paper, not a discussion. Don’t offer opinions that sound like social media posts. Writing, “Women on the Verge of a Nervous Breakdown had incredible performances!” will get you points knocked off. Use topic sentences. These are the first sentences of your paragraphs, the organizing ideas. For example: “Thanks to its use of deep focus and Walter Murch’s sound design, Apocalypse Now recreates the experience of barely surviving a war in Southeast Asia.” You must cite the Prince textbook and any relevant secondary sources. If you have seen movies to which you can compare The Four Hundred Blows and the other film of your choice, also cite them. Your paper will be richer if it demonstrates a familiarity with film as a cross-generational conversation. Access To watch these films, you may visit the FIU Libraries Resource page and click on the “Kanopy Streaming Videos” link. If you access Kanopy through the FIU Library, it is a free service. I suggest using your FIU log-in info again for easy remembering. Several public libraries have these films available for checkout on DVD or Blu-ray. Netflix, Amazon, and other stream ...

1. International Film Comparison Paper
Watch Francois Truffaut’s classic 1959 film about adolescence
The Four Hundred Blows. Then you may choose from one (1) of
the four other films below. After watching The Four Hundred
Blows and the film of your choice, use the knowledge you have
learned thus far in class to compare and contrast the two
films.Requirements
· It will be up to you to come up with an argument that
encompasses both films.
· You will need to compare and contrast several elements of the
films, developing a multi-perspective analysis of local, global,
international, and communication issues throughout the films.
· One other source besides Prince’s Movies and Meaning is
required. You cannot cite IMDB or Wikipedia. Do some
research on the director of your film. If you have time to watch
another of his or her films, I encourage you.
· You will then write a 3-4 double-spaced page paper that
analyzes and exposes what you learned from the course about
the given films.
As your paper will analyze films directed/written by people
from different countries, it is crucial to dissect how these
filmmakers approach the elements of filmmaking to tell a
narrative. Some of the elements to consider are, but not limited
to:
· Film Structure
· Cinematography
· Design
· Editing
· Acting
· Sound
· Genre

2. · Visual effects
Make sure you explain each component you choose in detail and
defend your arguments with sources!
Be sure to write your paper in APA format citing the text when
necessary. Include an abstract, introduction, body paragraphs,
conclusion and reference page. The paper will be submitted to
the Turnitin Dropbox on Canvas.
Criteria
I will deduct points for poor grammar, informality of
expression, and failure to comply with APA style. If you don’t
have a manual, find an online style guide.
Don’t be informal. You’re writing a paper, not a discussion.
Don’t offer opinions that sound like social media posts.
Writing, “Women on the Verge of a Nervous Breakdown had
incredible performances!” will get you points knocked off.
Use topic sentences. These are the first sentences of your
paragraphs, the organizing ideas. For example: “Thanks to its
use of deep focus and Walter Murch’s sound design, Apocalypse
Now recreates the experience of barely surviving a war in
Southeast Asia.”
You must cite the Prince textbook and any relevant secondary
sources. If you have seen movies to which you can compare The
Four Hundred Blows and the other film of your choice, also cite
them. Your paper will be richer if it demonstrates a familiarity
with film as a cross-generational conversation.
Access
To watch these films, you may visit the FIU Libraries Resource
page and click on the “Kanopy Streaming Videos” link. If you
access Kanopy through the FIU Library, it is a free service. I

3. suggest using your FIU log-in info again for easy remembering.
Several public libraries have these films available for checkout
on DVD or Blu-ray.
Netflix, Amazon, and other streaming services may offer them
too.
Films
Use IMDB or Wikipedia to read synopses.
· The Four Hundred Blows (1959), directed by Francois
Truffaut (REQUIRED).
Then choose one (1) of the following:
· Ivan’s Childhood (1962), directed by Andrei Tarkovsky
(Russia)
· Amarcord (1973), directed by Federico Fellini (Italy)
· The Wind Will Carry Us (1998), directed byAbbas Kiarostami
(Iran)
· Lady Bird (2017), directed by Greta Gerwig (United States)
Format
Your paper is to be written in an APA-Style format. This
includes the following:
· 12-point font
· Times New Roman font
· Double-spaced
· 1-inch margins
· cover page
· reference page
· in-text citations
For more detailed instructions and information on how to write

4. an APA-style paper, please visit the Purdue Online Writing Lab.
There is an extensive databank on how to incorporate in-text
citations, and properly format your references.
BEGINNINGS AND BEYOND: FOUNDATIONS IN EARLY
CHILDHOOD EDUCATION, 10TH EDITION
Ann Miles Gordon
Kathryn Williams Browne
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*
GUIDING CHILDREN’S BEHAVIOR
Chapter 7
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.

5. © 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*
LEARNING OBJECTIVES (SLIDE 1 OF 2)LO1 Demonstrate an
understanding of the factors that influence children’s
behavior.LO2 Compare and contrast guidance, discipline, and
punishment and their appropriate use.LO3 Identify practices
that promote a caring classroom through developmentally and
culturally appropriate guidance methods.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*

6. LEARNING OBJECTIVES (SLIDE 2 OF 2)LO4 Examine
effective guidance strategies that promote positive interactions,
social learning, and problem-solving skills.LO5 Become
familiar with strategies for helping children who have
challenging behaviors.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*
FIGURE 7-1 Each of the three components of the Guidance
Triangle influences the choice of guidance practice. (Source:
From Ann Gordon & Kathryn Williams Browne, Guiding Young
Children in a Diverse Society. Published by Allyn and Bacon,
Boston, MA. 1996 by Pearson Education.)
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for

7. use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*
FACTORS THAT AFFECT BEHAVIORNature and Nurture5
factorsDevelopmental Environmental Individual Emotional and
SocialCultural
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*
STRATEGIES FOR GUIDING DUAL-LANGUAGE
LEARNERSPre- and in-service training dealing with
maintaining home language and scaffolding English Have a
teacher who speaks the home languageEncourage teachers to
learn the languageAsk families to assist
© 2017 Cengage Learning. All Rights Reserved. May not be

8. copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*
WHAT IS GUIDANCE?An ongoing system of adults helping
manage their impulses express feelings channel frustration solve
problems learn the difference between acceptable
and unacceptable behaviorInductive guidanceSimilar to
discipline
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*

9. WHAT IS PUNISHMENT?Punishment: a consequence of
inappropriate behavior and a power-assertive technique that
relies on children’s fears rather than on reasoning and
understanding
Importance of self-discipline
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*
Figure 7-5 Positive guidance encourages children’s interaction
and involvement; punishment is usually something that is done
to a child.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
Differences Between Positive Guidance and PunishmentPositive
GuidancePunishmentEmphasizes what the child should do
Emphasizes what the child should not doIs an ongoing processIs

10. a one-time occurrenceSets an example to followInsists on
obedienceLeads to self-controlUndermines independenceHelps
children changeIs an adult releaseIs positiveIs negativeAccepts
the child’s need to assert selfMakes children behaveFosters the
child’s ability to thinkThinks for the childBolsters self-
esteemDefeats self-esteemShapes behaviorCondemns
misbehavior
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*
THE LANGUAGE OF GUIDANCE AND

11. DISCIPLINEVoiceTalk normallyWordsFewer words, the
betterBody LanguageAware of body height and
positionAttitudeThink about your own past experiences
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*
PROMOTING A CARING CLASSROOM COMMUNITY
(SLIDE 1 OF 2)Developmentally appropriate guidanceWhat is
known about the child?What is known about the age
group?Culturally appropriate guidanceClash between home and
school discipline techniques
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.

12. *
PROMOTING A CARING CLASSROOM COMMUNITY
(SLIDE 2 OF 2)Behavior modelsConsistencyRealistic
expectationsActively observePreventing misbehaviorIndirect
guidance
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*
Figure 7-7 Climb the Guidance Ladder to use the strategy that is
the least intrusive necessary, moving from the “hands-off”
approach to those that require more adult intervention.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.

13. © 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
Have students role play this ladder
*
THE GUIDANCE LADDER (SLIDE 1 OF 3)Ignoring behavior
For less seriousActive listening and “I” messagesClarify and
reflectReinforcementPositive reinforcementRedirection and
distractionChange to a more acceptable activity
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*
THE GUIDANCE LADDER (SLIDE 2 OF 3)Giving children
choicesBe prepared to accept the answerSetting limitsLimits:
boundaries set to show appropriate behaviorActive problem

14. solvingOpen-ended questionsNatural and logical
consequencesTake responsibility for self
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*
THE GUIDANCE LADDER (SLIDE 3 OF 3)Time outRemoving
childCareful to not misusePhysical interventionPrevent injury to
child or property
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*

15. BEHAVIOR THAT IS CHALLENGINGSee and hear the
uniqueness in every childBuild caring relationships with
children and their familiesMake observationsModify the
classroom and scheduleTeacher attention and language
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
*