Differences between +a freely-joined and a born-into culture
+
+
+
15 Slides that +clearly demonstrate the differences
+
+
+
+
+
+
+
Title Slide
+Reference slide
+
+
+
each slide to have a +meaningful subtitle
+each slide to bullet +list
+3-5 points per slide
+Use sub-bullets for +sub points
+
+
+
Adjust font, keep +above 20
+
+
+
Images
+White space
+
+
+
Notes:
+Billy is the long +hair dude
+
+
+
Easy Rider
+Joined community of +drug trafficking?
+23:00 Drugs and +travel and enjoy it
+Before that, there +was the man and his family what with the flat tire
+30:00 Hippy Commune
+44:00 Jailed – +Lawyer dude helps them out and goes with
+1h:09 They leave +the food stand where everyone was giving them crap
+People born into +the country life
+VS people who go +free
+1:16 Brothel
+1:32 Shotgun, billy +is shot, then other guy Wyatt
+
+
+
+
+
---------------------------------------------------------
+Mocking bird
+7:00 – farmer +pays in food. Addicus is to old for tackel
+13:00 – Born into +this quite hick town
+14:00 – Will give +watch to son (Jem). Customary. Tradition is big.
+~20:00 Kids +somewhat rebel and bother the people they aren’t supposed ta +(Radley)
+People are born +into poverty?
+34:00 Scout is in a +dress
+Scout is born to +female culture, but clearly desires the freedom to be man-like
+36:00 Walter born +into extra poverty compared to scouts family
+Go hunting in +their spare time
+Unknown when +having roast.
+Yet, both consider +themselves poor
+43:00 Shoots dog
+47:00 Called a +nigger lover – Black folk are born into a culture. Erwell said +this.
+51:00 born into a +culture of not fighting
+1:02 men come to +kill black man. Mob conformity
+1:31 Black man +feels sorry for white woman. Prosecution questioned him, “you felt +sorry for her? A white woman?”
+1:34 Woman accuses +black man for raping her. Why? Because she’s ashamed of having +kissed a black man. Born in culture.
+1:36 Assumptions +that all negroes lie; all negroes are basically immoral beings; all +negro men are not to be trusted around our women;
+in the court negros +are on the belcony
+1:50 The guy who +beat his daughter. Came by to spit in Finch’s face. Told a black +man to go fetch Mr. Finch. The blackman aquest
++
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
---------------------------------------------------------------------------------------
+Mehbe this should be +redone into scenes. The title can be the scene. The points will be +differences.
+
+
+
Title Page
+
+
+
1 When it’s a +choice
+1 The main +characters choose to go beyond the simple life. Become drug runners.
+2 People happily +work hard. The Farmer at the beginning choose family over california
+3 +
+
+
+
2 Sense of Freedom
+1 Hippy commune. +They all seem rather happy.
+2 The cafe, they +all seem rather miserable. Lashing out at the free folk.
+3
+3 Higher pleasure
+1 Farmer at the +beginning. Large family. Able to work on his own.
+2 The men at the +end can’t stand it so much they kill the main characters
+3
+4 Sense of +conformaty
+1 Men at the cafe +are all conformed to each other. Hate the long haired men
+2 Jailed by people +just for trying to go through a parade
+3
+
+
+
+
+
5 Traditions +
+1
+2
+3
+4
+6 +
+1
+2
+3
+4
+7
+1
+2
+3
+4
+8
+1
+2
+3
+4
+9
+1
+2
+3
+4
+10
+1
+2
+3
+4
+11
+1
+2
+3
+4
+12
+1
+2
+3
+4
+13
+1
+2
+3
+4
+
+
+
References
+
+
+
General ripper is +the big bad dude
+
+
+
General Buck +Turgidson is the gruff sounding one
+
+
+
+
+
+
+
8 discrepancies +between verbal and non-verbal comm
+1 +
+Context: The +president calls the premier that. While saying everything is fine, he +fumbles with his hands on the desk and chukkels. +
+How does it reflect +discrepancy: The president is clearly nervous, despite his voice +saying fine.
+
+
+
2
+Context 46:30 +General Ripper sits down and puts his arm around Mandrake to explain +to him about the fluids.
+How does it reflect +discrepancy: Mandrake is clearly unnerved by Ripper doing this, but +Ripper is actually crazy and is not trying to intimidate Mandrake.
+
+
+
3
+Context: While +General Ripper is explaing the water thing to Mandrake, Mandrake +starts laughing, while also shaking and holding himself tight.
+How does it reflect +discrepancy: While Mandrake is laughing, due to his other non-verbal +communication, he is clearly terrified.
+
+
+
4
+Context: Mandrake +asks Ripper about when he devloped his crazy theories.
+How does it reflect +discrepancy: Mandrake clearly doesn’t care about Ripper’s +theories, he’s just trying to get him to stop firing, and is +clearly frightened.
+
+
+
5
+Context: After +Ripper’s men surrender. Mandrake tells him that his men must have +been thinking of him. +
+How does it reflect +discrepancy: Mandrake is clearly nervious and someone who wasn’t +crazy would have noticed that Mandrake trying to calm Ripper.
+
+
+
6
+Context: General +Turgidson says that we all should bow our heads in prayer. Whean +leading the prayer, he looks up to address the lord.
+How does it reflect +discrepancy: Turgidson looks up to start to the lord. +
+
+
+
7
+Context: (CHECK!!!!) +General Turgidson starts getting excited and cheering about the +posibility of a good piolet making a bomb land.
+How does it reflect +discrepancy: The discrepancy is shown when he chokes on himself as he +realizes what’s going on and simply says “yeah”
+
+
+
+
+
+
+
+
+
8
+Context: Kong +vocalizes that he’s going to go try to make the bomb drop. He’s +going to get the bay doors open. Earlier he vocalizes contempt for +the nuke.
+How does it reflect +discrepancy: He rides the bomb down. The crew think he’s just +opening the doors. Also cheering.
+
+
+
+
+
8 examples showing +impact of non-verbal
+
+
+
+
+
+
+
1
+Context: 22:32 +Ripper removes a file and exposes a gun with a sour look on his face. +Clearly a threat to Mandrake.
+How does it show the +impact: Mandrake realizes what’s going on and gets a dour look on +his face. He realizes that he is now in danger. He also directly asks +if he is being threatened.
+
+
+
2
+Context 39:00 +Soldiers approach the airbase. The defenders of the airbase fire upon +them.
+How does it show the +impact: The approaching soldiers start returning fire and assalt the +base. +
+
+
+
3
+Context: 44:45 The +Russian ambassador is talking on the phone. His voice starts to shake +and he has a fearful look on his face. He explains that it is a +Russian dooms day device.
+How does it show the +impact: Everyone becomes concerned. Vocally and facial concern. +General Turgidson is an obvious exception. Doesn’t appear to +believe it.
+
+
+
4
+Context: 47:00 After +talking to Mandrake about the water, bullets fire into Ripper’s +room. +
+How does it show the +impact: The impact is that it tells Ripper that he needs to get a +weapon and fire back.
+
+
+
5
+Context: When Ripper +returns fire at 54:00.
+How does it show the +impact: The attacking soldiers realize that things are serious and +mount an even heavier assault.
+
+
+
6
+Context Ripper walks +into the bathroom, puts a towel around his neck, a gun fires, and +something drops to the floor.
+How does it show the +impact: Maxwell clearly wasn’t expecting that. He responds by +suddenly staring at the door. It makes us realize he likely shot +himself.
+
+
+
7
+Context: After +Mandrake figures out the code, a Colonol shows up and points his +weapon at Mandrake.
+How does it show the +impact: The impact is shown as Mandrake starts doing what the colonol +wants, despite that Colonol never verbally threatened him.
+
+
+
+
+
8
+Context
+How does it show the +impact
+ + \ No newline at end of file diff --git a/school_essays/essays/Discrepancy_Of_Verbal_non-Verbal_CommunicationNotes.odt b/school_essays/essays/Discrepancy_Of_Verbal_non-Verbal_CommunicationNotes.odt new file mode 100644 index 0000000..ceda178 Binary files /dev/null and b/school_essays/essays/Discrepancy_Of_Verbal_non-Verbal_CommunicationNotes.odt differ diff --git a/school_essays/essays/GreenJAss2Capstone.ods b/school_essays/essays/GreenJAss2Capstone.ods new file mode 100644 index 0000000..09b9141 Binary files /dev/null and b/school_essays/essays/GreenJAss2Capstone.ods differ diff --git a/school_essays/essays/Group_Dynamics_as_Seen_in_Films.html b/school_essays/essays/Group_Dynamics_as_Seen_in_Films.html new file mode 100644 index 0000000..7a2d0ff --- /dev/null +++ b/school_essays/essays/Group_Dynamics_as_Seen_in_Films.html @@ -0,0 +1,268 @@ + + + + +GROUP
+ DYNAMICS
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
Group +Dynamics as Seen in Films
+Joseph +J. Green
+Northern +Arizona University
+
+
+
+
+
+
Group +Dynamics as Seen in Films
+Among +the films Primary, Judgement at Nuremberg, and The Manchurian +Candidate, we see an example of many different types of groups and +their evolutions. First we will look at a brief summary of each film, +then we will see many key concepts of group dynamics are found in +each film, and finally we will try to look at how the theories of +group dynamics relate to each film.
+In +Primary we take a look at what it is like to be a candidate running +in the presidential primary elections. Specifically, we look at the +1960’s battle between John F. Kennedy and Hubert Humphrey for the +primary vote in Wisconsin, which ultimately results in a win for +Kennedy. With what we are shown of Humphrey, it appears that he takes +a dictator-like approach to tending to matters of his campaign, and +Kennedy seems to take a more democratic approach where he requests +people to do their best as opposed to telling them how to do their +jobs. The main groups we have in this film are the public groups who +support each candidate, the voting population as a whole, and the +members of the two campaigns.
+Judgement +at Nuremberg takes us to a couple years after the end of World War +II. A tribunal is formed to determined the fate of four judges who +were in power during Hitler’s reign who did, not only nothing to +stop it, but actively helped create the situation that was the +horrors of Nazi Germany. The main question on trial was, do we punish +those who were following orders and laws they knew to be unjust at +the time? The four men on trial were, Dr. Ernst Janning, Emil Han, +Werner Lampe, and Friedrich Hofstetter with Chief Judge Dan Haywood +presiding. Interesting groups to note are, the tribunal as a whole, +the defendants, the judges, and the plaintiff and defendant.
+The +Manchurian Candidate starts off with a group of soldiers in Korea who +get captured, transported to the Manchu region, and brainwashed. One +man in particular is brainwashed to be a sleeper agent of sorts, a +person who has had h{is,er} mind so invaded that special codes can be +used to control h{im,er} and (s)he’ll be powerless to stop it, or +even know that it happens. In this case that person is Raymond Shaw. +The rest of the group is brainwashed to promote this man and retell +his deeds of saving his platoon, except for two men, from a prisoner +of war camp and eliminating an entire Chinese platoon in the process. +However, in reality, he was programed to kill the two men who didn’t +make it back, and he is used as a weapon in America to aid the spread +of Communism. This film has many interesting groups. However, unlike +the other two films, this film mostly focuses on two person groups. +The only notable exceptions are the communist group and the Army.
+In +all of these films we see many key concepts of group dynamics. The +first is that groups have their own nature, or entity. That is, there +are many individuals that make up a group, but a group is its own +creature as well. The group also, over time, normalizes where the +extreme opinions are removed and the individuals are brought to a +general agreement on matters at hand. We see this come out strongly +in Primary when simply comparing the two camps. When we see people +Humphrey tries to support, the group tends to be quite and looking to +him for leadership. In the case of Kennedy, we see that there is this +group of people who are more lively, particularly with the songs they +sing. Yet, at the same time, when we see the general public talk +about votes, that is, the combination of both camps, there is a super +group more concerned about what the actual result of this vote will +be for the nation, and if their leader should or should not be a god +fearing man. +
+We +also see it in Judgement at Nuremberg as the defendants, the +prosecution and defense, and the judges all have their initial +feelings about the case. Over time, these three groups normalize and +change with each other. The defendants start to feel like they have +been bad people and deserve punishment, the prosecution and defense +begin to settle down to where both don’t feel so strongly about +their side of the case anymore, and the judges too come to their +conclusions along with a dissenting opinion. After this, the tribunal +as a whole started to come around to the idea that these men should +be punished, but it might not be in the best interest to the nations +of the west to put Germany’s leaders in prison.
+The +Manchurian Candidate is a bit trickier. We really only have two large +groups, the Army and the Communist conspirators. Neither one being +particularly well detailed throughout the film. Major Bennett Marco, +a member of the captured platoon, had been having nightmares for some +time which were revealing the truth about his time in Korea. When he +started talking to the Army about it, the Army looked into Shaw’s +history and found nothing. Ultimately, the Army believed that the +Major was simply suffering from some sort of shell shock. PTSD wasn’t +a well known issue at the time, but it wasn’t uncommon for soldiers +to suffer after high stress combat and for others to recognize that +there is a problem. Even the Major himself believed it, and while it +may have been wrong, this group made a judgement. However, like the +other two films, the Army did start to see the truth when presented +with new information, such as another soldier starting to report +dreams that were the same as the Majors, and eventually the group +came together to accept that Shaw may be some sort of sleeper agent. +The communist side seemed to have even less description than the +Army. They mostly represented an evil villain for the movie to use as +the big bad guy. The only real group dynamic they seemed to have was +forcing thoughts of group dynamics into the minds of the captured +soldiers, aside from that, they were portrayed little more than as an +unrealistic evil.
+All +of these films seem to play into some of the theories of group +dynamics, In particular, Bruce Tuckman’s theory of group +development and Kurt Lewin’s field theory behavior. Tuckman found +that every group goes through a series of five stages. Forming, +getting people together and figure out the goals, storming, everyone +pushes opinions and seek status within the group, norming, where +group norms are developed, performing, the actual actions, and +Adjourning, a wrap up and abolishment of the group (Forsyth, 2010; +Smith, 2005). This was somewhat touched on when describing the key +concept of groups ultimately coming to a common ground, but there is +more to it than just an average. Lewin’s theory found that people +are a function of their individual personality and their social +environment. Basically, people are heavily influenced by their social +environment.
+In +Primary, we start off with the groups already formed. Both Humphrey +and Kennedy have their own campaign staff who’ve been, presumably, +working with them for quite some time outside the state of +Washington. However, we can still see the results of some of the +stages. It’s clear that the respective groups were formed for the +purposes of convincing the public to vote for their candidate. We do +see some storming actively happen as Kennedy supports the opinions of +some of his staff and to let them do as they do, and with Humphrey +squashing an idea or two and demanding things go the way that he +says. This also plays into norming and performing quite well as both +candidates continue to do this throughout the film. Finally, at the +end of the film, they do adjourn, at least in part. They stop their +campaigning in Wisconsin, and plan to campaign and win other states. +More interestingly, the public who were part of each respective camp +seemed to go through their own stages as they form to support their +candidates, applause in unison, and sing their songs.
+Judgement +at Nuremberg, however, showed the whole process. Judges were sought +from all around to preside over the case until Haywood finally +accepted. He, along with other judges, the defense and prosecution, +and the defendants all came together to form the tribunal. Opinions +are taken from the prosecution, defense, and the defendants right at +the start of the trial. It would appear that court cases are an +amazing place to see group dynamics in action from start to finish. +Norms came to terms as the defense and prosecution started to relax a +bit, the defendants started to come to terms with the horrors they +assisted in, and even the judges, though the judges already had +fairly well defined terms on how to act well before this trial was to +take place. As for performing, everyone seems to perform their roles +as excepted of a tribunal until Dr. Janning makes his speech that +effectively admits his own guilt along with the other defendants. +After that, the trial has come to a close, sentences are carried out, +and everyone else returns home.
+In +The Manchurian Candidate, the group is already formed. An army +platoon, but what’s interesting is that after they are brainwashed, +they, in a way, become a completely different group. All the soldiers +aside from Shaw were programmed to revere him and tell everyone how +much they reverie him, and to confirm his exploits of heroism. Also, +what’s interesting, is that this isn’t a group that occurred by +people getting together in any natural way, such as friends, or +specific way, such as a court room. This is a group that didn’t +exist, yet was imprinted to the minds of people who do exist. +Creating the group, and its dynamics, but non-voluntarily. Being that +the film is about a bunch of people who are being manipulated, the +stages are all forced. In a way, the stages don’t exist, just the +results of having had the stages. Forming, storming, norming, and +performing are all controlled by the communists. Adjourning was the +only stage that had any reality, which was merely a result of +soldiers being allowed to return home.
+These +three films show many concepts and theories of the field of group +dynamics. Though, they all seem to get to that point in different +ways. Primary was a bit of a concept of a dictatorial vs a democratic +group, Judgement at Nuremberg set up a group which would decide, as a +whole, the fate of four men, and The Manchurian Candidate took a +radically different approach by, quite literally, forcing the +existence of a group upon unknowing and unwilling people. Group +dynamics can be found in any gathering of humans. In fact, it’s so +natural, that films are written about it with likely no knowledge of +doing so.
+
+
+
+
+
+Resources
++Forsyth, D. +(2010). Introduction to Group Dynamics. 5th ed. Wadsworth +Publishing, pp.14-29, 47-52.
++Johnson, D. and +Johnson, F. (2016). Joining Together: Group Theory and Group +Skills. 12th ed. Pearson, pp.1-45.
++Rcgd.isr.umich.edu. +(n.d.). Research Center for Group Dynamics: History. +[online] Available at: http://rcgd.isr.umich.edu/history/ [Accessed 4 +Jun. 2018].
++Smith, M. +(2005). bruce w. tuckman - forming, storming norming and +performing in groups. [online] People.vcu.edu. Available at: +http://www.people.vcu.edu/~albest/woodbadge/SR917/Planning/CDDC/Team%20Building%20Ideas/Tuckman%20More%20Form%20Storm%20Norm%20Perform.pdf +[Accessed 4 Jun. 2018].
+
+
+
GROUP
+ DYNAMICS
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
Group +Dynamics as Seen in Films
+Joseph +J. Green
+Northern +Arizona University
+
+
+
+
+
+
Group +Dynamics as Seen in Films
+Among +the films Primary, Judgement at Nuremberg, and The Manchurian +Candidate, we see an example of many different types of groups and +their evolutions. First we will look at a brief summary of each film, +then we will see many key concepts of group dynamics are found in +each film, and finally we will try to look at how the theories of +group dynamics relate to each film.
+In +Primary we take a look at what it is like to be a candidate running +in the presidential primary elections. Specifically, we look at the +1960’s battle between John F. Kennedy and Hubert Humphrey for the +primary vote in Wisconsin, which ultimately results in a win for +Kennedy. With what we are shown of Humphrey, it appears that he takes +a dictator-like approach to tending to matters of his campaign, and +Kennedy seems to take a more democratic approach where he requests +people to do their best as opposed to telling them how to do their +jobs. The main groups we have in this film are the public groups who +support each candidate, the voting population as a whole, and the +members of the two campaigns.
+Judgement +at Nuremberg takes us to a couple years after the end of World War +II. A tribunal is formed to determined the fate of four judges who +were in power during Hitler’s reign who did, not only nothing to +stop it, but actively helped create the situation that was the +horrors of Nazi Germany. The main question on trial was, do we punish +those who were following orders and laws they knew to be unjust at +the time? The four men on trial were, Dr. Ernst Janning, Emil Han, +Werner Lampe, and Friedrich Hofstetter with Chief Judge Dan Haywood +presiding. Interesting groups to note are, the tribunal as a whole, +the defendants, the judges, and the plaintiff and defendant.
+The +Manchurian Candidate starts off with a group of soldiers in Korea who +get captured, transported to the Manchu region, and brainwashed. One +man in particular is brainwashed to be a sleeper agent of sorts, a +person who has had h{is,er} mind so invaded that special codes can be +used to control h{im,er} and (s)he’ll be powerless to stop it, or +even know that it happens. In this case that person is Raymond Shaw. +The rest of the group is brainwashed to promote this man and retell +his deeds of saving his platoon, except for two men, from a prisoner +of war camp and eliminating an entire Chinese platoon in the process. +However, in reality, he was programed to kill the two men who didn’t +make it back, and he is used as a weapon in America to aid the spread +of Communism. This film has many interesting groups. However, unlike +the other two films, this film mostly focuses on two person groups. +The only notable exceptions are the communist group and the Army.
+In +all of these films we see many key concepts of group dynamics. The +first is that groups have their own nature, or entity. That is, there +are many individuals that make up a group, but a group is its own +creature as well. The group also, over time, normalizes where the +extreme opinions are removed and the individuals are brought to a +general agreement on matters at hand. We see this come out strongly +in Primary when simply comparing the two camps. When we see people +Humphrey tries to support, the group tends to be quite and looking to +him for leadership. In the case of Kennedy, we see that there is this +group of people who are more lively, particularly with the songs they +sing. Yet, at the same time, when we see the general public talk +about votes, that is, the combination of both camps, there is a super +group more concerned about what the actual result of this vote will +be for the nation, and if their leader should or should not be a god +fearing man. +
+We +also see it in Judgement at Nuremberg as the defendants, the +prosecution and defense, and the judges all have their initial +feelings about the case. Over time, these three groups normalize and +change with each other. The defendants start to feel like they have +been bad people and deserve punishment, the prosecution and defense +begin to settle down to where both don’t feel so strongly about +their side of the case anymore, and the judges too come to their +conclusions along with a dissenting opinion. After this, the tribunal +as a whole started to come around to the idea that these men should +be punished, but it might not be in the best interest to the nations +of the west to put Germany’s leaders in prison.
+The +Manchurian Candidate is a bit trickier. We really only have two large +groups, the Army and the Communist conspirators. Neither one being +particularly well detailed throughout the film. Major Bennett Marco, +a member of the captured platoon, had been having nightmares for some +time which were revealing the truth about his time in Korea. When he +started talking to the Army about it, the Army looked into Shaw’s +history and found nothing. Ultimately, the Army believed that the +Major was simply suffering from some sort of shell shock. PTSD wasn’t +a well known issue at the time, but it wasn’t uncommon for soldiers +to suffer after high stress combat and for others to recognize that +there is a problem. Even the Major himself believed it, and while it +may have been wrong, this group made a judgement. However, like the +other two films, the Army did start to see the truth when presented +with new information, such as another soldier starting to report +dreams that were the same as the Majors, and eventually the group +came together to accept that Shaw may be some sort of sleeper agent. +The communist side seemed to have even less description than the +Army. They mostly represented an evil villain for the movie to use as +the big bad guy. The only real group dynamic they seemed to have was +forcing thoughts of group dynamics into the minds of the captured +soldiers, aside from that, they were portrayed little more than as an +unrealistic evil.
+All +of these films seem to play into some of the theories of group +dynamics, In particular, Bruce Tuckman’s theory of group +development and Kurt Lewin’s field theory behavior. Tuckman found +that every group goes through a series of five stages. Forming, +getting people together and figure out the goals, storming, everyone +pushes opinions and seek status within the group, norming, where +group norms are developed, performing, the actual actions, and +Adjourning, a wrap up and abolishment of the group (Forsyth, 2010; +Smith, 2005). This was somewhat touched on when describing the key +concept of groups ultimately coming to a common ground, but there is +more to it than just an average. Lewin’s theory found that people +are a function of their individual personality and their social +environment. Basically, people are heavily influenced by their social +environment.
+In +Primary, we start off with the groups already formed. Both Humphrey +and Kennedy have their own campaign staff who’ve been, presumably, +working with them for quite some time outside the state of +Washington. However, we can still see the results of some of the +stages. It’s clear that the respective groups were formed for the +purposes of convincing the public to vote for their candidate. We do +see some storming actively happen as Kennedy supports the opinions of +some of his staff and to let them do as they do, and with Humphrey +squashing an idea or two and demanding things go the way that he +says. This also plays into norming and performing quite well as both +candidates continue to do this throughout the film. Finally, at the +end of the film, they do adjourn, at least in part. They stop their +campaigning in Wisconsin, and plan to campaign and win other states. +More interestingly, the public who were part of each respective camp +seemed to go through their own stages as they form to support their +candidates, applause in unison, and sing their songs.
+Judgement +at Nuremberg, however, showed the whole process. Judges were sought +from all around to preside over the case until Haywood finally +accepted. He, along with other judges, the defense and prosecution, +and the defendants all came together to form the tribunal. Opinions +are taken from the prosecution, defense, and the defendants right at +the start of the trial. It would appear that court cases are an +amazing place to see group dynamics in action from start to finish. +Norms came to terms as the defense and prosecution started to relax a +bit, the defendants started to come to terms with the horrors they +assisted in, and even the judges, though the judges already had +fairly well defined terms on how to act well before this trial was to +take place. As for performing, everyone seems to perform their roles +as excepted of a tribunal until Dr. Janning makes his speech that +effectively admits his own guilt along with the other defendants. +After that, the trial has come to a close, sentences are carried out, +and everyone else returns home.
+In +The Manchurian Candidate, the group is already formed. An army +platoon, but what’s interesting is that after they are brainwashed, +they, in a way, become a completely different group. All the soldiers +aside from Shaw were programmed to revere him and tell everyone how +much they reverie him, and to confirm his exploits of heroism. Also, +what’s interesting, is that this isn’t a group that occurred by +people getting together in any natural way, such as friends, or +specific way, such as a court room. This is a group that didn’t +exist, yet was imprinted to the minds of people who do exist. +Creating the group, and its dynamics, but non-voluntarily. Being that +the film is about a bunch of people who are being manipulated, the +stages are all forced. In a way, the stages don’t exist, just the +results of having had the stages. Forming, storming, norming, and +performing are all controlled by the communists. Adjourning was the +only stage that had any reality, which was merely a result of +soldiers being allowed to return home.
+These +three films show many concepts and theories of the field of group +dynamics. Though, they all seem to get to that point in different +ways. Primary was a bit of a concept of a dictatorial vs a democratic +group, Judgement at Nuremberg set up a group which would decide, as a +whole, the fate of four men, and The Manchurian Candidate took a +radically different approach by, quite literally, forcing the +existence of a group upon unknowing and unwilling people. Group +dynamics can be found in any gathering of humans. In fact, it’s so +natural, that films are written about it with likely no knowledge of +doing so.
+
+
+
+
+
+Resources
++Forsyth, D. +(2010). Introduction to Group Dynamics. 5th ed. Wadsworth +Publishing, pp.14-29, 47-52.
++Johnson, D. and +Johnson, F. (2016). Joining Together: Group Theory and Group +Skills. 12th ed. Pearson, pp.1-45.
++Rcgd.isr.umich.edu. +(n.d.). Research Center for Group Dynamics: History. +[online] Available at: http://rcgd.isr.umich.edu/history/ [Accessed 4 +Jun. 2018].
++Smith, M. +(2005). bruce w. tuckman - forming, storming norming and +performing in groups. [online] People.vcu.edu. Available at: +http://www.people.vcu.edu/~albest/woodbadge/SR917/Planning/CDDC/Team%20Building%20Ideas/Tuckman%20More%20Form%20Storm%20Norm%20Perform.pdf +[Accessed 4 Jun. 2018].
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TITLE
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Title +of Paper
+Sub +Title
+Joseph +J. Green
+Northern +Arizona University
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+
+Write a 1500- to 2000-word +analysis comparing and contrasting how key concepts and theories of +group dynamics are illustrated in the three films.
+
+
+
Intro
+1 +Brief overview of the films
+1 +Primary
+Kennedy +and Hubert Humphrey
+Win +the primary of the1960 Wisconsin primary
+They +both had staff to help them. Humpfrey took a more dicator-like stance
+Kennedy +took a more democratic stance.
+Groups +include, both side’s staff. The two pubic camps.
+2 +Judgement at Nuremberg
+A +couple years after the end of World War II. An American judge +persides and judges the fate of judges who were compliant with +Hitler.
+Dr. +Ernst Janning
+Emil +Hahn
+Werner +Lampe
+Friedrich +Hofstetter
+Groups +include, the entire tribunal, judges, audience, defendants, pantiff, +defendants.
+3 +The Manchurian Candidate
+A +group of soldiers are caputred in Korea. They end up in the Manchu +region where Russians brainwash them all, and turn one of them into a +sleeper agent.
+Groups +include, communists uncovered in the dreams
++ Many two person groups (fill in later)
+Army
+Soldiers
+His +mother and step father
+His +mother and step father’s oppnent and opponent’s daughter
+
+
+
2 +Key concepts
+Groups +have their own nature
+Groups +end up in a middle ground, choping off extreme viewpoints
+People +can be replaced or added to groups with little effect.
+Motivations +and emotions
+3 +Theories
+Bruce +Tuckman’s theory of group development (NATURE_OF_GROUP)
+Groups +go through a series of five stages --- Who is this guy again?
+Forming +– figure out what they need to do, get together
+Storming, +everyone pushes their opinions and try to find status in the group
+norming +– norms are developed. Upper and lower extremes of individual +opinion are cut off until the group finds a nice middle ground. +
+Performing +– where real performance gains and accomplismenets of tasks happen
+Adjourning +– The groups have finished it’s tasks and wraps up the purpose of +the grou and evenutally dissolves. (Smith, 2007)
+1 +Norming
+The +songs
+Performing
+Speeches
+Adjourning
+Leave +and go to another state
+2 + Forming
+Find +people to perside over the case. Get everyone together.
+Storming
+Get +the basic oppinion from each side
+Norming
+Captin +is formal
+Judge +requests informality
+Captin +submits
+Judge +doesn’t want servants.
+Senator +says he does, for sake of the servants
+Judge +aquests
+Performing
+prosecution +and defense do their roles. Judges do their roles. Sentences and +context are executed, disstening opinion read.
+Adjourning
+3 +Forming – Military group. Get’s captured. Forcefully formed.
+Storming +– The commy group pushes their opinions into these peoples heads
+Norming +– They set it up for it to be normal for everyone to like the main +guy
+Performing +– Everyone says how much they loved the guy and how he deserved a +medal of honor, AND that the guy did the horic acts of mowing down an +entire chineese platoon
+Adjourning +– This wasn’t really done, other than the guy killing himself.
+
+
+
Kurt +lewins field theory behaviour is a function of the person and the +social environment Social environment that a person within a group +finds himself in has a dramatic affect on a person’s +behaviour(NATURE_OF_GROUP)
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+
+
outro
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Group +norms develop over time until individual members accept a general +average of what the group thought.
+Muzafer +Sherif found with agroup of individuals in an expiriment where they +tried to judge the distance a spec of light had moved, had widely +varying opinions, but over time the group came to a common ground. +Even spoken to individually after the fact, they people stuck with +what the group thought. Even if the expiriment was explained to them, +they continued to stick with the group thik.
+Members +of a group are replaceable. When new memebers are introduced, they +may have different thoughts, but over time, come to agree with the +group.
+ +http://rcgd.isr.umich.edu/history/
+https://blogs.cornell.edu/info2040/2015/11/20/autokinetic-effect-and-social-norms/
+
+
+
+
+
People +have different opinions, but come to a middle ground after a while.
+
+
+
==============================Primary
+General +notes
+Group +of people watching presidental candidate (Kennedy)
+singing +together. Before 5th minute
+People +are quiet during Kennedy speech 5:00
+Shaking +everyone’s hands on the way out.
+Group +of according playing 0700
+applause +begins applause 0800
+Humpfry +kissing hands and shaking babies
+Humpfry +talking about caring about agriculture, influences negative +connotations to the other group (his opponents) on their level of +dedication to agriculture. 21:00
+Someone +laughs, everyone joins in a bit and applauses.
+Try +to make people leaugh “They like to see me squirm” (about asking +tough questions)
+Humpfry +talks to his people. Telling them to make sure they are doing things +in a specific way. Humpfry is unquestionably the boss. 23:00
+Everyone +is subbordinate. Telling woman what to do.
+Kennedy +suggesting that the people figure things out themselves 26:00
+Kennedy +team seems to push towards people thinking on their own
+Kennedy +team has a catchy song – chanting about voting for him – using +the song “High Hopes” by Frank Sinatra with some altered lyrics
+Crowd +seems to split appart for Kennedy 29:00
+Kennedy +is very “we” focused instead of “I” focused 34:00
+Kennedy +is catholic, and we’re catholic too, I think that has a lot to do +with it 39:00
+Other’s +say, they’d prefer a god fearing man
+Other’s +say, religion should stay out of politics. 39
+Both +camps have confirmation bias. They both believe, without a doubt, +that their candidate will win 40:00
+Groups +are large. Every member doesn’t know every other member.
+Humpfry +folks feel great in the early results
+Kennedy +folks clearly look nervous and defeated in the early results
+City +votes comes out and knocks Humpfry over. 2:1 Kennedy
+The +people all believed their group, despite their earlier confidence.
+Rural +and city folk prefer different sides. Kennedy for city, Humpfrey for +rural, rual has little say in presidential matters
+Hubert +HUMPHREY
+
+
+
=======================Judgment +At Nuremberg===================
+
+
+
+
+
Person +complains of horn, other joins in.
+Judge +Haywood talks to Harrison. Harrison is a captin from West Point. +Haywood tells him that he feels uncomfortable with all the formality. +Requests a bit of informality. Harrison accepts a middle ground and +calls him “Judge”
+“and +all this formality kinda gets me down a little” 0934
+
+
+
Judge +says having three servents makes him feel like a fool. The Senator +mentions that it helps them too, they’re able to eat, and the judge +accepts. 10:00
+
+
+
16:00
+People +on trial answer not-guilty
+25:00
+The +defense has made their statement. Proc and Def are of different +oppinions. Proc says these people failed to administer true justice +(as judges), Def said that they are not responsible for the laws in +their country, only to uphold them. Judge Haywood doesn’t know what +to think.
+
+
+
Nazism +itself. People feel into each other.
+Judges +fall into doing their job, group think
+Dr +Wieck 42:00 – Swore to the “Servant Loyalty Oath of 1934” +Because everyone did, it was mandatory. He also renouced his position +as a judge to avoid wearing the swashtika. Yet, still took the oath. +An oath that allowed Hitler to gain such power.
+52:00 +Servants. What could we do?
+1:03 +– Mr. Rudolph Petersen admited to being sterilized. A nurse who +said she was against it prepared him. A Dr. who said he was against +it, did it anyway.
+1:13 +Max mentioned how the American people don’t care anymore. With the +war over (for two years), focus was shifted elsewhere quickly.
+1:19 +The colonel lumps all germans as guilty for the crime of just trying +to get along in their lives. The crimes of the state and her orders +of her people against the individuals.
+1:25 +– song of unity with one another
+1:44 +– The Jew, Mr. Feldenstein, was placed on trial for pollutioon of +the aryian race. Method of prosecution was simple rilecution. +According to Mrs. Wallner.
+1:55ish. +One of the men on trial refused to believe it possible that so many +people were murdered. After someone tells him of the possibility, he +starts to believe. Most did not speak.
+Courts +and jouries themselves are all about a social group dynamic.
+Two +people, the prosecutor and defense, are expected to maintain the +extreem oppinions. The rest of the people try to come to the common +ground of belief.
+2:22 +sacrificial lamb story. People were desperate, to find a devil to +blame, was to free themselves.
+2:30 +– Earnst Janning. He admited knowing other people were horrible, he +admitted that he knew better, he admited that he walked among them. +As someone who dedicated his life to justice, his guilt was strong. +Janning is noted to be a wonerful and intellegent man, he even saw +what may come, or what was likley to come, yet he went along with it +anyway, and turned a blind eye. Group think.
+2:41 +Defendants give their final statements. They were all strongly not +guilty in the beginning, they all seem to accept responsibility, +however, they believe that they are not guilty for following the laws +of their country.
+Even +the persecution started to feel that it’s more than just sentencing +people guilty.
+2:51:25 +Judge: “That under a national crisis, ordinary, even able and +extraordinary men can delude themselves into the commission of crimes +so vast and heinous that they beggar the imagination.” ~ Goes along +with my own thing I came up with… +
+
+
+
===============The +Manchurian Candidate ==========================
+
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+
+
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Army +group follows orders, get captured.
+
+
+
Major +Bennett Marco reoccuring dream. All are brought together. Raymond +Shaw is investigated. Major Marco is recommended to be put somewhere +else for a while. Must be shell shock. 18:00
+22:00, +another member of the group starts dreaming of Raymond Shaw +strangling the guy (GET HIS NAME) ; Raymond gives shaw his pistol; +Shaw shoots who?
+Bobby +lembeck?
+36:00
+Shaw +is ordered to kill his newspaper boss. The dr and the other guy make +a decision to kill someone to test. The DR is against it at first, +but submits to allowing it, first suggessting killing own personelle, +then allowing for the boss guy.
+1:11 +Robert shaw talking about his pre-army fling. She may have saved his +life, and they went on happily ever after until his mother ruined it.
+Every +grouping seems to be a pair, except for the commies in the dream
+
+
+
Commie +folk do horrible things in the name of, what? I don’t even know. +But at start of video
+
+
+
Shaw +and Shaws mother dominant and subbordinate relationship.
+
+
+
+
+
+
+
First +movie?
+Groups +of american people
+Groups +of candidates and their staff
+Second +movie?
+A +group prosiding over a group who had prosided over others
+Third +movie?
+Multiple +one on one relationships
+Shaw, +shaw’s mother
+Shw’s +mother, Shaw’s step father
+The +major and shaw
+Shaw +and the colonel?
+Major +and the girl
+Some +judgement groups
+The +major and the medical board
+The +commies in the dream
+
+
+
+
+
Drilled +to remember imaginary events (the platoon)
+He +strangled Ed Mavole
+Shot +Bobby Lembeck
+Killed +Mr. Gaines (his boss)
+was +just a test
+Killed +Senator Jordan
+Killed +Jocelyn
+His +mother is his American operator????? Yup.
+1:46
+Lack +of friends may have helped him go crazy
+
+
+
+
Studies +should be done at the group level? Or the individual?
+Manchu +candidate is a group and individual thing
+
+
+
Motivations
+Manchu +– Communisim win over capitalism
+Nuremberg +– Prevail in Justice
+Primary +– Win the primary
+Emotions
+Manchu +– Desire to overcome capitalism; desire to talk about dreams and +reach out
+Nuremberg +– For what else is justice for?
+Primary +– Get’s the crowed going and cheering on their candidate
+Jennifer +George’s theory of group affective tone
+Groups +display collective mood states
+Group +mood may not be noticed by members of the grouping
+Manchurian +– Happy at the brothel
+Nuremberg +– Everyone seemed to fall into a mood of feeling for the prosecuted
+Primary +– Respective candidate crowds grew into a frenzy of cheering. +Kennedies even more with the Sinatra rip.
+
+
+
Social +Exchange Theory
+Individuals +try to maximize rewards and minimize costs
+In +groups, individuals surrender exclusive control over their outcomes
+Members +influence outcomes and actions of all other members
+Manchu +– Mother accepts control over her son
+Nuremberg +– Judges accept guilty verdict, with one dissenting opinon
+Primary +– The not kennedy guy force control over the group. Kennedy side +seems to encourage thinking
+Systems +Theory
+Unique +results are obtained when a system is formed by creating dependency +among formerly independent components. Groups are systems – +collections of individual units that combine to form an integrated, +complex whole.
+Manchu +– All members of the captured soldiers are combined to support the +killing machine that is Shaw
+Nuremberg +– All members are combined to find a group judgement of the actions +of others.
+Primary +– The many parts that combine to create a campaign.
+Self-categorization +theory
+align +people’s self-conceptions with their conception of the groups to +wich they belong.
+Manchu +– Major aligned himself with PTSD or Shell Shock people’s
+Nuremberg +– Everyone begun feeling similarly at the end
+Primary +– Both camps found themselves to be winners and part of their +candidates.
+
+
+
+
+
+
+
RESOURCES +FOR ABOVE
+theoretical +perspectives in group dynamics
+
+
+
+
Groupthink +– Irving Janis
+People +among groups become so unified that they feel they can’t disagree +with group decisions and fail to examine functions carefully. Loss +of rationality due to strong pressures to conform.
+Manchu +– Not sure
+Nuremberg +– The defendants gave into the crimes due to strong pressures to +conform. Even the best and brightest aren’t free from such failures
+Primary +– Everything the candidates said to their respective groups was met +with applause
+
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+
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RESOURCES +FOR ABOVE
++Studying Groups
+Recurring-phase +theories.
+Three +basic themes. Dependency on the leader, pairing among members for +emotional support, and fight-flight reactions to a threat to the +group.
+
+
+
Manch +– Not sure
+Nuremberg +– Persiding judge, other honors, the defendants
+Primary +– very direct to the themes
+
+
+
RESOURCES +FOR ABOVE
++Johnson Ch1 Group Dynamics
+Goal +theory
+Mastery +goals – Improvement
+Performance +goals – Looking good
+Manchu +– Improve ability to assasinate people as needed
+Nuremberg +– Improve justice
+Primary +– Look good
+
+
+
Level +of aspiration
+Compromise +between ideal goals and more realistic expectations.
+Manchu +– Mother ends up with her own son – uses him anyway
+Nuremberg +– Ideal – justice; realistic – needs allies
+Primary +– Want to please all, but seek to please the majority
+
+
+
Realistic +conflict theory
+Intergroup +conflicts are rational in the sense that groups have incompatible +goals and are in compeition over scarce resources.
+Manchu +– Wanting to do a trial assaination vs preserving the weapon
+Nuremberg +– The judges at the end. One says nay, Haworth(main judge?) says +yay.
+Primary +– The general public. Such things as pro or against a leader being +god-fearing.
+
+
+
RESOURCES +FOR ABOVE
+Group +goals social interdependence and trust
+
+
+
+
+
+
Kurt +lewin field theory
+interactionism
+people +behave baised on the interaction of the person and the environment.
+Function +of personal qualities and social environment.
+
+
+
Manchu +– The soldiers are brainwashed
+Nuremberg +– defendants submit and stand with one another, prosecutor and +defense fight
+primary +– Crowds go wild
+
+
+
+
+
+
+
RESOURCES +FOR ABOVE
+the +nature of group dynamics
+ + \ No newline at end of file diff --git a/school_essays/essays/Group_Dynamics_as_Seen_in_Films_notes.odt b/school_essays/essays/Group_Dynamics_as_Seen_in_Films_notes.odt new file mode 100644 index 0000000..a6dd5cd Binary files /dev/null and b/school_essays/essays/Group_Dynamics_as_Seen_in_Films_notes.odt differ diff --git a/school_essays/essays/InTheHeatOfTheNightNOTES.html b/school_essays/essays/InTheHeatOfTheNightNOTES.html new file mode 100644 index 0000000..599e581 --- /dev/null +++ b/school_essays/essays/InTheHeatOfTheNightNOTES.html @@ -0,0 +1,48 @@ + + + + +In the heat of the +night
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Possible groups
+Sam and the chief
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+
+
Sam’s name is wood
+The chief is +Gillespie?
+
+
+
10:49
+Sam finds a black +guy. Calls him “boy”
+Possibly fearful +(because he’s black?)
+
+
+
1:14
+When virgil gets in +the car, might be some accomodation.
+1:16 might be some +anxiety (pie shop)
+ + \ No newline at end of file diff --git a/school_essays/essays/InTheHeatOfTheNightNOTES.odt b/school_essays/essays/InTheHeatOfTheNightNOTES.odt new file mode 100644 index 0000000..47bf4c4 Binary files /dev/null and b/school_essays/essays/InTheHeatOfTheNightNOTES.odt differ diff --git a/school_essays/essays/The_Value_of_the_Personalized_Learning_Program.html b/school_essays/essays/The_Value_of_the_Personalized_Learning_Program.html new file mode 100644 index 0000000..8c94ace --- /dev/null +++ b/school_essays/essays/The_Value_of_the_Personalized_Learning_Program.html @@ -0,0 +1,210 @@ + + + + +PERSONALIZED
+ LEARNING
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+
The +Value of the Personalized Learning Program
+Joseph +J. Green
+Northern +Arizona University
+
+
+
+The Value of the Personalized +Learning Program
+The +Personalized Learning experience was quite interesting. While it is +almost exactly what I want out of schooling, there is certainly a lot +of room to grow, and indeed, the program was improving over time +while I was using it. This essay will explore many of the good parts +of these lessons along with some of the content I particularly +enjoyed, the bad parts, and a general overview of my experience with +Personalized Learning.
+The +Good
+The +Personalized Learning program has a lot to offer. The very idea to +charge a flat rate, and provide all required materials is valuable. +The rate charged for my subscription was nearly covered by the Pell +Grant, which makes this style of learning valuable for those who have +the desire to expand their education, but little money to do so. It +pulls all the stress out of making sure the right books of the right +editions at the right price are found from the student by providing +all required materials in subscription. Many of the lessons are well +put together, and provide only the exact material needed from the +sources in question to avoid confusion. Course contacts and the +message system were also valuable until it was disabled. Many of the +contacts were very helpful, with exceptional praise towards Kristin +Leonard, and everyone I’ve communicated with in the entirety of NAU +has been responsive and courteous. While the messaging system seems +to be down, it is still possible to use email, and responses are +quick, but it does add a layer of complexity. The ability to work at +my own pace is outstanding. Here I am completing over 50 credits +within six months, but even if only completing 25 credits per +subscription, it would be an immense value.
+While +there was a lot to enjoy throughout the experience, it’s hard to +pinpoint specifics that I found particularly enjoyable. I plan on +following the path of philosophy after finishing here, so all lessons +talking about theories and philosophy were of particular interest to +me. I do recall enjoying subjects relating to socio-criminal +theories, like broken window theory, but all theories have been at +least somewhat interesting to me.
+The +Bad
+Now +that we have seen good from the program, let’s focus on the bad. +First, flash is bad. Flash is to be deprecated by 2020, and the +school needs to find a new solution for video playback. It was also +annoying with the Kaltura videos requiring the use of third party +cookies, which is a pretty common security issue. Often times test +questions seem to be more interested if the student has read specific +things, such as particular events in Corina’s way, as opposed to +the point of reading such material.
++One lesson involved a story where a teenage girl was brutally raped +and murdered, while I certainly do not enjoy reading such material, +and am even a bit disturbed by it, some people may have adverse +reactions to reading such material. I feel that such material should +have an appropriate warning and certainly not be required for any +testing or essays.
+Thinking +back on Corina’s way, some lessons seem to have a disproportionate +amount of reading. Reading Corina’s way, just to answer a couple of +test questions on a post-test, sounds like a huge time sink with very +little value to the student. The credit value of lessons also seem +inconsistent. Some one credit courses take much more time investment +than many two credit courses. +
+Lessons +also seem to vary greatly in quality. Where one lesson will have the +perfect amount of reading that illustrates the exact point of the +lesson, others will have close to a thousand pages of information. +Others still will have information that’s simply low quality for +the point of the lesson. The lesson involving theories of Sorokin +come to mind. I read through theories of all the involved theorists +in that lesson, and I couldn’t really get much information about +the theories of the men, but learned plenty about what kind of people +they were. +
+Lastly, +there were too many films. Films are better than books for time’s +sake, but it feels like this program, and indeed this capstone, is +largely about films, which I believe is but a minor part of the +greater liberal arts field. I also found that there were too many +films that were in a foreign language. While this is valuable for +certain lessons, it seems a bit inappropriate when films in English +can meet the goals of the lesson. Having to pay attention to +subtitles, filmography, and the plot, can be a bit daunting at times.
+The +Overall
+Wow, +that was a ton of critical feedback, but I truly believe that this is +an amazing program and concept, and I hope it continues to improve. I +believe that this style of education is a breakthrough for people of +all socioeconomic classes, and those who are unable to dedicate the +time, or living expenses, of traditional education.
+Throughout +my time in Personalized Learning, things changed, and mostly for the +better. Having Pearson removed from most lessons helped make +everything a pleasant experience. The ability to work at my own pace +was a major draw, and has certainly helped me succeed. Some things +were strange, such as some readings leading to web articles and +others leading to files to download, or how some assignments required +slideshows or spreadsheets while asking for content that would have +been much better off in a document, but an overall good experience.
+As +for how this program will help me outside of college? Well, I’m a +bit different. I go to school to learn, not to prepare me for +anything specific, so this education doesn’t help me for any one +specific thing, but helps me be a better thinker. Which helps in all +aspects of life. Liberal arts, specifically, is wonderful at teaching +people that they have a choice in how and what to think.
+As +for experiences in completing the various lesson categories, with my +transfer credits, the liberal arts major was the only group I +actually had to complete any lessons in. I’m not sure how prepared +I now feel in my writing skills, communication skills, critical +thinking skills, analytical skills, and scientific reasoning thanks +to completing these lessons. Writing I’ve always been somewhat good +at, which was noted by a teacher once way back in high school, but at +the time I hated writing and didn’t seek to improve. Today, +however, I feel that my writing skills were already superb before I +started these lessons. As I recall, on my compass test I scored a +perfect on the writing section, and more recently in life, the past +half decade or so, I have taken a stronger interest in writing, but +still, it mostly just comes naturally. However, my analytical and +critical thinking skills have certainly improved. Art and film are +two things I’ve never been that interested in, but being forced to +analyze them in order to obtain my degree has expanded my skills, +which actually encourages me to dislike films even more, but I think +that is somewhat the point.
+Conclusion
+Personalized +Learning was quite the experience. There was much good to be had with +the program, but there is certainly much that can be improved upon. +Overall, Personalized Learning was a great experience. I certainly +know that my mind is much more useful to me thanks to this program. I +could have gone to traditional schooling, but that would have +significantly limited what I could do outside of school, such as +choosing where I live while continuing education.
+
+
+
NOTE: +I’m aware that this essay is over 1300 words and that the limit is +1000. I can, of course, cut a lot of content and get it down to that +point. However, I feel that feedback is very important. If I need to +revise it, I ask that this essay, as it stands, is submitted to the +appropriate people who value such feedback.
+
+
+
+REFERENCES
++The Personalized Learning program +of NAU for Liberal Arts (2018)
+ + \ No newline at end of file diff --git a/school_essays/essays/The_Value_of_the_Personalized_Learning_Program.odt b/school_essays/essays/The_Value_of_the_Personalized_Learning_Program.odt new file mode 100644 index 0000000..b61f2fe Binary files /dev/null and b/school_essays/essays/The_Value_of_the_Personalized_Learning_Program.odt differ diff --git a/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes.html b/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes.html new file mode 100644 index 0000000..65e045c --- /dev/null +++ b/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes.html @@ -0,0 +1,719 @@ + + + + +TITLE
+ OF PAPER
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Title +of Paper
+Sub +Title
+Joseph +J. Green
+Northern +Arizona University
+
+
+
+
+
+
Inconsistancy +between course work and credit hours
+Love +that Pearson is gone
+Test +questions sometimes don’t seem to target valuable insight.
+Some +readings, such as Corina’s way, seem to be an awful lot of extra +work to answer a few questions that seem tagently related to the +course. Particularly for 1 credit courses that could be compared to +1.5 or 2 credit courses that are much less material.
+Lessons +seem to vary greatly in quality. With some, the reading material, +presentations, and media are fantastic, yet with others, it is hard +to navigate and seem to have little to do with the lesson, or at +least, little to do with test questions.
+Way +too many foreign films. In some lessons, it makes sense, but others, +I think it would make more sense to stick with English. If the course +is about foreign films, or comparing techniques of foreign films to +local films, that’s fine, though some seem to have foreign films +that are trying to teach universal ideas that would be easier to +grasp if not having to pay attention to subtitles and the filmography +at the same time.
+
+
+
CONCEPTS +OF GROUP DYNAMICS PART
+
+
+
Social +environment that a person within a group finds himself in has a +dramatic affect on a person’s behaviour
+
+
+
+Groups go through a series of +five stages
+Forming +– figure out what they need to do, get together
+Storming, +everyone pushes their opinions and try to find status in the group
+norming +– norms are developed. Upper and lower extremes of individual +opinion are cut off until the group finds a nice middle ground. +
+Performing +– where real performance gains and accomplismenets of tasks happen
+Adjourning +– The groups have finished it’s tasks and wraps up the purpose of +the grou and evenutally dissolves. (Smith, 2007)
+Group +norms develop over time until individual members accept a general +average of what the group thought.
+Muzafer +Sherif found with agroup of individuals in an expiriment where they +tried to judge the distance a spec of light had moved, had widely +varying opinions, but over time the group came to a common ground. +Even spoken to individually after the fact, they people stuck with +what the group thought. Even if the expiriment was explained to them, +they continued to stick with the group thik.
+Members +of a group are replaceable. When new memebers are introduced, they +may have different thoughts, but over time, come to agree with the +group.
+ +http://rcgd.isr.umich.edu/history/
+https://blogs.cornell.edu/info2040/2015/11/20/autokinetic-effect-and-social-norms/
+
+
+
+
+
Applying +theory to groups
+People +have different opinions, but come to a middle ground after a while.
+Forming
+Storming
+Norming
+Adjourning
+
+
+
==============================Primary
+People +have different opinions, but come to a middle ground after a while.
++
Forming
++
Storming
+
+
+
Norming
+The +songs
+Performing
+Speeches
+Adjourning
+Leave +and go to another state
+General +notes
+Group +of people watching presidental candidate (Kennedy)
+singing +together. Before 5th minute
+People +are quiet during Kennedy speech 5:00
+Shaking +everyone’s hands on the way out.
+Group +of according playing 0700
+applause +begins applause 0800
+Humpfry +kissing hands and shaking babies
+Humpfry +talking about caring about agriculture, influences negative +connotations to the other group (his opponents) on their level of +dedication to agriculture. 21:00
+Someone +laughs, everyone joins in a bit and applauses.
+Try +to make people leaugh “They like to see me squirm” (about asking +tough questions)
+Humpfry +talks to his people. Telling them to make sure they are doing things +in a specific way. Humpfry is unquestionably the boss. 23:00
+Everyone +is subbordinate. Telling woman what to do.
+Kennedy +suggesting that the people figure things out themselves 26:00
+Kennedy +team seems to push towards people thinking on their own
+Kennedy +team has a catchy song – chanting about voting for him – using +the song “High Hopes” by Frank Sinatra with some altered lyrics
+Crowd +seems to split appart for Kennedy 29:00
+Kennedy +is very “we” focused instead of “I” focused 34:00
+Kennedy +is catholic, and we’re catholic too, I think that has a lot to do +with it 39:00
+Other’s +say, they’d prefer a god fearing man
+Other’s +say, religion should stay out of politics. 39
+Both +camps have confirmation bias. They both believe, without a doubt, +that their candidate will win 40:00
+Groups +are large. Every member doesn’t know every other member.
+Humpfry +folks feel great in the early results
+Kennedy +folks clearly look nervous and defeated in the early results
+City +votes comes out and knocks Humpfry over. 2:1 Kennedy
+The +people all believed their group, despite their earlier confidence.
+Rural +and city folk prefer different sides. Kennedy for city, Humpfrey for +rural, rual has little say in presidential matters
+Hubert +HUMPHREY
+
+
+
=======================Judgment +At Nuremberg===================
+Forming
+Find +people to perside over the case. Get everyone together.
+Storming
+Get +the basic oppinion from each side
+Norming
+Captin +is formal
+Judge +requests informality
+Captin +submits
+Judge +doesn’t want servants.
+Senator +says he does, for sake of the servants
+Judge +aquests
+Performing
+prosecution +and defense do their roles. Judges do their roles. Sentences and +context are executed, disstening opinion read.
+Adjourning
+
+
+
Person +complains of horn, other joins in.
+Judge +Haywood talks to Harrison. Harrison is a captin from West Point. +Haywood tells him that he feels uncomfortable with all the formality. +Requests a bit of informality. Harrison accepts a middle ground and +calls him “Judge”
+“and +all this formality kinda gets me down a little” 0934
+
+
+
Judge +says having three servents makes him feel like a fool. The Senator +mentions that it helps them too, they’re able to eat, and the judge +accepts. 10:00
+
+
+
16:00
+People +on trial answer not-guilty
+25:00
+The +defense has made their statement. Proc and Def are of different +oppinions. Proc says these people failed to administer true justice +(as judges), Def said that they are not responsible for the laws in +their country, only to uphold them. Judge Haywood doesn’t know what +to think.
+
+
+
Nazism +itself. People feel into each other.
+Judges +fall into doing their job, group think
+Dr +Wieck 42:00 – Swore to the “Servant Loyalty Oath of 1934” +Because everyone did, it was mandatory. He also renouced his position +as a judge to avoid wearing the swashtika. Yet, still took the oath. +An oath that allowed Hitler to gain such power.
+52:00 +Servants. What could we do?
+1:03 +– Mr. Rudolph Petersen admited to being sterilized. A nurse who +said she was against it prepared him. A Dr. who said he was against +it, did it anyway.
+1:13 +Max mentioned how the American people don’t care anymore. With the +war over (for two years), focus was shifted elsewhere quickly.
+1:19 +The colonel lumps all germans as guilty for the crime of just trying +to get along in their lives. The crimes of the state and her orders +of her people against the individuals.
+1:25 +– song of unity with one another
+1:44 +– The Jew, Mr. Feldenstein, was placed on trial for pollutioon of +the aryian race. Method of prosecution was simple rilecution. +According to Mrs. Wallner.
+1:55ish. +One of the men on trial refused to believe it possible that so many +people were murdered. After someone tells him of the possibility, he +starts to believe. Most did not speak.
+Courts +and jouries themselves are all about a social group dynamic.
+Two +people, the prosecutor and defense, are expected to maintain the +extreem oppinions. The rest of the people try to come to the common +ground of belief.
+2:22 +sacrificial lamb story. People were desperate, to find a devil to +blame, was to free themselves.
+2:30 +– Earnst Janning. He admited knowing other people were horrible, he +admitted that he knew better, he admited that he walked among them. +As someone who dedicated his life to justice, his guilt was strong. +Janning is noted to be a wonerful and intellegent man, he even saw +what may come, or what was likley to come, yet he went along with it +anyway, and turned a blind eye. Group think.
+2:41 +Defendants give their final statements. They were all strongly not +guilty in the beginning, they all seem to accept responsibility, +however, they believe that they are not guilty for following the laws +of their country.
+Even +the persecution started to feel that it’s more than just sentencing +people guilty.
+2:51:25 +Judge: “That under a national crisis, ordinary, even able and +extraordinary men can delude themselves into the commission of crimes +so vast and heinous that they beggar the imagination.” ~ Goes along +with my own thing I came up with… +
+
+
+
===============The +Manchurian Candidate ==========================
+
+
+
Forming
+Storming
+Norming
+Performing
+Adjourning
+Army +group in brothel
+
+
+
Army +group follows orders, get captured.
+
+
+
Major +Bennett Marco reoccuring dream. All are brought together. Raymond +Shaw is investigated. Major Marco is recommended to be put somewhere +else for a while. Must be shell shock. 18:00
+22:00, +another member of the group starts dreaming of Raymond Shaw +strangling the guy (GET HIS NAME) ; Raymond gives shaw his pistol; +Shaw shoots who?
+Bobby +lembeck?
+36:00
+Shaw +is ordered to kill his newspaper boss. The dr and the other guy make +a decision to kill someone to test. The DR is against it at first, +but submits to allowing it, first suggessting killing own personelle, +then allowing for the boss guy.
+1:11 +Robert shaw talking about his pre-army fling. She may have saved his +life, and they went on happily ever after until his mother ruined it.
+Every +grouping seems to be a pair, except for the commies in the dream
+
+
+
Commie +folk do horrible things in the name of, what? I don’t even know. +But at start of video
+
+
+
Shaw +and Shaws mother dominant and subbordinate relationship.
+
+
+
+
+
+
+
First +movie?
+Groups +of american people
+Groups +of candidates and their staff
+Second +movie?
+A +group prosiding over a group who had prosided over others
+Third +movie?
+Multiple +one on one relationships
+Shaw, +shaw’s mother
+Shw’s +mother, Shaw’s step father
+The +major and shaw
+Shaw +and the colonel?
+Major +and the girl
+Some +judgement groups
+The +major and the medical board
+The +commies in the dream
+
+
+
+
+
Drilled +to remember imaginary events (the platoon)
+He +strangled Ed Mavole
+Shot +Bobby Lembeck
+Killed +Mr. Gaines (his boss)
+was +just a test
+Killed +Senator Jordan
+Killed +Jocelyn
+His +mother is his American operator????? Yup.
+1:46
+Lack +of friends may have helped him go crazy
+
+
+
+
Studies +should be done at the group level? Or the individual?
+Manchu +candidate is a group and individual thing
+
+
+
Motivations
+Manchu +– Communisim win over capitalism
+Nuremberg +– Prevail in Justice
+Primary +– Win the primary
+Emotions
+Manchu +– Desire to overcome capitalism; desire to talk about dreams and +reach out
+Nuremberg +– For what else is justice for?
+Primary +– Get’s the crowed going and cheering on their candidate
+Jennifer +George’s theory of group affective tone
+Groups +display collective mood states
+Group +mood may not be noticed by members of the grouping
+Manchurian +– Happy at the brothel
+Nuremberg +– Everyone seemed to fall into a mood of feeling for the prosecuted
+Primary +– Respective candidate crowds grew into a frenzy of cheering. +Kennedies even more with the Sinatra rip.
+
+
+
Social +Exchange Theory
+Individuals +try to maximize rewards and minimize costs
+In +groups, individuals surrender exclusive control over their outcomes
+Members +influence outcomes and actions of all other members
+Manchu +– Mother accepts control over her son
+Nuremberg +– Judges accept guilty verdict, with one dissenting opinon
+Primary +– The not kennedy guy force control over the group. Kennedy side +seems to encourage thinking
+Systems +Theory
+Unique +results are obtained when a system is formed by creating dependency +among formerly independent components. Groups are systems – +collections of individual units that combine to form an integrated, +complex whole.
+Manchu +– All members of the captured soldiers are combined to support the +killing machine that is Shaw
+Nuremberg +– All members are combined to find a group judgement of the actions +of others.
+Primary +– The many parts that combine to create a campaign.
+Self-categorization +theory
+align +people’s self-conceptions with their conception of the groups to +wich they belong.
+Manchu +– Major aligned himself with PTSD or Shell Shock people’s
+Nuremberg +– Everyone begun feeling similarly at the end
+Primary +– Both camps found themselves to be winners and part of their +candidates.
+
+
+
+
+
+
+
RESOURCES +FOR ABOVE
+theoretical +perspectives in group dynamics
+
+
+
+
Groupthink +– Irving Janis
+People +among groups become so unified that they feel they can’t disagree +with group decisions and fail to examine functions carefully. Loss +of rationality due to strong pressures to conform.
+Manchu +– Not sure
+Nuremberg +– The defendants gave into the crimes due to strong pressures to +conform. Even the best and brightest aren’t free from such failures
+Primary +– Everything the candidates said to their respective groups was met +with applause
+
+
+
+
+
+
+
+
+
+
+
+
RESOURCES +FOR ABOVE
++Studying Groups
+Recurring-phase +theories.
+Three +basic themes. Dependency on the leader, pairing among members for +emotional support, and fight-flight reactions to a threat to the +group.
+
+
+
Manch +– Not sure
+Nuremberg +– Persiding judge, other honors, the defendants
+Primary +– very direct to the themes
+
+
+
RESOURCES +FOR ABOVE
++Johnson Ch1 Group Dynamics
+Goal +theory
+Mastery +goals – Improvement
+Performance +goals – Looking good
+Manchu +– Improve ability to assasinate people as needed
+Nuremberg +– Improve justice
+Primary +– Look good
+
+
+
Level +of aspiration
+Compromise +between ideal goals and more realistic expectations.
+Manchu +– Mother ends up with her own son – uses him anyway
+Nuremberg +– Ideal – justice; realistic – needs allies
+Primary +– Want to please all, but seek to please the majority
+
+
+
Realistic +conflict theory
+Intergroup +conflicts are rational in the sense that groups have incompatible +goals and are in compeition over scarce resources.
+Manchu +– Wanting to do a trial assaination vs preserving the weapon
+Nuremberg +– The judges at the end. One says nay, Haworth(main judge?) says +yay.
+Primary +– The general public. Such things as pro or against a leader being +god-fearing.
+
+
+
RESOURCES +FOR ABOVE
+Group +goals social interdependence and trust
+
+
+
+
+
+
Kurt +lewin field theory
+interactionism
+people +behave baised on the interaction of the person and the environment.
+Function +of personal qualities and social environment.
+
+
+
Manchu +– The soldiers are brainwashed
+Nuremberg +– defendants submit and stand with one another, prosecutor and +defense fight
+primary +– Crowds go wild
+
+
+
+
+
+
+
RESOURCES +FOR ABOVE
+the +nature of group dynamics
+ + \ No newline at end of file diff --git a/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes.odt b/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes.odt new file mode 100644 index 0000000..59a5419 Binary files /dev/null and b/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes.odt differ diff --git a/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes2.html b/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes2.html new file mode 100644 index 0000000..ab90175 --- /dev/null +++ b/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes2.html @@ -0,0 +1,212 @@ + + + + +PERSONALIZED
+ LEARNING
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The +Value of the Personalized Learning Program
+Joseph +J. Green
+Northern +Arizona University
+
+
+
+ The Personalized Learning +experience was quite interesting. While it is almost exactly what I +want out of schooling, there is certainly a lot of room to grow, and +indeed, the program was improving over time while I was using it. +This essay will explore many of the good parts of these lessons along +with some of the content I particularly enjoyed, the bad parts, and a +general overview of my experience with Personalized Learning.
+The +Good
+The +Personalized Learning program has a lot to offer. The very idea to +charge a flat rate and provide all required materials extremely +valuable. Furthermore, the rate charged for my subscription was +nearly completely covered by the Pell Grant, which makes this style +of learning valuable for those who have the desire to expand their +education to pull help find their way out of poverty. It also pulls +all the stress out of trying to make sure the right books of the +right editions at the right price are found from the student by +providing all required materials in the price of the subscription. +Furthermore, many of the lessons are well put together and provide +only the exact material needed from the sources in question to avoid +confusion to the student. Course contacts and the message system was +also extremely valuable until it was (apparently?) disabled. Many of +the contacts were very helpful, with exceptional praise towards +Kristin Leonard, and everyone I’ve communicated with in the +entirety of NAU has been responsive and courteous. While the +messaging system seems to be down, it is still possible to email +them, and responses are quick, but it does add a layer of complexity, +and, of course, the ability to work at my own pace is outstanding. +For example, here I am, completing over 50 credits within six months, +but even only completing 25 credits per subscription would be immense +value.
+While +there was a lot that I enjoyed here and there throughout the +experience, it’s hard to pinpoint specific lessons and ideas that I +found particularly enjoyable. I plan on following the path of +philosophy after finishing my BA here, so all lessons talking about +theories and philosophy were of particular interest to me. +Specifically, I recall enjoying subjects relating to socio-criminal +theories, like broken window theory, but really all social theories +are at least somewhat interesting to me.
+The +Bad
+Now +that we’ve seen a lot of good from the program, let’s focus on +the bad. First, flash is bad. Flash is to be deprecated by 2020, and +the school needs to find a new solution for video playback. It was +also annoying with the Kaltura videos requiring the use of third +party cookies, which is a pretty common security issue. Often times +test questions seem to be more interested if the student has read +specific things, such as particular events in Corina’s way, as +opposed to the point of reading such material, which is to reinforce +the point of the particular lesson.
++I seem to recall one lesson involved a story where a teenage girl was +brutally raped and murdered, while I certainly do not enjoy reading +such material and even a bit disturbed by it, some people may have +adverse reactions to reading such material. I feel that such +material should have an appropriate warning and certainly not be +required for any testing or essays. I seem to recall having to read +over it a few times to answer some test questions. Thinking back on +Corina’s way, some lessons seem to have a disproportionate amount +of reading. Reading Corina’s way, for example, just to answer a +couple of test questions on a post-test, sounds like a huge time sink +with very little value to the student. The credit value of lessons +also seem inconsistent. Some one credit courses take way more time +investment than many two credit courses. +
+Lessons +also seem to vary greatly in quality. Where one lesson will have the +perfect amount of reading that illustrates the exact point of the +lesson, others will have close to a thousand pages of information, +most of it beyond the scope of the lesson. Others still will have +information that’s simply low quality for the point of the lesson. +The lesson involving theories of Sorokin seem to come to mind. I read +through theories of all the involved theorists in that lesson, and I +couldn’t really grok any of the information about the theories of +the men, but learned plenty about what kind of people they were. +
+Lastly, +there were simply way too many films. Films are better than books for +times sake, but it feels like this lesson, and indeed this capstone, +is all about films, which I believe is but a minor part of the +greater liberal arts field. I also found that there were far too many +films that were in a foreign language. While this is valuable for +certain lessons, it seems a bit inappropriate when films in English +can meet the goals of the lesson. Having to pay attention to +subtitles, filmography, and the plot, can be a bit daunting at times.
+The +Overall
+Wow, +that was a ton of critical feedback, but I truly believe that overall +this is still an amazing program and concept, and I hope it continues +to improve. I believe that this style of education is a breakthrough +for people of all socioeconomic classes and those who are unable to +dedicate the time, or living expenses, of traditional education.
+Throughout +my time in Personalized Learning, things did change quite a bit, and +mostly for the better. In particular, having Pearson removed from +most lessons helped making everything a much more pleasant +experience. The ability to work at my own pace was a major draw for +me, and has certainly helped me to succeed. Some things were strange, +such as some readings leading to web articles and others leading to +files to download, or how some assignments required slideshows or +spreadsheets while asking for content that would have been much +better off in a document, but an overall good experience.
+As +for how this program will help me outside of college? Well, I’m a +bit different. I go to school to learn, not to prepare me for +anything specific, so this education doesn’t help me for any one +specific thing, but helps me be a better thinker. Which helps in all +aspects of life. Liberal arts, specifically, is wonderful in teaching +people that they have a choice in how and what to think.
+As +for experiences in completing the various lesson categories, with my +transfer credits, the liberal arts major was the only group I +actually had to complete any lessons in. I’m not sure how prepared +I feel in my writing skills, communication skills, critical thinking +skills, analytical skills, and scientific reasoning thanks to +completing these lessons. Writing I’ve always been somewhat good +at, which was noted by a teacher once way back in high school, but at +the time I hated writing and didn’t seek to improve. Today, +however, I feel that my writing skills were already superb before I +started these lessons. As I recall, on my compass test I scored a +perfect on the writing section, and more recently in life, the past +half decade or so, I have taken a stronger interest in writing, but +still, it mostly just comes naturally. However, my analytical skills +have certainly improved. Art and film are two things I’ve never +been that interested in, but being forced to deal with them in order +to obtain my degree has expanded my analytical skills, which actually +encourages me to dislike films even more, but I think that is +somewhat the point.
+Personalized +Learning was quite the experience. There was much good to be had with +the program, but there is certainly much that can be improved upon. +However, overall, Personalized Learning was a great experience. I +certainly know that my mind is much more useful to me thanks to this +program. I could have gone to traditional schooling for sure, but +that would have significantly limited what I could do outside of +school, such as choosing where I live while working on this program.
+
+
+
NOTE: +I’m aware that this essay is over 1300 words and that the limit is +1000. I can, of course, cut a lot of content and get it down to that +point. However, I feel that feedback is very important. If I need to +revise it, I ask that this essay, as it stands, is submitted to the +appropriate people who value such feedback.
+
+
+
+REFERENCES
++The Personalized Learning program +of NAU for Liberal Arts (2018)
+ + \ No newline at end of file diff --git a/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes2.odt b/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes2.odt new file mode 100644 index 0000000..b931326 Binary files /dev/null and b/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes2.odt differ diff --git a/school_essays/essays/Touch_of_Odyssey.html b/school_essays/essays/Touch_of_Odyssey.html new file mode 100644 index 0000000..150e067 --- /dev/null +++ b/school_essays/essays/Touch_of_Odyssey.html @@ -0,0 +1,267 @@ + + + + +TOUCH
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Touch +of Odyssey
+Joseph +J. Green
+Northern +Arizona University
+
+
+
+ Touch of Odyssey
+The +films 2001: A Space Odyssey and Touch of Evil (hereafter known as +2001 and Evil) both work to use as a subject for the further study of +philosophy. At least half of 2001 is wasted showing off camera +technologies and special and practical effects, but when they get +into the dialog, especially with the computer HAL, some notions of +philosophy start to shape up. Evil, on the other hand, one large +philosophic struggle. In our analysis, we will be relating the themes +of knowledge and power, ethics and morals, and law to these films.
+Knowledge +and Power
+Knowledge +and power are often interrelated. Often times it is those with power +who obtain knowledge, and in other situations, it is those who obtain +knowledge that end up with power. +
+In +2001, men, presumably government or some other high ranking people, +discover a thing on the moon. This thing appears to be something +unnatural, that something or someone must have purposely planted this +thing on the moon millions of years prior. Much as is the case with +Plato’s prisoners, who were only permitted to see shadows and hear +echos, the men in control of this knowledge feared that humans would +be unable to handle it and lash out against them or fall to anarchy +(Plato, 1998). The men with the knowledge had the power to hide such +a thing from the masses, and so they did. They did this by leaking +out a lie that it was an epidemic that they were trying to cover up +to mislead the masses. Later on, we are shown a new crew who are +working alongside a possibly sentient computer system named HAL, +which is believed unable to have an error, on a space ship. It is +later discovered that this system may actually be able to fall to +errors. Fearing this, the two crew members Dave Bowman and Frank +Poole decide that it may be a good idea to disable HAL’s ability to +think. HAL, as is the way in such films, discovers the plot. HAL was +designed to have control over all functions of the ship, therefore +HAL was able to use this power, and knowledge, in an attempt to +defend itself, and try to kill all the humans.
+In +Evil, knowledge comes across a handful of times. Near the end of the +film, Menzies finds Quinlan’s cane near a crime scene. As Quinlan’s +closest friend, Menzies uses that power to try to help capture a +recording of Quinlan admitting guilt. Quinlan himself has some sort +of pseudo-knowledge that comes from his leg injury. A special +intuition. One such time is when he starts to suspect that Menzies is +trying to catch him incriminating himself. With this knowledge, +Quinlan is encouraged to use his power to kill Menzies and get away +with it to preserve his own good name. It is revealed that Quinlan is +happy to plant evidence in an effort to capture the guilty, something +a man of his reputation can get away with. The unjust who appear just +reap great rewards, and, as Plato would say, Quinlan had managed to +obtain the greatest that any unjust man could hope to obtain. To use +injustice to further his ends, yet appear just.
+A +member of a criminal outfit, Grandi, uses his knowledge and power in +an effort to control the world around him. He uses his knowledge of +Vargas, a person trying to imprison his brother for being involved +with narcotics, having a wife, and his power over his family, to, in +a way, capture Vargas’s wife and intimidate Vargas. He is later +able to blackmail Quinlan into entering into a deal with him to +discredit Vargas thanks to is knowledge of Quinlan’s situation, and +his own power.
+Ethics +and Morals
+When +it comes to ethics, these films are full of them, as should already +be obvious from the previous section. We have HAL, Bowman, and, to a +lesser extent, others dealing with the ethics of deception and +murder, and the various characters of Evil struggling to entertain +their own sense of ethics.
+In +2001, when the movie manages to get to dialog about 27 minutes in, we +are introduced with deception. Dr. Floyd meets with some Russian +doctors who are very curious about this epidemic. Of course, Floyd is +bound not to discuss such matter, but to allow people to believe that +they may be in immense danger is certainly an ethical dilemma. The +film later has Floyd explain that secrecy was so important that, even +though he disagreed with the means, he believed that the ends of +keeping the secret was justifiable. The clear dilemma is, do we +deceive these people, or do we allow them the truth even though we +believe it may cause them great harm?
+Later +we are met with deception again. HAL said that some equipment was +bound to fail within 72 hours. Upon replacing the damaged equipment, +the humans decided that there was nothing wrong with it, and +therefore HAL must be wrong. However, it is also possible that HAL +was simply experimenting with deception as a method of trying to +control the humans. Since Bowman and Poole believed that HAL may not, +after all, be infallible, they decided to deceive HAL and speak in +private about the possibility of disabling HAL. HAL managed to +discover their plot and switched to self-defense mode. HAL’s +response was to deceive, such as telling Bowman that he didn’t know +what went wrong for Poole, and kill all humans, in which it is +implied that he killed the crew members who were in stasis, and +refuse orders, such as when Bowman demanded the air lock be opened. +What is most interesting, since it is not made clear by the film, is +that HAL may have been, much like Quinlan, trying to protect the +reputation of being perfect, and decided that everyone must die in +order to protect that reputation. It is also just as likely HAL was +simply defending itself. The idea that it was simply defending itself +is made evident when HAL told Bowman that he was scared as Bowman was +disabling his supposed sentience, which brings up another question of +morality; is it just for Bowman to effectively kill +HAL? Is Bowman any more or less moral for killing HAL than it was for +HAL to kill Poole?
+In +Evil characters are more +readily defined. What were +Quinlan’s ethics and morals? He believed that guilty men must be +put away, and that it was his job to do so. It didn’t matter to him +if he was being unjust. He, allegedly, planted evidence in many cases +to put men that he knew +to be guilty behind bars. He’s all too happy to lie, and even +willing to kill. He seems to be without ethics. The only thing he is +interested in beyond putting guilty men away is his own reputation, +this is reinforced throughout the film as he complains of how little +he has to show for all the years he’s given to the force. +In this, he is very successful. He has but +a small +ranch, but he is considered a celebrity. +Much like HAL, Quinlan seeks +to protect his reputation and well being. +Further proof of his +disregard for morality and justice, is his unrestrained willingness +to beat Sanchez, a +man he only suspects (Najdowski and Bonventre, 2014). Another +interesting thing about Quinlan is that he manages to convince +everyone else of his innocence in the face of clear incrimination. +Much like Plato said, when people are shown a greater amount of +information as compared to a former time, they may believe that the +former is more true than the reality, which describes Quinlan’s +situation perfectly.
+Menzies +and Vargas are pretty much the opposite of Quinlan. Vargas is very +concerned about being just. He goes so far as to say that he hates +the work he has to do, and +that the only time the work +of police is easy is when working +in a police state, such as is +the case of totalitarianism (Longley, 2018). +Menzies, however, is a +trusting and good cop till +the end. So much so that he serves justice with his dying breath by +shooting +Quinlan to save Vargas.
+Grandi, +our last big character, seems to reflect a special kind of morality. +While he certainly wants to hurt other people’s personal and +professional reputations, he clearly doesn’t want to harm others. +He is all to happy to subvert and blackmail Quinlan in an attempt to +get his brother free from Vargas’s testimony, but he also choose to +beat a family member who threw acid at Vargas. While he is clearly +willing to do immoral things to get his way, it is also clear that he +wishes to do so in the least harmful way possible.
+Law
+2001 +has little, if anything, to do with laws. We could assume that +murdering is an illegal act and HAL was willing to do so, but that’s +the only thing that could be tangentially related to law in 2001. As +for Evil, it should be obvious that Quinlan had no respect for the +law. He found the law to be worthless, even said something similar +when talking about being a lawyer. He wasn’t interested in +bantering words and people getting out and technicalities and what +not, his only concern was to put bad men behind bars, or six feet +under, by any means necessary. His partner Menzies, as well as +Vargas, are the opposite. They have nothing but the upmost respect +for law. They may not like a law, but they both want everything to be +done in the most just way possible. To plant evidence or any other +unjust act, even if completely convinced that a person is guilty and +would otherwise go free, would be violation of their own beings. Even +Grandi seems to have a healthy respect for the law. He understands it +as an opponent to his operations, but he clearly does what he can to +stay on the right side of the law. Early on when he gets Vargas’s +wife to talk to him, he makes it exceptionally clear that she is not +to be touched. Unfortunately for him, Quinlan did not feel the same +way, which ultimately lead to his death.
+Conclusion
+2001 +and Evil surely have their place in philosophical study. They are +both particularly strong in displaying the relationships between +knowledge, power, morals, and ethics. Law mostly only applies to +Evil, but surely law and morals, at least in some respect, go hand in +hand. In any case, it is clear that philosophy is rarely, if ever, a +simple matter of black and white.
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RESOURCES
++2001: A Space +Odyssey. (1968). [DVD] Directed by S. Kubrick. MGM.
++Longley, R. +(2018). Totalitarianism, Authoritarianism, and Fascism: +What's the Difference?. [online] ThoughtCo. Available at: +https://www.thoughtco.com/totalitarianism-authoritarianism-fascism-4147699 +[Accessed 14 Jun. 2018].
++Najdowski, C. and +Bonventre, C. (2014). Deception in the interrogation room. +[online] http://www.apa.org. Available at: +http://www.apa.org/monitor/2014/05/jn.aspx [Accessed 14 Jun. 2018].
++Plato +(1998). Republic, The. Project Gutenberg.
++Touch of Evil. +(1858). [DVD] Directed by O. Welles. UI.
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TITLE
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Title +of Paper
+Sub +Title
+Joseph +J. Green
+Northern +Arizona University
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Compare +and contrast how the concepts of knowledge, power, ethics, morality, +and law are handled or illustrated.
+comparing +and contrasting how they are treated in the two different films you +selected. Include Plato's Republic and other lesson materials in your +analysis.
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Space +Oddsey
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Knowledge
+Characters +respond:
+Keep +it secrete +
+Power
+Characters +respond:
+Protect +the people
+ethics
+morality
+Where +characters acting in a moral way?
+law
+Characters +respond:
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Notes:
+26:00 +Movies starts
+30:00 +meeting some characters
+32:00 +Not at liberty to discuss about an epidemic
+41:00 +movie resumes – DR. Haywood Floyd seems to be our main character
+45:00 +hiding an event from the public – feigning an epidemic – not very +moral
+49:00 +something burried 4 million years ago; They go check it out and hear +a high pitched noise
+1:20 +Can’t find anything wrong with a unit that HAL said was going to +fail in 72 hours. Perhaps HAL was testing out lying. Perhaps HAL +wants to kill them all to cover up its error.
+Men +discuss disconnecting HAL
+1:32 +guy goes flying out into space, appears to die.
+1:32 +HAL appears to lie about not knowing what happened
+1:40 +HAL seems to kill off the stasis doctors
+1:54 +Dave is disconnecting HAL.
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+Touch of Evil
+Knowledge
+Characters +respond: +
+Power
+Characters +respond:
+ethics
+morality
+Where +characters acting in a moral way?
+law
+Characters +respond:
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Notes:
+1:21 +Man places bomb in a trunk of a car
+7:00 +Randy linnekar was man targeted?
+11:00 +– The police captin Hank Quinlan seems to have a bit of power. Also +rude.
+15:00 +questioning people outside of jurisdiction
+Earlier, +Vargis is attacked with acid
+Earlier +(needs timestamp) Grandi (Uncle Joe) had Vargas’s wife picked up +and spoken to. To tell Vargas to avoid bothering his brother in +Mexico City.
+30:00 +man takes Grandi in with no charge
+38:00 +Searching a home. The deceasesd’s daughter I presume.
+39:00 +Captain slaps Sanchez
+40:00 +Sanchez hit off screen
+50:00 +The captain seems to have framed Sanchez
+57:00 +Grandi and the Chief seem to be coming to an agreement
+Vargas +and the chief are opposite. Vargas strong sense of justice.
+1:13 +seems like the chief plants lots of evidence
+1:xx +drugged mrs vargas (possible rape)
+1:20 +The chief brings uncle joe up to where Vargas’s drugged wife is to +kill him.
+1:27 +Vargas goes nuts
+1:34 +– the honest cop doesnt get the praise, the unjust one (captain) +does – plato!!!
+Menzies +shoots the captain to protect Vargas
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bring +in plato’s republic
+BOOK +II:
+To +suffer and gain from injustice shows that the evil outweighs the +good. That it’s better to have neither.
+The +highest reach of injustice is to be considered just when you are not
+To +seem just is better than to simply be just. Someone who is just, but +seems unjust, must be wretched while the other bountyful.
+People +are taught to be just not for the sake of justice, but for +reputation.
+God +is good, thus evil comes from elsewhere. As, good can produce no +evil.
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BOOK +VII
+When +people are shown a greater amount of information as compared to a +former time, they may believe that the former is more true than the +reality.
+People +who have not seen this greater information, will resist understanding +and accepting this information.
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bring +in other lesson material
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Lesson +materials
+governmen +types
+Fith +amendment – trying to force confessions
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RESOURCES
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Of +all the assignments in the list, I have completed exactly none of +them. Had I remembered to check the capstone throughout my studies, +chances are I would have completed the mastery assignment already +along with spreadsheet and presentations. I figure I’ll try to +accomplish all these assignments much like I have done the entire PL +course. +
+I’ll +get to work on the Concepts of Group Dynamics Master Activity and +submit it either tomorrow, or today after this proposal/pretest +thing. Friday, Jun 1st, I’ll likely be busy, along with +the rest of the weekend. Then on Monday, provided nothing extreme +happens, I plan on completing at least one of the intercultural +Communication assignments, possibly both of them. Finally, I’ll +take care of communication concepts and the final exit exam. I notice +that Philosophical Concepts is also in the list of assignments to be +completed, but it doesn’t seem to be part of the capstone anymore. +
+Now +I see that I’m only at about 150 words for a 250 word summary. I’m +really not sure what else to write about. It’s all quite simple. +Spend a day on each lesson, double up a couple of the non-essay ones, +and write the final essay which seems to be a critique of the PL +experience as a whole. That will certainly be interesting to try to +complete. The PL experience has changed quite a bit since I started, +and it will be interesting to see what I come up with. One thing I’m +sure I’ll write about is the lack of consistency between amount of +course work per lesson in relation to the credits the lesson is +worth. Overall, I plan on having everything complete by the end of +next week.
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RESOURCES
+
+
+
Asian Culture In Religion [HTML] [ ODT] +
+Asian Culturein Religion Notes [HTML] [ ODT]
+
+
+Asian Culture In Religion [HTML] [ ODT]
+
+
+Kumbh Mela Importance Notes [HTML] [ ODT]
+
+
+Kumbh Mela Importance [HTML] [ ODT]
+
+
+
+Discrepancy Of Verbal Non-Verbal Communication [PPTX"]
+
+The Value Of The Personalized Learning Program [HTML] [ ODT]
+
+
+Group Dynamics As Seen In Films Notes [HTML] [ ODT]
+
+
+Differences Of A Freely Joined And Born Into Culture Notes [HTML] [ ODT]
+
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+Touch Of Odyssey [HTML] [ ODT]
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+The Value Of The Personalized Learning Program Notes [HTML] [ ODT]
+
+
+Differences Of A Freely Joined And Born Into Culture [PPTX"]
+
+Group Dynamics As Seen In Films [HTML] [ ODT]
+
+
+Touch Of Odyssey Notes [HTML] [ ODT]
+
+
+The Value Of The Personalized Learning Program Notes2 [HTML] [ ODT]
+
+
+Group Dynamics As Seen In Films Draft [HTML] [ ODT]
+
+
+In The Heat Of The Night Notes [HTML] [ ODT]
+
+
+Proposal [HTML] [ ODT]
+
+
+Discrepancy Of Verbal Non-Verbal CommunicationNotes [HTML] [ ODT]
+
+
+