forked from logenkain/criticalsarcasm
Add Capstone and Script
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<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
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<html>
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<head>
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<meta http-equiv="content-type" content="text/html; charset=utf-8"/>
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<title></title>
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<meta name="generator" content="LibreOffice 6.0.5.2 (Linux)"/>
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<meta name="created" content="2018-06-10T07:40:50.417698587"/>
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<meta name="changed" content="2018-06-10T18:51:10.457416753"/>
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<style type="text/css">
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@page { margin: 0.79in }
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p { margin-bottom: 0.1in; line-height: 120% }
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</style>
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</head>
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<body lang="en-US" dir="ltr">
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<p style="margin-bottom: 0in; line-height: 100%">Differences between
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a freely-joined and a born-into culture</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">15 Slides that
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clearly demonstrate the differences</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">Title Slide</p>
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<p style="margin-bottom: 0in; line-height: 100%">Reference slide</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">each slide to have a
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meaningful subtitle</p>
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<p style="margin-bottom: 0in; line-height: 100%">each slide to bullet
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list</p>
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<p style="margin-bottom: 0in; line-height: 100%">3-5 points per slide</p>
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<p style="margin-bottom: 0in; line-height: 100%">Use sub-bullets for
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sub points</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">Adjust font, keep
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above 20</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">Images</p>
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<p style="margin-bottom: 0in; line-height: 100%">White space</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">Notes:</p>
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<p style="margin-bottom: 0in; line-height: 100%">Billy is the long
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hair dude</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">Easy Rider</p>
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<p style="margin-bottom: 0in; line-height: 100%"> Joined community of
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drug trafficking?</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 23:00 Drugs and
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travel and enjoy it</p>
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<p style="margin-bottom: 0in; line-height: 100%"> Before that, there
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was the man and his family what with the flat tire</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 30:00 Hippy Commune</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 44:00 Jailed –
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Lawyer dude helps them out and goes with</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1h:09 They leave
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the food stand where everyone was giving them crap</p>
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<p style="margin-bottom: 0in; line-height: 100%"> People born into
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the country life</p>
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<p style="margin-bottom: 0in; line-height: 100%"> VS people who go
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free</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1:16 Brothel</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1:32 Shotgun, billy
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is shot, then other guy Wyatt</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">---------------------------------------------------------</p>
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<p style="margin-bottom: 0in; line-height: 100%">Mocking bird</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 7:00 – farmer
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pays in food. Addicus is to old for tackel</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 13:00 – Born into
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this quite hick town</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 14:00 – Will give
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watch to son (Jem). Customary. Tradition is big.</p>
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<p style="margin-bottom: 0in; line-height: 100%"> ~20:00 Kids
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somewhat rebel and bother the people they aren’t supposed ta
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(Radley)</p>
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<p style="margin-bottom: 0in; line-height: 100%"> People are born
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into poverty?</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 34:00 Scout is in a
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dress</p>
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<p style="margin-bottom: 0in; line-height: 100%"> Scout is born to
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female culture, but clearly desires the freedom to be man-like</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 36:00 Walter born
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into extra poverty compared to scouts family</p>
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<p style="margin-bottom: 0in; line-height: 100%"> Go hunting in
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their spare time</p>
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<p style="margin-bottom: 0in; line-height: 100%"> Unknown when
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having roast.</p>
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<p style="margin-bottom: 0in; line-height: 100%"> Yet, both consider
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themselves poor</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 43:00 Shoots dog</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 47:00 Called a
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nigger lover – Black folk are born into a culture. Erwell said
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this.</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 51:00 born into a
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culture of not fighting</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1:02 men come to
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kill black man. Mob conformity</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1:31 Black man
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feels sorry for white woman. Prosecution questioned him, “you felt
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sorry for her? A white woman?”</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1:34 Woman accuses
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black man for raping her. Why? Because she’s ashamed of having
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kissed a black man. Born in culture.</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1:36 Assumptions
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that all negroes lie; all negroes are basically immoral beings; all
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negro men are not to be trusted around our women;</p>
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<p style="margin-bottom: 0in; line-height: 100%"> in the court negros
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are on the belcony</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1:50 The guy who
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beat his daughter. Came by to spit in Finch’s face. Told a black
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man to go fetch Mr. Finch. The blackman aquest</p>
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<p style="margin-bottom: 0in; line-height: 100%"> </p>
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<p style="margin-bottom: 0in; line-height: 100%"> </p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"> </p>
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<p style="margin-bottom: 0in; line-height: 100%"> </p>
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<p style="margin-bottom: 0in; line-height: 100%"> </p>
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<p style="margin-bottom: 0in; line-height: 100%">
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">---------------------------------------------------------------------------------------</p>
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<p style="margin-bottom: 0in; line-height: 100%">Mehbe this should be
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redone into scenes. The title can be the scene. The points will be
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differences.</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">Title Page</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">1 When it’s a
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choice</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1 The main
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characters choose to go beyond the simple life. Become drug runners.</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 2 People happily
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work hard. The Farmer at the beginning choose family over california</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 3
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">2 Sense of Freedom</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1 Hippy commune.
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They all seem rather happy.</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 2 The cafe, they
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all seem rather miserable. Lashing out at the free folk.</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 3</p>
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<p style="margin-bottom: 0in; line-height: 100%">3 Higher pleasure</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1 Farmer at the
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beginning. Large family. Able to work on his own.</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 2 The men at the
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end can’t stand it so much they kill the main characters</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 3</p>
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<p style="margin-bottom: 0in; line-height: 100%">4 Sense of
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conformaty</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1 Men at the cafe
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are all conformed to each other. Hate the long haired men</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 2 Jailed by people
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just for trying to go through a parade</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 3</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">5 Traditions
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 2</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 3</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 4</p>
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<p style="margin-bottom: 0in; line-height: 100%">6
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 2</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 3</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 4</p>
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<p style="margin-bottom: 0in; line-height: 100%">7</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 2</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 3</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 4</p>
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<p style="margin-bottom: 0in; line-height: 100%">8</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 2</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 3</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 4</p>
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<p style="margin-bottom: 0in; line-height: 100%">9</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 2</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 3</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 4</p>
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<p style="margin-bottom: 0in; line-height: 100%">10</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 2</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 3</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 4</p>
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<p style="margin-bottom: 0in; line-height: 100%">11</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 2</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 3</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 4</p>
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<p style="margin-bottom: 0in; line-height: 100%">12</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 2</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 3</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 4</p>
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<p style="margin-bottom: 0in; line-height: 100%">13</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 1</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 2</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 3</p>
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<p style="margin-bottom: 0in; line-height: 100%"> 4</p>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">References</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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</body>
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</html>
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<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
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<html>
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<head>
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<meta http-equiv="content-type" content="text/html; charset=utf-8"/>
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<title></title>
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<meta name="generator" content="LibreOffice 6.0.5.2 (Linux)"/>
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<meta name="created" content="2018-06-08T17:22:32.177331249"/>
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<meta name="changed" content="2018-06-08T19:17:46.914701562"/>
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<style type="text/css">
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@page { margin: 0.79in }
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p { margin-bottom: 0.1in; line-height: 120% }
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</style>
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</head>
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<body lang="en-US" dir="ltr">
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<p style="margin-bottom: 0in; line-height: 100%">General ripper is
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the big bad dude</p>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">General Buck
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Turgidson is the gruff sounding one</p>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%"><br/>
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</p>
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<p style="margin-bottom: 0in; line-height: 100%">8 discrepancies
|
||||||
|
between verbal and non-verbal comm</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">1
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Context: The
|
||||||
|
president calls the premier that. While saying everything is fine, he
|
||||||
|
fumbles with his hands on the desk and chukkels.
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">How does it reflect
|
||||||
|
discrepancy: The president is clearly nervous, despite his voice
|
||||||
|
saying fine.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">2</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Context 46:30
|
||||||
|
General Ripper sits down and puts his arm around Mandrake to explain
|
||||||
|
to him about the fluids.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">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.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">3</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Context: While
|
||||||
|
General Ripper is explaing the water thing to Mandrake, Mandrake
|
||||||
|
starts laughing, while also shaking and holding himself tight.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">How does it reflect
|
||||||
|
discrepancy: While Mandrake is laughing, due to his other non-verbal
|
||||||
|
communication, he is clearly terrified.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">4</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Context: Mandrake
|
||||||
|
asks Ripper about when he devloped his crazy theories.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">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.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">5</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Context: After
|
||||||
|
Ripper’s men surrender. Mandrake tells him that his men must have
|
||||||
|
been thinking of him.
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">How does it reflect
|
||||||
|
discrepancy: Mandrake is clearly nervious and someone who wasn’t
|
||||||
|
crazy would have noticed that Mandrake trying to calm Ripper.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">6</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Context: General
|
||||||
|
Turgidson says that we all should bow our heads in prayer. Whean
|
||||||
|
leading the prayer, he looks up to address the lord.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">How does it reflect
|
||||||
|
discrepancy: Turgidson looks up to start to the lord.
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">7</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Context: (CHECK!!!!)
|
||||||
|
General Turgidson starts getting excited and cheering about the
|
||||||
|
posibility of a good piolet making a bomb land.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">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”</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">8</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">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.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">How does it reflect
|
||||||
|
discrepancy: He rides the bomb down. The crew think he’s just
|
||||||
|
opening the doors. Also cheering.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">8 examples showing
|
||||||
|
impact of non-verbal</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">1</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Context: 22:32
|
||||||
|
Ripper removes a file and exposes a gun with a sour look on his face.
|
||||||
|
Clearly a threat to Mandrake.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">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.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">2</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Context 39:00
|
||||||
|
Soldiers approach the airbase. The defenders of the airbase fire upon
|
||||||
|
them.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">How does it show the
|
||||||
|
impact: The approaching soldiers start returning fire and assalt the
|
||||||
|
base.
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">3</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">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.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">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.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">4</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Context: 47:00 After
|
||||||
|
talking to Mandrake about the water, bullets fire into Ripper’s
|
||||||
|
room.
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">How does it show the
|
||||||
|
impact: The impact is that it tells Ripper that he needs to get a
|
||||||
|
weapon and fire back.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">5</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Context: When Ripper
|
||||||
|
returns fire at 54:00.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">How does it show the
|
||||||
|
impact: The attacking soldiers realize that things are serious and
|
||||||
|
mount an even heavier assault.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">6</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Context Ripper walks
|
||||||
|
into the bathroom, puts a towel around his neck, a gun fires, and
|
||||||
|
something drops to the floor.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">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.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">7</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Context: After
|
||||||
|
Mandrake figures out the code, a Colonol shows up and points his
|
||||||
|
weapon at Mandrake.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">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.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">8</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Context</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">How does it show the
|
||||||
|
impact</p>
|
||||||
|
</body>
|
||||||
|
</html>
|
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|
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|
||||||
|
<div title="header">
|
||||||
|
<p align="left" style="margin-bottom: 0.2in; line-height: 100%">GROUP
|
||||||
|
DYNAMICS <sdfield type=PAGE subtype=RANDOM format=PAGE>0</sdfield></p>
|
||||||
|
</div>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
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|
||||||
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|
||||||
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
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|
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||||||
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
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|
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|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
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</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
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</p>
|
||||||
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
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</p>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
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|
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</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
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|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Group
|
||||||
|
Dynamics as Seen in Films</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Joseph
|
||||||
|
J. Green</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Northern
|
||||||
|
Arizona University</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
|
<br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Group
|
||||||
|
Dynamics as Seen in Films</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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. </font>
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
|
<font face="Times New Roman, serif">Resources</font></p>
|
||||||
|
<h2 class="western" align="left" style="font-variant: normal; letter-spacing: normal; font-style: normal; font-weight: normal; line-height: 200%">
|
||||||
|
<font color="#000000"><font face="Times New Roman">References</font></font></h2>
|
||||||
|
<p style="margin-left: 0.2in; text-indent: -0.2in; margin-bottom: 0.08in; font-variant: normal; letter-spacing: normal; font-style: normal; font-weight: normal">
|
||||||
|
<font color="#000000"><font face="Times New Roman">Forsyth, D.
|
||||||
|
(2010). <i>Introduction to Group Dynamics</i>. 5th ed. Wadsworth
|
||||||
|
Publishing, pp.14-29, 47-52.</font></font></p>
|
||||||
|
<p style="margin-left: 0.2in; text-indent: -0.2in; margin-bottom: 0.08in; font-variant: normal; letter-spacing: normal; font-style: normal; font-weight: normal">
|
||||||
|
<font color="#000000"><font face="Times New Roman">Johnson, D. and
|
||||||
|
Johnson, F. (2016). <i>Joining Together: Group Theory and Group
|
||||||
|
Skills</i>. 12th ed. Pearson, pp.1-45.</font></font></p>
|
||||||
|
<p style="margin-left: 0.2in; text-indent: -0.2in; margin-bottom: 0.08in; font-variant: normal; letter-spacing: normal; font-style: normal; font-weight: normal">
|
||||||
|
<font color="#000000"><font face="Times New Roman">Rcgd.isr.umich.edu.
|
||||||
|
(n.d.). <i>Research Center for Group Dynamics: History</i>.
|
||||||
|
[online] Available at: http://rcgd.isr.umich.edu/history/ [Accessed 4
|
||||||
|
Jun. 2018].</font></font></p>
|
||||||
|
<p style="margin-left: 0.2in; text-indent: -0.2in; margin-bottom: 0.08in; font-variant: normal; letter-spacing: normal; font-style: normal; font-weight: normal">
|
||||||
|
<font color="#000000"><font face="Times New Roman">Smith, M.
|
||||||
|
(2005). <i>bruce w. tuckman - forming, storming norming and
|
||||||
|
performing in groups</i>. [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].</font></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
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|
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Group
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Dynamics as Seen in Films</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Joseph
|
||||||
|
J. Green</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Northern
|
||||||
|
Arizona University</font></p>
|
||||||
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
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<p align="center" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
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<br/>
|
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|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Group
|
||||||
|
Dynamics as Seen in Films</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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. </font>
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
|
<font face="Times New Roman, serif">Resources</font></p>
|
||||||
|
<h2 class="western" align="left" style="font-variant: normal; letter-spacing: normal; font-style: normal; font-weight: normal; line-height: 200%">
|
||||||
|
<font color="#000000"><font face="Times New Roman">References</font></font></h2>
|
||||||
|
<p style="margin-left: 0.2in; text-indent: -0.2in; margin-bottom: 0.08in; font-variant: normal; letter-spacing: normal; font-style: normal; font-weight: normal">
|
||||||
|
<font color="#000000"><font face="Times New Roman">Forsyth, D.
|
||||||
|
(2010). <i>Introduction to Group Dynamics</i>. 5th ed. Wadsworth
|
||||||
|
Publishing, pp.14-29, 47-52.</font></font></p>
|
||||||
|
<p style="margin-left: 0.2in; text-indent: -0.2in; margin-bottom: 0.08in; font-variant: normal; letter-spacing: normal; font-style: normal; font-weight: normal">
|
||||||
|
<font color="#000000"><font face="Times New Roman">Johnson, D. and
|
||||||
|
Johnson, F. (2016). <i>Joining Together: Group Theory and Group
|
||||||
|
Skills</i>. 12th ed. Pearson, pp.1-45.</font></font></p>
|
||||||
|
<p style="margin-left: 0.2in; text-indent: -0.2in; margin-bottom: 0.08in; font-variant: normal; letter-spacing: normal; font-style: normal; font-weight: normal">
|
||||||
|
<font color="#000000"><font face="Times New Roman">Rcgd.isr.umich.edu.
|
||||||
|
(n.d.). <i>Research Center for Group Dynamics: History</i>.
|
||||||
|
[online] Available at: http://rcgd.isr.umich.edu/history/ [Accessed 4
|
||||||
|
Jun. 2018].</font></font></p>
|
||||||
|
<p style="margin-left: 0.2in; text-indent: -0.2in; margin-bottom: 0.08in; font-variant: normal; letter-spacing: normal; font-style: normal; font-weight: normal">
|
||||||
|
<font color="#000000"><font face="Times New Roman">Smith, M.
|
||||||
|
(2005). <i>bruce w. tuckman - forming, storming norming and
|
||||||
|
performing in groups</i>. [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].</font></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
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|
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|
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Title
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Sub
|
||||||
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Title</font></p>
|
||||||
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Joseph
|
||||||
|
J. Green</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Northern
|
||||||
|
Arizona University</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
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|
||||||
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<p align="left" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
|
<font face="Times New Roman, serif">Write a 1500- to 2000-word
|
||||||
|
analysis comparing and contrasting how key concepts and theories of
|
||||||
|
group dynamics are illustrated in the three films.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Intro</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1
|
||||||
|
Brief overview of the films</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 1
|
||||||
|
Primary</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Kennedy
|
||||||
|
and Hubert Humphrey</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Win
|
||||||
|
the primary of the1960 Wisconsin primary</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> They
|
||||||
|
both had staff to help them. Humpfrey took a more dicator-like stance</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Kennedy
|
||||||
|
took a more democratic stance.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Groups
|
||||||
|
include, both side’s staff. The two pubic camps.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 2
|
||||||
|
Judgement at Nuremberg</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Dr.
|
||||||
|
Ernst Janning</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Emil
|
||||||
|
Hahn</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Werner
|
||||||
|
Lampe</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Friedrich
|
||||||
|
Hofstetter</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Groups
|
||||||
|
include, the entire tribunal, judges, audience, defendants, pantiff,
|
||||||
|
defendants.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 3
|
||||||
|
The Manchurian Candidate</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Groups
|
||||||
|
include, communists uncovered in the dreams</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">
|
||||||
|
Many two person groups (fill in later)</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Army</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Soldiers</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> His
|
||||||
|
mother and step father</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> His
|
||||||
|
mother and step father’s oppnent and opponent’s daughter</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">2
|
||||||
|
Key concepts</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Groups
|
||||||
|
have their own nature</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Groups
|
||||||
|
end up in a middle ground, choping off extreme viewpoints</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> People
|
||||||
|
can be replaced or added to groups with little effect.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Motivations
|
||||||
|
and emotions</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">3
|
||||||
|
Theories</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Bruce
|
||||||
|
Tuckman’s theory of group development (NATURE_OF_GROUP)</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Groups
|
||||||
|
go through a series of five stages --- Who is this guy again?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Forming
|
||||||
|
– figure out what they need to do, get together</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Storming,
|
||||||
|
everyone pushes their opinions and try to find status in the group</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">norming
|
||||||
|
– norms are developed. Upper and lower extremes of individual
|
||||||
|
opinion are cut off until the group finds a nice middle ground. </font>
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Performing
|
||||||
|
– where real performance gains and accomplismenets of tasks happen</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Adjourning
|
||||||
|
– The groups have finished it’s tasks and wraps up the purpose of
|
||||||
|
the grou and evenutally dissolves. (Smith, 2007)</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 1
|
||||||
|
Norming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> The
|
||||||
|
songs</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Performing</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Speeches</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Adjourning</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Leave
|
||||||
|
and go to another state</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">2
|
||||||
|
Forming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Find
|
||||||
|
people to perside over the case. Get everyone together.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Storming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Get
|
||||||
|
the basic oppinion from each side</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Norming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Captin
|
||||||
|
is formal</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Judge
|
||||||
|
requests informality</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Captin
|
||||||
|
submits</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Judge
|
||||||
|
doesn’t want servants.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Senator
|
||||||
|
says he does, for sake of the servants</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Judge
|
||||||
|
aquests</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Performing</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> prosecution
|
||||||
|
and defense do their roles. Judges do their roles. Sentences and
|
||||||
|
context are executed, disstening opinion read.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Adjourning</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 3
|
||||||
|
Forming – Military group. Get’s captured. Forcefully formed.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Storming
|
||||||
|
– The commy group pushes their opinions into these peoples heads</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Norming
|
||||||
|
– They set it up for it to be normal for everyone to like the main
|
||||||
|
guy</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Adjourning
|
||||||
|
– This wasn’t really done, other than the guy killing himself.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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)</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> </font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">outro</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Group
|
||||||
|
norms develop over time until individual members accept a general
|
||||||
|
average of what the group thought.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><a href="http://www.people.vcu.edu/~albest/woodbadge/SR917/Planning/CDDC/Team%20Building%20Ideas/Tuckman%20More%20Form%20Storm%20Norm%20Perform.pdf">http://www.people.vcu.edu/~albest/woodbadge/SR917/Planning/CDDC/Team%20Building%20Ideas/Tuckman%20More%20Form%20Storm%20Norm%20Perform.pdf</a></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><a href="http://rcgd.isr.umich.edu/history/">http://rcgd.isr.umich.edu/history/</a></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><a href="https://blogs.cornell.edu/info2040/2015/11/20/autokinetic-effect-and-social-norms/">https://blogs.cornell.edu/info2040/2015/11/20/autokinetic-effect-and-social-norms/</a></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">People
|
||||||
|
have different opinions, but come to a middle ground after a while.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">==============================Primary</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">General
|
||||||
|
notes</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Group
|
||||||
|
of people watching presidental candidate (Kennedy)</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> singing
|
||||||
|
together. Before 5<sup>th</sup> minute</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">People
|
||||||
|
are quiet during Kennedy speech 5:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Shaking
|
||||||
|
everyone’s hands on the way out.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Group
|
||||||
|
of according playing 0700</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">applause
|
||||||
|
begins applause 0800</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Humpfry
|
||||||
|
kissing hands and shaking babies</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Humpfry
|
||||||
|
talking about caring about agriculture, influences negative
|
||||||
|
connotations to the other group (his opponents) on their level of
|
||||||
|
dedication to agriculture. 21:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Someone
|
||||||
|
laughs, everyone joins in a bit and applauses.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Try
|
||||||
|
to make people leaugh “They like to see me squirm” (about asking
|
||||||
|
tough questions)</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Everyone
|
||||||
|
is subbordinate. Telling woman what to do.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Kennedy
|
||||||
|
suggesting that the people figure things out themselves 26:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Kennedy
|
||||||
|
team seems to push towards people thinking on their own</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Kennedy
|
||||||
|
team has a catchy song – chanting about voting for him – using
|
||||||
|
the song “High Hopes” by Frank Sinatra with some altered lyrics</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Crowd
|
||||||
|
seems to split appart for Kennedy 29:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Kennedy
|
||||||
|
is very “we” focused instead of “I” focused 34:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Kennedy
|
||||||
|
is catholic, and we’re catholic too, I think that has a lot to do
|
||||||
|
with it 39:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Other’s
|
||||||
|
say, they’d prefer a god fearing man</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Other’s
|
||||||
|
say, religion should stay out of politics. 39</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Both
|
||||||
|
camps have confirmation bias. They both believe, without a doubt,
|
||||||
|
that their candidate will win 40:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Groups
|
||||||
|
are large. Every member doesn’t know every other member.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Humpfry
|
||||||
|
folks feel great in the early results</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Kennedy
|
||||||
|
folks clearly look nervous and defeated in the early results</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">City
|
||||||
|
votes comes out and knocks Humpfry over. 2:1 Kennedy</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">The
|
||||||
|
people all believed their group, despite their earlier confidence.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Rural
|
||||||
|
and city folk prefer different sides. Kennedy for city, Humpfrey for
|
||||||
|
rural, rual has little say in presidential matters</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Hubert
|
||||||
|
HUMPHREY</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">=======================Judgment
|
||||||
|
At Nuremberg===================</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Person
|
||||||
|
complains of horn, other joins in.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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”</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%">“<font face="Times New Roman, serif">and
|
||||||
|
all this formality kinda gets me down a little” 0934</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">16:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> People
|
||||||
|
on trial answer not-guilty</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">25:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nazism
|
||||||
|
itself. People feel into each other.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Judges
|
||||||
|
fall into doing their job, group think</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"> <font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">52:00
|
||||||
|
Servants. What could we do?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:13
|
||||||
|
Max mentioned how the American people don’t care anymore. With the
|
||||||
|
war over (for two years), focus was shifted elsewhere quickly.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:25
|
||||||
|
– song of unity with one another</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Courts
|
||||||
|
and jouries themselves are all about a social group dynamic.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">2:22
|
||||||
|
sacrificial lamb story. People were desperate, to find a devil to
|
||||||
|
blame, was to free themselves.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Even
|
||||||
|
the persecution started to feel that it’s more than just sentencing
|
||||||
|
people guilty.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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… </font>
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">===============The
|
||||||
|
Manchurian Candidate ==========================</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Army
|
||||||
|
group follows orders, get captured.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Bobby
|
||||||
|
lembeck?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">36:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"> <font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Every
|
||||||
|
grouping seems to be a pair, except for the commies in the dream</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Commie
|
||||||
|
folk do horrible things in the name of, what? I don’t even know.
|
||||||
|
But at start of video</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Shaw
|
||||||
|
and Shaws mother dominant and subbordinate relationship.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">First
|
||||||
|
movie?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Groups
|
||||||
|
of american people</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Groups
|
||||||
|
of candidates and their staff</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Second
|
||||||
|
movie?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> A
|
||||||
|
group prosiding over a group who had prosided over others</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Third
|
||||||
|
movie?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Multiple
|
||||||
|
one on one relationships</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Shaw,
|
||||||
|
shaw’s mother</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Shw’s
|
||||||
|
mother, Shaw’s step father</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> The
|
||||||
|
major and shaw</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Shaw
|
||||||
|
and the colonel?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Major
|
||||||
|
and the girl</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Some
|
||||||
|
judgement groups</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> The
|
||||||
|
major and the medical board</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> The
|
||||||
|
commies in the dream</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Drilled
|
||||||
|
to remember imaginary events (the platoon)</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">He
|
||||||
|
strangled Ed Mavole</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Shot
|
||||||
|
Bobby Lembeck</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Killed
|
||||||
|
Mr. Gaines (his boss)</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> was
|
||||||
|
just a test</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Killed
|
||||||
|
Senator Jordan</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Killed
|
||||||
|
Jocelyn</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">His
|
||||||
|
mother is his American operator????? Yup.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:46</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Lack
|
||||||
|
of friends may have helped him go crazy</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; border-top: none; border-bottom: 1.05pt double #000000; border-left: none; border-right: none; padding-top: 0in; padding-bottom: 0.03in; padding-left: 0in; padding-right: 0in; line-height: 200%">
|
||||||
|
<br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Studies
|
||||||
|
should be done at the group level? Or the individual?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Manchu
|
||||||
|
candidate is a group and individual thing</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Motivations</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Manchu
|
||||||
|
– Communisim win over capitalism</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Nuremberg
|
||||||
|
– Prevail in Justice</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Primary
|
||||||
|
– Win the primary</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Emotions</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Manchu
|
||||||
|
– Desire to overcome capitalism; desire to talk about dreams and
|
||||||
|
reach out</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Nuremberg
|
||||||
|
– For what else is justice for?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Primary
|
||||||
|
– Get’s the crowed going and cheering on their candidate</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Jennifer
|
||||||
|
George’s theory of group affective tone</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Groups
|
||||||
|
display collective mood states</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Group
|
||||||
|
mood may not be noticed by members of the grouping</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Manchurian
|
||||||
|
– Happy at the brothel</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nuremberg
|
||||||
|
– Everyone seemed to fall into a mood of feeling for the prosecuted</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Primary
|
||||||
|
– Respective candidate crowds grew into a frenzy of cheering.
|
||||||
|
Kennedies even more with the Sinatra rip.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Social
|
||||||
|
Exchange Theory</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Individuals
|
||||||
|
try to maximize rewards and minimize costs</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">In
|
||||||
|
groups, individuals surrender exclusive control over their outcomes</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Members
|
||||||
|
influence outcomes and actions of all other members</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Manchu
|
||||||
|
– Mother accepts control over her son</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Nuremberg
|
||||||
|
– Judges accept guilty verdict, with one dissenting opinon</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Primary
|
||||||
|
– The not kennedy guy force control over the group. Kennedy side
|
||||||
|
seems to encourage thinking</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Systems
|
||||||
|
Theory</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Manchu
|
||||||
|
– All members of the captured soldiers are combined to support the
|
||||||
|
killing machine that is Shaw</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Nuremberg
|
||||||
|
– All members are combined to find a group judgement of the actions
|
||||||
|
of others.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Primary
|
||||||
|
– The many parts that combine to create a campaign.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Self-categorization
|
||||||
|
theory</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> align
|
||||||
|
people’s self-conceptions with their conception of the groups to
|
||||||
|
wich they belong.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Manchu
|
||||||
|
– Major aligned himself with PTSD or Shell Shock people’s</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nuremberg
|
||||||
|
– Everyone begun feeling similarly at the end</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Primary
|
||||||
|
– Both camps found themselves to be winners and part of their
|
||||||
|
candidates.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">RESOURCES
|
||||||
|
FOR ABOVE</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">theoretical
|
||||||
|
perspectives in group dynamics</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; border-top: none; border-bottom: 1.05pt double #000000; border-left: none; border-right: none; padding-top: 0in; padding-bottom: 0.03in; padding-left: 0in; padding-right: 0in; line-height: 200%">
|
||||||
|
<br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Groupthink
|
||||||
|
– Irving Janis</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Manchu
|
||||||
|
– Not sure</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Nuremberg
|
||||||
|
– The defendants gave into the crimes due to strong pressures to
|
||||||
|
conform. Even the best and brightest aren’t free from such failures</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Primary
|
||||||
|
– Everything the candidates said to their respective groups was met
|
||||||
|
with applause</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> </font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">RESOURCES
|
||||||
|
FOR ABOVE</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; border-top: none; border-bottom: 1.05pt double #000000; border-left: none; border-right: none; padding-top: 0in; padding-bottom: 0.03in; padding-left: 0in; padding-right: 0in; line-height: 200%">
|
||||||
|
<font face="Times New Roman, serif">Studying Groups</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Recurring-phase
|
||||||
|
theories.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Three
|
||||||
|
basic themes. Dependency on the leader, pairing among members for
|
||||||
|
emotional support, and fight-flight reactions to a threat to the
|
||||||
|
group.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Manch
|
||||||
|
– Not sure</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nuremberg
|
||||||
|
– Persiding judge, other honors, the defendants</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Primary
|
||||||
|
– very direct to the themes</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">RESOURCES
|
||||||
|
FOR ABOVE</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; border-top: none; border-bottom: 1.05pt double #000000; border-left: none; border-right: none; padding-top: 0in; padding-bottom: 0.03in; padding-left: 0in; padding-right: 0in; line-height: 200%">
|
||||||
|
<font face="Times New Roman, serif">Johnson Ch1 Group Dynamics</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Goal
|
||||||
|
theory</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Mastery
|
||||||
|
goals – Improvement</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Performance
|
||||||
|
goals – Looking good</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Manchu
|
||||||
|
– Improve ability to assasinate people as needed</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nuremberg
|
||||||
|
– Improve justice</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Primary
|
||||||
|
– Look good</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Level
|
||||||
|
of aspiration</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Compromise
|
||||||
|
between ideal goals and more realistic expectations.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Manchu
|
||||||
|
– Mother ends up with her own son – uses him anyway</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nuremberg
|
||||||
|
– Ideal – justice; realistic – needs allies</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Primary
|
||||||
|
– Want to please all, but seek to please the majority</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Realistic
|
||||||
|
conflict theory</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Intergroup
|
||||||
|
conflicts are rational in the sense that groups have incompatible
|
||||||
|
goals and are in compeition over scarce resources.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Manchu
|
||||||
|
– Wanting to do a trial assaination vs preserving the weapon</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nuremberg
|
||||||
|
– The judges at the end. One says nay, Haworth(main judge?) says
|
||||||
|
yay.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Primary
|
||||||
|
– The general public. Such things as pro or against a leader being
|
||||||
|
god-fearing.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">RESOURCES
|
||||||
|
FOR ABOVE</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Group
|
||||||
|
goals social interdependence and trust</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; border-top: none; border-bottom: 1.05pt double #000000; border-left: none; border-right: none; padding-top: 0in; padding-bottom: 0.03in; padding-left: 0in; padding-right: 0in; line-height: 200%">
|
||||||
|
<br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Kurt
|
||||||
|
lewin field theory</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> interactionism</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> people
|
||||||
|
behave baised on the interaction of the person and the environment.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Function
|
||||||
|
of personal qualities and social environment.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Manchu
|
||||||
|
– The soldiers are brainwashed</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nuremberg
|
||||||
|
– defendants submit and stand with one another, prosecutor and
|
||||||
|
defense fight</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">primary
|
||||||
|
– Crowds go wild</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">RESOURCES
|
||||||
|
FOR ABOVE</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">the
|
||||||
|
nature of group dynamics</font></p>
|
||||||
|
</body>
|
||||||
|
</html>
|
||||||
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|
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|
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|
</head>
|
||||||
|
<body lang="en-US" dir="ltr">
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">In the heat of the
|
||||||
|
night</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Possible groups</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Sam and the chief</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">Sam’s name is wood</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">The chief is
|
||||||
|
Gillespie?</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">10:49</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"> Sam finds a black
|
||||||
|
guy. Calls him “boy”</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"> Possibly fearful
|
||||||
|
(because he’s black?)</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">1:14</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%"> When virgil gets in
|
||||||
|
the car, might be some accomodation.</p>
|
||||||
|
<p style="margin-bottom: 0in; line-height: 100%">1:16 might be some
|
||||||
|
anxiety (pie shop)</p>
|
||||||
|
</body>
|
||||||
|
</html>
|
||||||
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<head>
|
||||||
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|
||||||
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|
||||||
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|
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|
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|
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|
<body lang="en-US" dir="ltr">
|
||||||
|
<div title="header">
|
||||||
|
<p align="left" style="margin-bottom: 0.2in; line-height: 100%">PERSONALIZED
|
||||||
|
LEARNING <sdfield type=PAGE subtype=RANDOM format=PAGE>0</sdfield></p>
|
||||||
|
</div>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">The
|
||||||
|
Value of the Personalized Learning Program</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Joseph
|
||||||
|
J. Green</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Northern
|
||||||
|
Arizona University</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
|
<font face="Times New Roman, serif">The Value of the Personalized
|
||||||
|
Learning Program</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><font size="4" style="font-size: 16pt"><b>The
|
||||||
|
Good</b></font></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><font size="4" style="font-size: 16pt"><b>The
|
||||||
|
Bad</b></font></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">
|
||||||
|
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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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. </font>
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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. </font>
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><font size="4" style="font-size: 16pt"><b>The
|
||||||
|
Overall</b></font></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><font size="4" style="font-size: 16pt"><b>Conclusion</b></font></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
|
<font face="Times New Roman, serif"><b>REFERENCES</b></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; font-weight: normal; line-height: 200%">
|
||||||
|
<font face="Times New Roman, serif">The Personalized Learning program
|
||||||
|
of NAU for Liberal Arts (2018)</font></p>
|
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|
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<p align="left" style="margin-bottom: 0.2in; line-height: 100%">TITLE
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OF PAPER <sdfield type=PAGE subtype=RANDOM format=PAGE>0</sdfield></p>
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</div>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
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</p>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
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</p>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
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</p>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
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</p>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
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|
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</p>
|
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Title
|
||||||
|
of Paper</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Sub
|
||||||
|
Title</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Joseph
|
||||||
|
J. Green</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Northern
|
||||||
|
Arizona University</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
|
<br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Inconsistancy
|
||||||
|
between course work and credit hours</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Love
|
||||||
|
that Pearson is gone</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Test
|
||||||
|
questions sometimes don’t seem to target valuable insight.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">CONCEPTS
|
||||||
|
OF GROUP DYNAMICS PART</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Social
|
||||||
|
environment that a person within a group finds himself in has a
|
||||||
|
dramatic affect on a person’s behaviour</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
|
<font face="Times New Roman, serif">Groups go through a series of
|
||||||
|
five stages</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Forming
|
||||||
|
– figure out what they need to do, get together</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Storming,
|
||||||
|
everyone pushes their opinions and try to find status in the group</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">norming
|
||||||
|
– norms are developed. Upper and lower extremes of individual
|
||||||
|
opinion are cut off until the group finds a nice middle ground. </font>
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Performing
|
||||||
|
– where real performance gains and accomplismenets of tasks happen</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Adjourning
|
||||||
|
– The groups have finished it’s tasks and wraps up the purpose of
|
||||||
|
the grou and evenutally dissolves. (Smith, 2007)</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Group
|
||||||
|
norms develop over time until individual members accept a general
|
||||||
|
average of what the group thought.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><a href="http://www.people.vcu.edu/~albest/woodbadge/SR917/Planning/CDDC/Team%20Building%20Ideas/Tuckman%20More%20Form%20Storm%20Norm%20Perform.pdf">http://www.people.vcu.edu/~albest/woodbadge/SR917/Planning/CDDC/Team%20Building%20Ideas/Tuckman%20More%20Form%20Storm%20Norm%20Perform.pdf</a></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><a href="http://rcgd.isr.umich.edu/history/">http://rcgd.isr.umich.edu/history/</a></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><a href="https://blogs.cornell.edu/info2040/2015/11/20/autokinetic-effect-and-social-norms/">https://blogs.cornell.edu/info2040/2015/11/20/autokinetic-effect-and-social-norms/</a></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Applying
|
||||||
|
theory to groups</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">People
|
||||||
|
have different opinions, but come to a middle ground after a while.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Forming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Storming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Norming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Adjourning</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">==============================Primary</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">People
|
||||||
|
have different opinions, but come to a middle ground after a while.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> </font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Forming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> </font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Storming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Norming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> The
|
||||||
|
songs</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Performing</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Speeches</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Adjourning</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Leave
|
||||||
|
and go to another state</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">General
|
||||||
|
notes</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Group
|
||||||
|
of people watching presidental candidate (Kennedy)</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> singing
|
||||||
|
together. Before 5<sup>th</sup> minute</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">People
|
||||||
|
are quiet during Kennedy speech 5:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Shaking
|
||||||
|
everyone’s hands on the way out.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Group
|
||||||
|
of according playing 0700</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">applause
|
||||||
|
begins applause 0800</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Humpfry
|
||||||
|
kissing hands and shaking babies</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Humpfry
|
||||||
|
talking about caring about agriculture, influences negative
|
||||||
|
connotations to the other group (his opponents) on their level of
|
||||||
|
dedication to agriculture. 21:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Someone
|
||||||
|
laughs, everyone joins in a bit and applauses.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Try
|
||||||
|
to make people leaugh “They like to see me squirm” (about asking
|
||||||
|
tough questions)</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Everyone
|
||||||
|
is subbordinate. Telling woman what to do.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Kennedy
|
||||||
|
suggesting that the people figure things out themselves 26:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Kennedy
|
||||||
|
team seems to push towards people thinking on their own</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Kennedy
|
||||||
|
team has a catchy song – chanting about voting for him – using
|
||||||
|
the song “High Hopes” by Frank Sinatra with some altered lyrics</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Crowd
|
||||||
|
seems to split appart for Kennedy 29:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Kennedy
|
||||||
|
is very “we” focused instead of “I” focused 34:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Kennedy
|
||||||
|
is catholic, and we’re catholic too, I think that has a lot to do
|
||||||
|
with it 39:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Other’s
|
||||||
|
say, they’d prefer a god fearing man</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Other’s
|
||||||
|
say, religion should stay out of politics. 39</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Both
|
||||||
|
camps have confirmation bias. They both believe, without a doubt,
|
||||||
|
that their candidate will win 40:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Groups
|
||||||
|
are large. Every member doesn’t know every other member.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Humpfry
|
||||||
|
folks feel great in the early results</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Kennedy
|
||||||
|
folks clearly look nervous and defeated in the early results</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">City
|
||||||
|
votes comes out and knocks Humpfry over. 2:1 Kennedy</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">The
|
||||||
|
people all believed their group, despite their earlier confidence.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Rural
|
||||||
|
and city folk prefer different sides. Kennedy for city, Humpfrey for
|
||||||
|
rural, rual has little say in presidential matters</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Hubert
|
||||||
|
HUMPHREY</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">=======================Judgment
|
||||||
|
At Nuremberg===================</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Forming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Find
|
||||||
|
people to perside over the case. Get everyone together.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Storming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Get
|
||||||
|
the basic oppinion from each side</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Norming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Captin
|
||||||
|
is formal</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Judge
|
||||||
|
requests informality</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Captin
|
||||||
|
submits</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Judge
|
||||||
|
doesn’t want servants.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Senator
|
||||||
|
says he does, for sake of the servants</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Judge
|
||||||
|
aquests</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Performing</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> prosecution
|
||||||
|
and defense do their roles. Judges do their roles. Sentences and
|
||||||
|
context are executed, disstening opinion read.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Adjourning</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Person
|
||||||
|
complains of horn, other joins in.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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”</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%">“<font face="Times New Roman, serif">and
|
||||||
|
all this formality kinda gets me down a little” 0934</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">16:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> People
|
||||||
|
on trial answer not-guilty</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">25:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nazism
|
||||||
|
itself. People feel into each other.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Judges
|
||||||
|
fall into doing their job, group think</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"> <font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">52:00
|
||||||
|
Servants. What could we do?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:13
|
||||||
|
Max mentioned how the American people don’t care anymore. With the
|
||||||
|
war over (for two years), focus was shifted elsewhere quickly.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:25
|
||||||
|
– song of unity with one another</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Courts
|
||||||
|
and jouries themselves are all about a social group dynamic.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">2:22
|
||||||
|
sacrificial lamb story. People were desperate, to find a devil to
|
||||||
|
blame, was to free themselves.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Even
|
||||||
|
the persecution started to feel that it’s more than just sentencing
|
||||||
|
people guilty.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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… </font>
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">===============The
|
||||||
|
Manchurian Candidate ==========================</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Forming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Storming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Norming</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Performing</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Adjourning</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Army
|
||||||
|
group in brothel</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Army
|
||||||
|
group follows orders, get captured.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Bobby
|
||||||
|
lembeck?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">36:00</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"> <font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Every
|
||||||
|
grouping seems to be a pair, except for the commies in the dream</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Commie
|
||||||
|
folk do horrible things in the name of, what? I don’t even know.
|
||||||
|
But at start of video</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Shaw
|
||||||
|
and Shaws mother dominant and subbordinate relationship.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">First
|
||||||
|
movie?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Groups
|
||||||
|
of american people</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Groups
|
||||||
|
of candidates and their staff</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Second
|
||||||
|
movie?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> A
|
||||||
|
group prosiding over a group who had prosided over others</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Third
|
||||||
|
movie?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Multiple
|
||||||
|
one on one relationships</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Shaw,
|
||||||
|
shaw’s mother</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Shw’s
|
||||||
|
mother, Shaw’s step father</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> The
|
||||||
|
major and shaw</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Shaw
|
||||||
|
and the colonel?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Major
|
||||||
|
and the girl</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Some
|
||||||
|
judgement groups</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> The
|
||||||
|
major and the medical board</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> The
|
||||||
|
commies in the dream</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Drilled
|
||||||
|
to remember imaginary events (the platoon)</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">He
|
||||||
|
strangled Ed Mavole</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Shot
|
||||||
|
Bobby Lembeck</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Killed
|
||||||
|
Mr. Gaines (his boss)</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> was
|
||||||
|
just a test</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Killed
|
||||||
|
Senator Jordan</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Killed
|
||||||
|
Jocelyn</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">His
|
||||||
|
mother is his American operator????? Yup.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:46</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Lack
|
||||||
|
of friends may have helped him go crazy</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; border-top: none; border-bottom: 1.05pt double #000000; border-left: none; border-right: none; padding-top: 0in; padding-bottom: 0.03in; padding-left: 0in; padding-right: 0in; line-height: 200%">
|
||||||
|
<br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Studies
|
||||||
|
should be done at the group level? Or the individual?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Manchu
|
||||||
|
candidate is a group and individual thing</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Motivations</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Manchu
|
||||||
|
– Communisim win over capitalism</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Nuremberg
|
||||||
|
– Prevail in Justice</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Primary
|
||||||
|
– Win the primary</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Emotions</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Manchu
|
||||||
|
– Desire to overcome capitalism; desire to talk about dreams and
|
||||||
|
reach out</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Nuremberg
|
||||||
|
– For what else is justice for?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Primary
|
||||||
|
– Get’s the crowed going and cheering on their candidate</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Jennifer
|
||||||
|
George’s theory of group affective tone</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Groups
|
||||||
|
display collective mood states</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Group
|
||||||
|
mood may not be noticed by members of the grouping</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Manchurian
|
||||||
|
– Happy at the brothel</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nuremberg
|
||||||
|
– Everyone seemed to fall into a mood of feeling for the prosecuted</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Primary
|
||||||
|
– Respective candidate crowds grew into a frenzy of cheering.
|
||||||
|
Kennedies even more with the Sinatra rip.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Social
|
||||||
|
Exchange Theory</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Individuals
|
||||||
|
try to maximize rewards and minimize costs</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">In
|
||||||
|
groups, individuals surrender exclusive control over their outcomes</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Members
|
||||||
|
influence outcomes and actions of all other members</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Manchu
|
||||||
|
– Mother accepts control over her son</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Nuremberg
|
||||||
|
– Judges accept guilty verdict, with one dissenting opinon</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Primary
|
||||||
|
– The not kennedy guy force control over the group. Kennedy side
|
||||||
|
seems to encourage thinking</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Systems
|
||||||
|
Theory</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Manchu
|
||||||
|
– All members of the captured soldiers are combined to support the
|
||||||
|
killing machine that is Shaw</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Nuremberg
|
||||||
|
– All members are combined to find a group judgement of the actions
|
||||||
|
of others.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Primary
|
||||||
|
– The many parts that combine to create a campaign.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Self-categorization
|
||||||
|
theory</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> align
|
||||||
|
people’s self-conceptions with their conception of the groups to
|
||||||
|
wich they belong.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Manchu
|
||||||
|
– Major aligned himself with PTSD or Shell Shock people’s</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nuremberg
|
||||||
|
– Everyone begun feeling similarly at the end</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Primary
|
||||||
|
– Both camps found themselves to be winners and part of their
|
||||||
|
candidates.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">RESOURCES
|
||||||
|
FOR ABOVE</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">theoretical
|
||||||
|
perspectives in group dynamics</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; border-top: none; border-bottom: 1.05pt double #000000; border-left: none; border-right: none; padding-top: 0in; padding-bottom: 0.03in; padding-left: 0in; padding-right: 0in; line-height: 200%">
|
||||||
|
<br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Groupthink
|
||||||
|
– Irving Janis</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Manchu
|
||||||
|
– Not sure</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Nuremberg
|
||||||
|
– The defendants gave into the crimes due to strong pressures to
|
||||||
|
conform. Even the best and brightest aren’t free from such failures</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Primary
|
||||||
|
– Everything the candidates said to their respective groups was met
|
||||||
|
with applause</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> </font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">RESOURCES
|
||||||
|
FOR ABOVE</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; border-top: none; border-bottom: 1.05pt double #000000; border-left: none; border-right: none; padding-top: 0in; padding-bottom: 0.03in; padding-left: 0in; padding-right: 0in; line-height: 200%">
|
||||||
|
<font face="Times New Roman, serif">Studying Groups</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Recurring-phase
|
||||||
|
theories.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Three
|
||||||
|
basic themes. Dependency on the leader, pairing among members for
|
||||||
|
emotional support, and fight-flight reactions to a threat to the
|
||||||
|
group.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Manch
|
||||||
|
– Not sure</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nuremberg
|
||||||
|
– Persiding judge, other honors, the defendants</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Primary
|
||||||
|
– very direct to the themes</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">RESOURCES
|
||||||
|
FOR ABOVE</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; border-top: none; border-bottom: 1.05pt double #000000; border-left: none; border-right: none; padding-top: 0in; padding-bottom: 0.03in; padding-left: 0in; padding-right: 0in; line-height: 200%">
|
||||||
|
<font face="Times New Roman, serif">Johnson Ch1 Group Dynamics</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Goal
|
||||||
|
theory</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Mastery
|
||||||
|
goals – Improvement</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Performance
|
||||||
|
goals – Looking good</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Manchu
|
||||||
|
– Improve ability to assasinate people as needed</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nuremberg
|
||||||
|
– Improve justice</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Primary
|
||||||
|
– Look good</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Level
|
||||||
|
of aspiration</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Compromise
|
||||||
|
between ideal goals and more realistic expectations.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Manchu
|
||||||
|
– Mother ends up with her own son – uses him anyway</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nuremberg
|
||||||
|
– Ideal – justice; realistic – needs allies</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Primary
|
||||||
|
– Want to please all, but seek to please the majority</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Realistic
|
||||||
|
conflict theory</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Intergroup
|
||||||
|
conflicts are rational in the sense that groups have incompatible
|
||||||
|
goals and are in compeition over scarce resources.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Manchu
|
||||||
|
– Wanting to do a trial assaination vs preserving the weapon</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nuremberg
|
||||||
|
– The judges at the end. One says nay, Haworth(main judge?) says
|
||||||
|
yay.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Primary
|
||||||
|
– The general public. Such things as pro or against a leader being
|
||||||
|
god-fearing.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">RESOURCES
|
||||||
|
FOR ABOVE</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Group
|
||||||
|
goals social interdependence and trust</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; border-top: none; border-bottom: 1.05pt double #000000; border-left: none; border-right: none; padding-top: 0in; padding-bottom: 0.03in; padding-left: 0in; padding-right: 0in; line-height: 200%">
|
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|
<br/>
|
||||||
|
|
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|
</p>
|
||||||
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<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Kurt
|
||||||
|
lewin field theory</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> interactionism</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> people
|
||||||
|
behave baised on the interaction of the person and the environment.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Function
|
||||||
|
of personal qualities and social environment.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Manchu
|
||||||
|
– The soldiers are brainwashed</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Nuremberg
|
||||||
|
– defendants submit and stand with one another, prosecutor and
|
||||||
|
defense fight</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">primary
|
||||||
|
– Crowds go wild</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">RESOURCES
|
||||||
|
FOR ABOVE</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">the
|
||||||
|
nature of group dynamics</font></p>
|
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<div title="header">
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<p align="left" style="margin-bottom: 0.2in; line-height: 100%">PERSONALIZED
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LEARNING <sdfield type=PAGE subtype=RANDOM format=PAGE>0</sdfield></p>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
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</p>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
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</p>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
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</p>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
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</p>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
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</p>
|
||||||
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">The
|
||||||
|
Value of the Personalized Learning Program</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Joseph
|
||||||
|
J. Green</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Northern
|
||||||
|
Arizona University</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
|
<font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><font size="4" style="font-size: 16pt"><b>The
|
||||||
|
Good</b></font></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><font size="4" style="font-size: 16pt"><b>The
|
||||||
|
Bad</b></font></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">
|
||||||
|
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. </font>
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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. </font>
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><font size="4" style="font-size: 16pt"><b>The
|
||||||
|
Overall</b></font></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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
|
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|
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
|
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|
appropriate people who value such feedback.</font></p>
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<p align="center" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
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<font face="Times New Roman, serif"><b>REFERENCES</b></font></p>
|
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|
<p align="left" style="margin-bottom: 0in; font-weight: normal; line-height: 200%">
|
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|
<font face="Times New Roman, serif">The Personalized Learning program
|
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|
of NAU for Liberal Arts (2018)</font></p>
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<meta name="created" content="2018-01-05T14:03:39.991112897"/>
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<p align="left" style="margin-bottom: 0.2in; line-height: 100%">TOUCH
|
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</p>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Touch
|
||||||
|
of Odyssey</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Joseph
|
||||||
|
J. Green</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Northern
|
||||||
|
Arizona University</font></p>
|
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|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
|
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|
|
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|
</p>
|
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|
<p align="center" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
|
<font face="Times New Roman, serif"> Touch of Odyssey</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><font size="4" style="font-size: 14pt"><b>Knowledge
|
||||||
|
and Power</b></font></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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. </font>
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><font size="4" style="font-size: 14pt"><b>Ethics
|
||||||
|
and Morals</b></font></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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 <i>kill</i><span style="font-style: normal">
|
||||||
|
HAL? Is Bowman any more or less moral for killing HAL than it was for
|
||||||
|
HAL to kill Poole?</span></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><span style="font-style: normal"> </span><span style="font-style: normal">In
|
||||||
|
Evil </span><span style="font-style: normal">characters are more
|
||||||
|
readily defined</span><span style="font-style: normal">. 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 </span><i>knew</i><span style="font-style: normal">
|
||||||
|
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.</span><span style="font-style: normal">
|
||||||
|
In this, he is very successful. He has </span><span style="font-style: normal">but</span><span style="font-style: normal">
|
||||||
|
a </span><span style="font-style: normal">small</span><span style="font-style: normal">
|
||||||
|
ranch, but he is considered a celebr</span><span style="font-style: normal">ity</span><span style="font-style: normal">.
|
||||||
|
</span><span style="font-style: normal">Much like HAL, Quinlan seeks
|
||||||
|
to protect his reputation and well being.</span><span style="font-style: normal">
|
||||||
|
</span><span style="font-style: normal">Further proof of his
|
||||||
|
disregard for morality and justice, is his unrestrained willingness
|
||||||
|
to beat </span><span style="font-style: normal">Sanchez, </span><span style="font-style: normal">a
|
||||||
|
man he only suspects (Najdowski and Bonventre, 2014). </span><span style="font-style: normal">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.</span></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><span style="font-style: normal"> </span><span style="font-style: normal">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, </span><span style="font-style: normal">and
|
||||||
|
that</span><span style="font-style: normal"> the only time the work
|
||||||
|
of police is easy is when </span><span style="font-style: normal">working</span><span style="font-style: normal">
|
||||||
|
in a police state, such </span><span style="font-style: normal">as </span><span style="font-style: normal">is
|
||||||
|
the case of totalitarianism (Longley, 2018). </span><span style="font-style: normal">
|
||||||
|
Menzies, however, is </span><span style="font-style: normal">a
|
||||||
|
</span><span style="font-style: normal">trusting and good cop till
|
||||||
|
the end. So much so that he serves justice with his dying breath by
|
||||||
|
shoot</span><span style="font-style: normal">ing</span><span style="font-style: normal">
|
||||||
|
Quinlan to save Vargas.</span></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><font size="4" style="font-size: 14pt"><b>Law</b></font></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><font size="4" style="font-size: 14pt"><b>Conclusion</b></font></font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
|
<br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"><b>RESOURCES</b></font></p>
|
||||||
|
<p style="margin-left: 0.2in; text-indent: -0.2in; margin-bottom: 0.08in; font-variant: normal; letter-spacing: normal; font-style: normal; font-weight: normal">
|
||||||
|
<font color="#000000"><font face="Times New Roman"><i>2001: A Space
|
||||||
|
Odyssey</i>. (1968). [DVD] Directed by S. Kubrick. MGM.</font></font></p>
|
||||||
|
<p style="margin-left: 0.2in; text-indent: -0.2in; margin-bottom: 0.08in; font-variant: normal; letter-spacing: normal; font-style: normal; font-weight: normal">
|
||||||
|
<font color="#000000"><font face="Times New Roman">Longley, R.
|
||||||
|
(2018). <i>Totalitarianism, Authoritarianism, and Fascism:
|
||||||
|
What's the Difference?</i>. [online] ThoughtCo. Available at:
|
||||||
|
https://www.thoughtco.com/totalitarianism-authoritarianism-fascism-4147699
|
||||||
|
[Accessed 14 Jun. 2018].</font></font></p>
|
||||||
|
<p style="margin-left: 0.2in; text-indent: -0.2in; margin-bottom: 0.08in; font-variant: normal; letter-spacing: normal; font-style: normal; font-weight: normal">
|
||||||
|
<font color="#000000"><font face="Times New Roman">Najdowski, C. and
|
||||||
|
Bonventre, C. (2014). <i>Deception in the interrogation room</i>.
|
||||||
|
[online] http://www.apa.org. Available at:
|
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|
http://www.apa.org/monitor/2014/05/jn.aspx [Accessed 14 Jun. 2018].</font></font></p>
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|
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|
<font color="#000000"><font face="Times New Roman">Plato
|
||||||
|
(1998). <i>Republic, The</i>. Project Gutenberg.</font></font></p>
|
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|
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|
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|
<font color="#000000"><font face="Times New Roman"><i>Touch of Evil</i>.
|
||||||
|
(1858). [DVD] Directed by O. Welles. UI.</font></font></p>
|
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Title
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Sub
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Title</font></p>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Joseph
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J. Green</font></p>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Northern
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Arizona University</font></p>
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<p align="center" style="margin-bottom: 0in; line-height: 200%"><br/>
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</p>
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<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Compare
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and contrast how the concepts of knowledge, power, ethics, morality,
|
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|
and law are handled or illustrated.</font></p>
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<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
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<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
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<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
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|
||||||
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</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Space
|
||||||
|
Oddsey</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Knowledge</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Characters
|
||||||
|
respond:</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Keep
|
||||||
|
it secrete </font>
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Power</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Characters
|
||||||
|
respond:</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Protect
|
||||||
|
the people</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">ethics</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">morality</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Where
|
||||||
|
characters acting in a moral way?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">law</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Characters
|
||||||
|
respond:</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
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<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Notes:</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">26:00
|
||||||
|
Movies starts</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">30:00
|
||||||
|
meeting some characters</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">32:00
|
||||||
|
Not at liberty to discuss about an epidemic</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">41:00
|
||||||
|
movie resumes – DR. Haywood Floyd seems to be our main character</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">45:00
|
||||||
|
hiding an event from the public – feigning an epidemic – not very
|
||||||
|
moral</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">49:00
|
||||||
|
something burried 4 million years ago; They go check it out and hear
|
||||||
|
a high pitched noise</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Men
|
||||||
|
discuss disconnecting HAL</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:32
|
||||||
|
guy goes flying out into space, appears to die.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:32
|
||||||
|
HAL appears to lie about not knowing what happened</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:40
|
||||||
|
HAL seems to kill off the stasis doctors</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:54
|
||||||
|
Dave is disconnecting HAL.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
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|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
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|
||||||
|
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|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
|
<font face="Times New Roman, serif">Touch of Evil</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Knowledge</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Characters
|
||||||
|
respond: </font>
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Power</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Characters
|
||||||
|
respond:</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">ethics</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">morality</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Where
|
||||||
|
characters acting in a moral way?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">law</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Characters
|
||||||
|
respond:</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Notes:</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:21
|
||||||
|
Man places bomb in a trunk of a car</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">7:00
|
||||||
|
Randy linnekar was man targeted?</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">11:00
|
||||||
|
– The police captin Hank Quinlan seems to have a bit of power. Also
|
||||||
|
rude.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">15:00
|
||||||
|
questioning people outside of jurisdiction</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Earlier,
|
||||||
|
Vargis is attacked with acid</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">30:00
|
||||||
|
man takes Grandi in with no charge</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">38:00
|
||||||
|
Searching a home. The deceasesd’s daughter I presume.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">39:00
|
||||||
|
Captain slaps Sanchez</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">40:00
|
||||||
|
Sanchez hit off screen</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">50:00
|
||||||
|
The captain seems to have framed Sanchez</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">57:00
|
||||||
|
Grandi and the Chief seem to be coming to an agreement</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Vargas
|
||||||
|
and the chief are opposite. Vargas strong sense of justice.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:13
|
||||||
|
seems like the chief plants lots of evidence</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:xx
|
||||||
|
drugged mrs vargas (possible rape)</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:20
|
||||||
|
The chief brings uncle joe up to where Vargas’s drugged wife is to
|
||||||
|
kill him.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:27
|
||||||
|
Vargas goes nuts</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">1:34
|
||||||
|
– the honest cop doesnt get the praise, the unjust one (captain)
|
||||||
|
does – plato!!!</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> Menzies
|
||||||
|
shoots the captain to protect Vargas</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">bring
|
||||||
|
in plato’s republic</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">BOOK
|
||||||
|
II:</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> To
|
||||||
|
suffer and gain from injustice shows that the evil outweighs the
|
||||||
|
good. That it’s better to have neither.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">The
|
||||||
|
highest reach of injustice is to be considered just when you are not</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">To
|
||||||
|
seem just is better than to simply be just. Someone who is just, but
|
||||||
|
seems unjust, must be wretched while the other bountyful.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">People
|
||||||
|
are taught to be just not for the sake of justice, but for
|
||||||
|
reputation.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">God
|
||||||
|
is good, thus evil comes from elsewhere. As, good can produce no
|
||||||
|
evil.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">BOOK
|
||||||
|
VII</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">People
|
||||||
|
who have not seen this greater information, will resist understanding
|
||||||
|
and accepting this information.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">bring
|
||||||
|
in other lesson material</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Lesson
|
||||||
|
materials</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">governmen
|
||||||
|
types</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">Fith
|
||||||
|
amendment – trying to force confessions</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
|
<br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">RESOURCES</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
</body>
|
||||||
|
</html>
|
||||||
BIN
school_essays/essays/Touch_of_Odyssey_notes.odt
Normal file
BIN
school_essays/essays/Touch_of_Odyssey_notes.odt
Normal file
Binary file not shown.
12
school_essays/essays/\
Normal file
12
school_essays/essays/\
Normal file
@ -0,0 +1,12 @@
|
|||||||
|
import glob
|
||||||
|
path = "./*"
|
||||||
|
|
||||||
|
files=glob.glob(path)
|
||||||
|
|
||||||
|
for file in files:
|
||||||
|
if file[-3:] == "odt":
|
||||||
|
print(file[2:-3] + " " + "[<a href=\"http://criticalsarcasm.com/school_essays/essays/" + file[2:-3] +"html\">HTML</a>] [<a href=\"http://criticalsarcasm.com/school_essays/essays/" + file[2:] + "\"> ODT</a>]" )
|
||||||
|
print("")
|
||||||
|
|
||||||
|
|
||||||
|
|
||||||
63
school_essays/essays/proposal.html
Normal file
63
school_essays/essays/proposal.html
Normal file
@ -0,0 +1,63 @@
|
|||||||
|
<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
|
||||||
|
<html>
|
||||||
|
<head>
|
||||||
|
<meta http-equiv="content-type" content="text/html; charset=utf-8"/>
|
||||||
|
<title></title>
|
||||||
|
<meta name="generator" content="LibreOffice 6.0.5.2 (Linux)"/>
|
||||||
|
<meta name="created" content="2018-01-05T14:03:39.991112897"/>
|
||||||
|
<meta name="changed" content="2018-05-31T12:17:34.519545033"/>
|
||||||
|
<style type="text/css">
|
||||||
|
@page { margin: 1in }
|
||||||
|
p { margin-bottom: 0.1in; line-height: 120% }
|
||||||
|
a:link { so-language: zxx }
|
||||||
|
</style>
|
||||||
|
</head>
|
||||||
|
<body lang="en-US" dir="ltr">
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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. </font>
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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 1<sup>st</sup>, 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. </font>
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif"> 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.</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
|
<br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%; page-break-before: always">
|
||||||
|
<br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
<p align="center" style="margin-bottom: 0in; line-height: 200%"><font face="Times New Roman, serif">RESOURCES</font></p>
|
||||||
|
<p align="left" style="margin-bottom: 0in; line-height: 200%"><br/>
|
||||||
|
|
||||||
|
</p>
|
||||||
|
</body>
|
||||||
|
</html>
|
||||||
BIN
school_essays/essays/proposal.odt
Normal file
BIN
school_essays/essays/proposal.odt
Normal file
Binary file not shown.
@ -13,7 +13,66 @@
|
|||||||
<hr>
|
<hr>
|
||||||
|
|
||||||
<h3> Asian Religions </h3>
|
<h3> Asian Religions </h3>
|
||||||
<p> Asian Culture In Religion [<a href="http://criticalsarcasm.com/school_essays/essays/AsianCultureinReligion.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays//essays/AsianCultureinReligion.odt"> ODT</a>]
|
<P>
|
||||||
|
Asian Culturein Religion Notes [<a href="http://criticalsarcasm.com/school_essays/essays/AsianCultureinReligion_notes.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/AsianCultureinReligion_notes.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
Asian Culture In Religion [<a href="http://criticalsarcasm.com/school_essays/essays/AsianCultureinReligion.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/AsianCultureinReligion.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
Kumbh Mela Importance Notes [<a href="http://criticalsarcasm.com/school_essays/essays/KumbhMelaImportance_notes.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/KumbhMelaImportance_notes.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
Kumbh Mela Importance [<a href="http://criticalsarcasm.com/school_essays/essays/KumbhMelaImportance.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/KumbhMelaImportance.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
</P>
|
||||||
|
|
||||||
|
<h3> Graduation Capstone </h3>
|
||||||
|
|
||||||
|
<P>
|
||||||
|
Discrepancy Of Verbal Non-Verbal Communication [<a href="http://criticalsarcasm.com/school_essays/essays/Discrepancy_Of_Verbal_non-Verbal_Communication.pptx">PPTX"</a>]
|
||||||
|
<BR>
|
||||||
|
The Value Of The Personalized Learning Program [<a href="http://criticalsarcasm.com/school_essays/essays/The_Value_of_the_Personalized_Learning_Program.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/The_Value_of_the_Personalized_Learning_Program.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
Group Dynamics As Seen In Films Notes [<a href="http://criticalsarcasm.com/school_essays/essays/Group_Dynamics_as_Seen_in_Films_notes.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/Group_Dynamics_as_Seen_in_Films_notes.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
Differences Of A Freely Joined And Born Into Culture Notes [<a href="http://criticalsarcasm.com/school_essays/essays/DIFFERENCES_OF_A_FREELY_JOINED_AND_BORN_INTO_CULTURENotes.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/DIFFERENCES_OF_A_FREELY_JOINED_AND_BORN_INTO_CULTURENotes.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
Touch Of Odyssey [<a href="http://criticalsarcasm.com/school_essays/essays/Touch_of_Odyssey.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/Touch_of_Odyssey.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
The Value Of The Personalized Learning Program Notes [<a href="http://criticalsarcasm.com/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
Differences Of A Freely Joined And Born Into Culture [<a href="http://criticalsarcasm.com/school_essays/essays/DIFFERENCES_OF_A_FREELY_JOINED_AND_BORN_INTO_CULTURE.pptx">PPTX"</a>]
|
||||||
|
<BR>
|
||||||
|
Group Dynamics As Seen In Films [<a href="http://criticalsarcasm.com/school_essays/essays/Group_Dynamics_as_Seen_in_Films.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/Group_Dynamics_as_Seen_in_Films.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
Touch Of Odyssey Notes [<a href="http://criticalsarcasm.com/school_essays/essays/Touch_of_Odyssey_notes.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/Touch_of_Odyssey_notes.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
The Value Of The Personalized Learning Program Notes2 [<a href="http://criticalsarcasm.com/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes2.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/The_Value_of_the_Personalized_Learning_ProgramNotes2.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
Group Dynamics As Seen In Films Draft [<a href="http://criticalsarcasm.com/school_essays/essays/Group_Dynamics_as_Seen_in_Films_draft.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/Group_Dynamics_as_Seen_in_Films_draft.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
In The Heat Of The Night Notes [<a href="http://criticalsarcasm.com/school_essays/essays/InTheHeatOfTheNightNOTES.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/InTheHeatOfTheNightNOTES.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
Proposal [<a href="http://criticalsarcasm.com/school_essays/essays/proposal.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/proposal.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
Discrepancy Of Verbal Non-Verbal CommunicationNotes [<a href="http://criticalsarcasm.com/school_essays/essays/Discrepancy_Of_Verbal_non-Verbal_CommunicationNotes.html">HTML</a>] [<a href="http://criticalsarcasm.com/school_essays/essays/Discrepancy_Of_Verbal_non-Verbal_CommunicationNotes.odt"> ODT</a>]
|
||||||
|
|
||||||
|
<BR>
|
||||||
|
</P>
|
||||||
|
|
||||||
</body>
|
</body>
|
||||||
</html>
|
</html>
|
||||||
|
|
||||||
|
|||||||
14
scripts/test_script.py
Normal file
14
scripts/test_script.py
Normal file
@ -0,0 +1,14 @@
|
|||||||
|
import glob
|
||||||
|
path = "./*"
|
||||||
|
|
||||||
|
files=glob.glob(path)
|
||||||
|
print("<P>")
|
||||||
|
for file in files:
|
||||||
|
if file[-3:] == "odt":
|
||||||
|
print(file[2:-4] + " " + "[<a href=\"http://criticalsarcasm.com/school_essays/essays/" + file[2:-3] +"html\">HTML</a>] [<a href=\"http://criticalsarcasm.com/school_essays/essays/" + file[2:] + "\"> ODT</a>]" )
|
||||||
|
print("")
|
||||||
|
print("<BR>")
|
||||||
|
if file[-4:] == "pptx":
|
||||||
|
print(file[2:-5] + " " + "[<a href=\"http://criticalsarcasm.com/school_essays/essays/" + file[2:] + "\">PPTX\"</a>]" )
|
||||||
|
print("<BR>")
|
||||||
|
print("</P>")
|
||||||
Loading…
x
Reference in New Issue
Block a user