Schindlers List And Saving Private Ryan

Schindlers List And Saving Private Ryan Both films demonstratively take on a time in history and rework it in the name of memory. The power of both movies lies in their label of authenticity. Schindlers List is based on the true story of Oskar Schindler and Saving Private Ryan is in part based on the true story of Friz Niland. The factual historical figures are not the only interplay between fact and fiction. Scenes in classical Hollywood film standards stand in contrast with the integration of various devices originally belonging to a documentary. An example for a scene in Schindlers List that can be easily identified as fiction or as a classical Hollywood scene is when the women and children are taken to Auschwitz-Birkenau due to a mix-up of lists. They are told to take a shower. Spielberg spends a good deal over this scene showing the womens frightened faces with the violins playing in the background and the womens cumulative screams. At the end, water flows from the shower heads and the frantic screams get replaced by laughter. Supporting the idea stated in the review, this scene was there to make the event more dramatic. It created an element of fiction. In Saving Private Ryan one noticeable classical Hollywood mode is the movement of the camera. It breezily moves alongside the characters, which helps the viewer through the narrative dialogues. The real story of Friz Niland becomes a narration and with this a mixture between fiction and fact. Both movies are considered classical Hollywood films, however, Spielberg also integrates various devices originally belonging to documentaries. In Schindlers List almost the entire movie is shot in black-and-white. Leon Wieseltier addresses Schindlers Lists use of black-and-white in Close Encounters of the Nazi Kind: Its renunciation of color is adduced as a sign of its stringency; but the black and white of this film is riper than most color.(p. 42) The rejection of color is riper than most color because of the way it increases the historical feeling. Since all of the pictures we have from that time are not in color, we have only seen the Holocaust in black and white. This puts the film closer to reality. Shooting in black and white is a device normally used in documentaries. With using something originally used by documentaries, Spielberg creates the image of portraying fact and a slice of reality. In order to achieve a more historical texture in Saving Private Ryan, Spielberg mani pulates the film stock. The images of the past are presented in reduced brightness and a flatter contrast. Besides the reduced brightness he also uses a camera movement typical for documentaries. As an example, I want to look at the scene of the invasion of Normandy. The camera, unable to keep up with the speed of death, dashes from man to man. At times the images even lose their corresponding sound to simulate the effect of being shell-shocked. Additionally, the battle scenes are captured with a hand-held camera. This camera style resembles a documentary film and claims to portray the truth or to have direct access to the reality of what happened during the invasion of Normandy. Furthermore, Steven Spielberg breaks away from the Hollywood convention of a neatly divided diegesis between good and evil. Oskar Schindler is a war profiter. He wished to profit from evil, but as the plot develops he uses his financial profits to save the people who helped him win them. It is just when his jews are to be sent to Ausschwitz that he becomes the good character and uses his money to buy them back. In Saving Private Ryan, Spielberg breaks away from the typical Hollywood convention of introducing us to a protagonist (whom we can follow through the diegesis) in the first few minutes. Instead, he leaves the audience confused. In the first thirty minutes of the movie, we cannot identify with any character. Instead, Spielberg gives us the impression of being alongside the characters. The use of various different devices lets the line between fact and fiction become less and less recognizable. It creates an illusion of portraying the past as it really was. This illusion makes us believe that the picture of World War II is captured authentically in both movies. My last argument is on the ground that both films employ their themes in similar ways. First of all Im going to look at the use of color. Schindlers List uses color or the absences of color to create a moral reawakening in the main character. With the film almost entirely in black and white one image strikes out- the girl in the red coat. She is one of the few color images in the entire film. Our attention is drawn to her even if she is but one of a hundred people in a long shot. She is the pure innocence, walking unnoticed through the Nazi Regime. Schindler follows the small figure as she walks aimless and alone amid the madness and horror in the street. At the end he sees her lying on a small wagon besides other murdered prisoners. She touches his soul in a way the shear amounts of numbers couldnt. Her image stands for all of the mass murder of millions of people. She is a symbol for all the 6.000.000 victims, who died, who had families, who had lives and who had dreams. It is at t hat moment that Oskar Schindler begins to change. He changes his dedication from his capitalistic fantasies to the saving of as many Jews as possible. He becomes the good german, an individual that is able to save lives. In Saving Private Ryan no character is presented as the only colorful image in a black and white sequence. However, color is used in an artistic way since most of the movies color is saturated. The opening and final scene, when present-day Private Ryan and his family visit the American Cemetery and Memorial, is shot in unreduced color. This scene shot against the bright light of Colleville-sur-mer in France stands out sharply. It seems to convey the image of a slice of todays reality. The foregoing footage in bleach bypass stands in contrast to it. The color makes a clear difference between what happened in 1944 and what is happening today. While the greater part of the movie captures the brutality of war, the final scene focusses on the survival. The bright color, which conveys a slice of reality, emphasizes the survival of soldiers, while the saturated color supports the senseless and gory picture of war. A second way in which Spielberg employs themes is through the use of long shots and close-ups. We learned that technique is never just technique. It retains a responsibility towards the presented picture. Spielberg uses the difference between long shots and close-ups in both movies- a technique that lets us understand and identify the different themes. I want to take a look at one scene in particular. Spielberg uses parallel editing to interwove Izaak Sterns waking up and Amon Goeths speech with each other. The sequence is presented as a point-of-view sequence, in which Stern is taken as the witness of the preparations for the transportations going on in the Ghetto. Emphasized by a close-up, Stern puts on his glasses and turns towards the window. The following shot is an extreme high angle shot from his vantage point. It takes the window and curtain as the frame. After a shot of rows of chairs and tables being stet up, the camera comes back to a medium shot of Stern, who turns away f rom the window. Throughout the sequence Goeths speech was used as the tone. The scene ends with reconnecting Goeths voice to his body. Quoted in the book Critical Perspectives on Schindlers List Goeffrey H. Hartmann says that: To see things that sharply, and from a privileged position, is to see them with the eyes of those who had the power of life and death.(p 98) Later in the movie, Amon Goeths position and view is represented in a similar way of long shots and close-ups. It presents us with the power he has over life and death. This technique makes the viewer feel uncomfortable, who is able to see how Goeth randomly shoots at people. In Saving Private Ryan I want to look at the use of long shots and close-ups in the shell chock scene at the invasion of Normandy. The camera lies in a mid shot on Captain Miller, played by Tom Hanks. It then changes to a mid shot of two soldiers, whose face cannot be seen. It is a subjective point of view shot as it is through Tom Hanks eyes. Going over to a long shot, we can now see the characters whole body as they try to run away from an explosion. After we see Tom Hanks in a mid shot again, the shot transfers to a long shot showing a soldier who has lost his arm and other soldiers hiding behind dead bodies. At the end the scene ends in a close up of Tom Hanks face. His facial expression is serious and has a look that says lets do it. The camera carries us through the mind of an soldier. We can see the things he sees, switching from one event to another. With the close up of the face, the decision to stop looking but fight for the survival is made. Through the difference in long shots and close-ups, Spielberg is able to emphasize the decision of life and death. It helps to employ themes and an unforgettable experience. Last but not least, I want to look at the opening and closing scenes of both movies. The opening scene in Schindlers list is a close-up of a hand lighting a pair of Jewish Sabath candles. Then a man recites the prayer over the wine in the presence of his family. The family vanishes from view and in another close-up shot we see the candles burn lower and lower until they burn out, sending a hint of smoke into the air. The obliteration of the candles is a symbol for the obliteration of the Jewish people. (, which employs the theme of death). The final scene is set in present- day Jerusalem. One of the last shots is one of Schindlers grave, which stands in a christian cemetery. The camera encompasses the large cross attached to the cemetery, which looms against the blue sky. Just prior to the credits, a hand places a rose on Schindlers grave. In a long shot we see the Christian cemetery filled with crosses and we are able to read on the screen: In memory of the more than six million Jew s murdered. The targeting of the crosses seems to say that if Christians would have followed their christians beliefs, not so many Jews would have died. However, the last scene also honors one Christian, who risked his life and helped Jews to survive. Through the opening and closing scene, Spielberg employs the theme of death and survival. The candle turns out at the beginning of the flim, which stand for the death of Jewish people. The bright sky of Jerusalem picks up the light from the first scene and stands for the survival of Jews. Saving Private Ryan both ends and begins with the American Flag. The opening and closing scenes are both set in the American Cemetery in Normandy. An elderly veteran and his family are walking through the cemetery. The tombstones represent the amount of loss experienced during World War II, while the veteran, Private Ryan, stands for the people who survived. The movie is framed by the glorification of the American flag. Within this frame, however, the film acknowledges that the attempt to save private Ryan comes at the expense of soldiers. So while the American flag is there at the beginning and the end it is not clear what it means. One can portray the controversy in the film to America. On the one hand, it has a Declaration of Independence, that people have a free will, and on the other hand it has Federalist 10, which orders people to go to war. Spielberg ultimately ends and opens his film on a note that people survived.

Relationships In The Odyssey :: essays research papers

Relationships in the Odyssey Essay   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the Odyssey, there are many relationships that represent love between two people. These relationships show loyalty, compassion, and the wanting to be near one another. Two of these kinds of relationships are between Odysseus and Telemakhos, and Odysseus and Penelope.   Ã‚  Ã‚  Ã‚  Ã‚  The relationship between Odysseus and Telemakhos is a blind love. That is because they never really got to know each other because Odysseus has been gone for most of Telemakhos’ life. One example of this blind love is when Odysseus hears about how the suitors are mistreating and stealing from Telemakhos. Odysseus gets so irate that he was then even more determined than ever, to return to his family. Telemakhos also exhibits the same kind of blind love towards his father. Even though people have told him that his father was dead, he never believed it. He felt that his father was alive and was willing to sacrifice his life to prove it. Telemakhos was inexperienced at directing a boat, but he was willing to try because he felt something inside of him that gave him the strength to go on. Thus, this relationship between Odysseus and Telemakhos gave both of them the courage to overcome the hardships ahead of them.   Ã‚  Ã‚  Ã‚  Ã‚  While the relationship between Odysseus and Telemakhos is a blind love, the relationship between Odysseus and Penelope is a love between two people who just want to be together. Odysseus shows his love towards Penelope throughout the Odyssey. In spite of the fact that Odysseus has been gone for twenty years, he never forgets his wife back in Ithaca. One example of how much he wanted to go home was when he went to the island of the Lotus-Eaters. He could have stayed on the island of the Lotus-Eaters where everything he ever wanted was there, but the thing he wanted the most was to be with his wife. Penelope likewise displays this kind of love towards Odysseus.

Errors In Solving Equations Reducible To Quadratic Form Education Essay

In the General Cambridge Examination Ordinary ( G.C.E. O ) Level Additional Mathematics course of study, work outing equations reducible into quadratic signifier plays an of import function as it affect about all mathematics strands in the course of study: Algebra ; Geometry and Trigonometry ; Calculus. The important Numberss of subjects in Additional Mathematics that requires the construct of placing and work outing equations reducible to quadratic signifier highlights the importance of this survey.Problem StatementStudents in Singapore secondary schools are expected to get and get the hang the accomplishment of algebraic use and work outing equations peculiarly additive equations and quadratic equations by the terminal of Secondary 2 ( Grade 8 ) ( Ministry of Education, 2007 ) . Students who take Extra Mathematicss in their Upper Secondary ( Grade 9 – Grade 11 ) are expected to be able to reassign their algebraic cognition and accomplishments peculiarly in work outing equati ons and use constructs and utilize it to work out more complex equations. Complex equations work outing in Additional Mathematics involves higher-degree algebraic powers, exponential maps, logarithm maps and trigonometry maps. Over the old ages, I have observed many pupils who were unable to work out equations reducible into quadratic signifier when given different maps as mentioned. This present survey is an effort to analyze pupils ‘ mistakes in work outing equations reducible to quadratic signifier through written and verbal signifier every bit good as supply some contemplation on instruction.Purpose of the StudyThis survey attempts to place the types of mistakes that pupils make in work outing equations reducible to quadratic signifier. The equations in this survey refer to equations affecting exponential maps, logarithm maps and trigonometry maps which can be simplified to ax2 + bx + c = 0 ( a, B and degree Celsius are invariables and ten is the maps mentioned ) . This su rvey intends to reply the undermentioned inquiries: What sort of mistakes do pupils hold when work outing equation that is reducible to quadratic signifier? Why do these pupils ‘ make these mistakes? How we can avoid such type of mistakes?Significance of the StudyIn mathematics, equation resolution is an of import accomplishment in progress algebra subjects. The usage of equation as a job work outing tool is applicable to other subjects such as Physicss. The mistake analysis that is being carried out in this survey would lend to an apprehension of the cause of pupils ‘ failure in work outing equations and to better schoolroom direction. Error analysis reveals both common and unexpected mistakes. Acknowledging and understanding the beginning of mistakes made by pupils will assist instructors to be after instructional activities to avoid some of the common mistakes if instructors are cognizant of the nature of their pupils ‘ misinterpretation. An apprehension of pupils ‘ mistakes in equation resolution will supply a better successful redress action by instructors.Conceptual ModelThe followers is the conceptual model of the survey. Beginnings of mistakes can be fou nd at any phase and the mistakes will be analysed. Equation in footings of P, where P are map such as exponential, logarithm or trigonometry Substitution, allow p = ten Identify structural characteristics Quadratic equation signifier: ax2 + bx + c = 0 Interpret solution Solve for P Solve for tenLITERATURE REVIEWIn the literature reappraisal, a general overview of algebra will be discussed, followed by troubles in larning algebra and troubles in work outing equations. Next, research of types of mistakes will be discussed. Last a reappraisal on understanding mathematics constructs is examined.2.1 AlgebraAlgebra involves variables ; whereas algebraic looks contain variables, invariables and operation marks ; whereas algebraic equation contains algebraic looks and equal mark. Students are required to understand the construct of variables, the significance of algebraic term before cut downing algebraic look right ( Filloy & A ; Rojano, 1989 ) . Thereafter, pupils need to cognize that that the construction of an equation is based on equality of algebraic looks ( Kieran, 1981 ; 1989 ) . Variable plays an of import portion in advanced therefore I am utilizing Usiskin ( 1988 ) construct of school algebra into four constructs where he emphasized on the function and signi ficance of variables in each of his construct. One of the of import characteristics of variable in this survey is sing algebra as a survey of construction ( Usiskin, 1998 ) .2.2 Surveies on Troubles in Learning AlgebraMany instructors and pupils will readily hold that algebra is hard to larn. Many surveies have been conducted to place or explicate pupils ‘ troubles in algebra are chiefly from primary or in-between school. The surveies on algebra are chiefly focused on variables, looks and work outing additive equations ( Kuchemann, 1981 ; Rosnick, 1981 ; Sleeman, 1984 ; Booth, 1988 ; Kieran, 1989 ; Wagner and Parker, 1993 ) . There are few surveies on the troubles or misconceptions on work outing quadratic equations ( Vaiyavutjamai & A ; Clements, 2006 ) in assorted National Council of Teachers of Mathematics ( NCTM ) research publications. There is besides fewer surveies conducted on algebra which are focused on high school or university degree ( Wagner & A ; Parker, 1993 ; V aiyavutjamai & A ; Clements, 2006 ; Novotna & A ; Hoch, 2008 ) .2.3 Troubles in Equation SolvingStudents ‘ troubles in understanding the construction of algebraic look will hold an impact on work outing equations ( Kieran, 1981, 1989 ) . Research on equations and work outing equations dealt with pupils ‘ acknowledgment and usage of construction, either implicitly or explicitly ( Kieran, 1989 ) . In acknowledging the construction of different types of equation, work outing it requires different processs. Hence, pupils require the right process before they can successfully work out an equation right. Ekenstam & A ; Nilsson ( 1979 ) survey found that the place the unknown every bit good as the types of solution in the equation affect the public presentation of the pupils. Using concrete theoretical accounts approach to understand the construct of equality to minimise pupils ‘ troubles in work outing equation was successful in Filloy & A ; Rojano ( 1989 ) survey. However, this survey does non back up state of affairs where negative Numberss are used. Lima ( 2007 ) cited Linchevski and Sfard ( 1991 ) research where pupils made errors in work outing equation as they misinterpret the techniques used to work out equation every bit good as deficiency the significance of the mathematical symbols.2.4 Surveies on Error AnalysisMathematical mistakes are a common phenomenon in pupils ‘ acquisition of mathematics and there is a long history for mistake analysis in mathematics instruction ( Peng, 2010 ) . Knowledge of the common mathematical mistakes and misconception of pupils can supply instructors with an penetration into pupil thought and a focal point for learning and larning ( Chua and Wood, 2005 ; Kaur, 1989 ; Ryan and McCrae, 2005 ; Wong, 2000 )2.4.1 Types of MistakesMistakes can be classified as procedural and conceptual mistake Bagni ( 2000 ) concluded in his research that high school pupils improperly extend simple regulations into two types ; misconceptions of additive functions and balance misconception. These misconceptions are operational misconceptions which were caused by an improper over-use of metaphorical projections. Bagni ( 2000 ) classified the undermentioned illustrations as misconception of additive functions, while Wong ( 2000 ) classified it as inappropriate usage of distributive jurisprudence: ; wickedness ; Example of balance misconception is as follows: where Bagni ( 2000 ) suggested that to get the better of these mistakes, the function of counterexamples dramas an of import portion to do pupils cognizant of wrong replies and of their conflicting thoughts. Some of the ill-famed confusion regulations are in work outing of algebraic equations utilizing the â€Å" move-over and change-sign † ( Wong, 2000 ) or â€Å" Switching-Addends † mistake ( Kieran, 1989 ) and â€Å" Redistribution † mistake ( Kieran, 1989 ) . Wong ( 2000 ) accent that is was no surprise that pupils frequently mix up the regulations because they do non hold relational apprehension of what they are making and their long-run memory is jumbled with legion regulations that look similar.2.5 UnderstandingUnderstanding was defined as doing connexion ( Hibert & A ; Carpenter, 1992 ) . Understanding new construct means to construct a relationship between the new construct and the old construct. Hibert and Carpenter ( 1992 ) suggested different ways to ease understanding by traveling through undertakings which requires contemplation, communicating and working on reliable or real-life jobs. This is verified by the survey of Brenner et. Al ( 1997 ) with junio r high school pupils on the construct of maps. Mistakes are the symptoms of misconstruing. If the grounds on why pupils made mistakes can be good understood, it should be easier to better their apprehension.2.5.1 Conceptual and Procedural UnderstandingConceptual and procedural apprehension in mathematics has its topographic point in mathematics. There have been two schools of idea when it comes to learning and acquisition of mathematics ( Long, 2005 ) . Novotna and Hoch ( 2008 ) survey was with high school pupils and university pupils, where they have troubles in developing deeper apprehension of mathematical impressions in their mathematics classs even though, they were high-achieving pupils in middle-school or high-school. These pupils have deficiency of construction sense a term created by Linchevski and Livneh ( 1999 ) , in other words they do non hold conceptual apprehension of construction. Kieran ( 1989, 1992 ) discussed pupils ‘ inability to separate structural charact eristics of equations. Thomas and Tall ( 1991 ) indicated the versatility of idea is necessary to exchange from an analytical attack to a planetary one, giving as an illustration to see 3x + 5 as a common factor in the look ( 3x + 5 ) 2 – 2x ( 3x + 5 ) . These illustrations indicate that pupils are required to hold conceptual apprehension in larning mathematics constructs when it comes to progress mathematics.MethodologyA qualitative attack was chosen for this survey, as I want to happen out about the mathematical thought underlying the mistakes when work outing equations. Experimental attack or quantitative attack will non be suited to seek the information required in the research inquiries. In order to show a wide image of the pupils ‘ mistakes and apprehension, it was necessary to utilize a written trial. Semi-structured interview Sessionss will be conducted after the analysis of the written trial. Interviews session will be the platform where pupils supply penetrati ons into the grounds for mistakes. Beginnings of informations from the written trial, interview Sessionss and past markers ‘ study will be able to triangulate the beginning of mistakes which is required in this survey. The sample of the survey is secondary Five ( Grade 11 ) pupils. They were selected for the survey as these pupils would hold covered most types of equations as compared to secondary Four ( Grade 10 ) pupils. The pupils ‘ cognition in mathematics could be tested in more state of affairss and would pull out greater assortment of mistakes. This survey was planned to: analyze the mistake patterns in phases of work outing equations reducible to quadratic signifier, compare the mistake forms of convergent thinkers of different abilities in work outing equations, place the idea procedure underlying the mistake patterns.WORKPLANAll pupils are given the instrument incorporating 7 inquiries on work outing equations. Duration of the trial is 40 proceedingss. The written solution will be marked and mistakes that are surfaced for each inquiry will be written and categorised. Following, the Markss of the trial will be tabulated and the pupils will be categorized to three sets: high ability ; medium ability ; low ability. The mistakes from each set will be farther analysed. Interview Sessionss with a few pupils from each set will keep to happen out why these mistakes occur. During the interview session, worked out solution of the pupils ‘ ain working and other pupils solutions will be used to analyze how the mistakes occurred. Interview session will be held in the period 7 March – 11 March 2011. In the hebdomads to come, I will finalise my findings from the interview. I will go on to read more literature on symbols, apprehension, mistake s and equation work outing for readying of the concluding study.

The General Impact of Management in International Business

Nowadays the international trade has a considerable extension; the exchange of goods, services, and natural resources is making in all over the world. Transportation and communication become quicker with the precious aid of the new technology. Often, several companies move from their native country to another one. The world is seen now as a global market where a diversity of societies is appealed to deal together. So, the management must from now on be considered in larger sense as several countries has to combine their view of management, their managerial styles and indubitably their culture, to ensure the globalization of business. So, what is the general impact of management in the international business? In this essay this question†¦show more content†¦Sometimes, discrimination, lack of diversity, and lack of transparency, can be some major factors of the ethical issues, for example a boss can refuse a promotion to a foreign employee in cause of his idea of the management, his ethnicity. Fair trade issues Fair trade was created in the perspective to allow a just remuneration to poor producers procuring them a better life to their workers and their family. Yet, with the rise of the globalization of the business, the trade has unfortunately lost its true ideology, so a corporation with negative intention of trade can affect in many ways his environment such as the over exploitation of the available resources, and the way of employees are treated in matter of payroll, on son.. The difference in managerial styles between USA and Japan USA and Japan are two countries with different culture, and different managerial style. What can be considered as efficient at USA can be unacceptable and unpracticed at Japan. In USA, the practice of planning is firstly a short term orientation. Decision are made individually, few people are involved in selling and making decision. Fast decision is made and slow implementation of decision is practicing. The organizing practice requires: individual responsibility and accountably, clarity, and specificity of decision responsibility. In staffing practice, they hire people out of school and in frequent companies. Their promotions are primarily based on individual performance. 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