The film Pretty Woman Essay Example for Free

The film Pretty Woman Essay We recently watched the film Pretty Woman, which was directed by American Hollywood producer Garry Marshall, who had previously produced 70s T. V sitcoms, such as Happy Days, Mork Mindy, and Laverne Shirley. This film was made between 24th July 1989 and 18th October 1989, and was then released on 23rd March 1990. Pretty Woman cost $14million to make, but was a huge hit and in the U. S alone it made $178million, furthermore it made $478million worldwide. The story of Pretty Woman is based on George Bernard Shaws play Pygmalion, and the musical and 1964 film My Fair Lady, in which Rex Harrison plays Professor Higgins and Audrey Hepburn plays flower seller Eliza Doolittle. The soundtrack for this film was Oh, Pretty Woman, which was sung by Roy Orbison. In Pretty Woman Richard Gere plays wealthy and ruthless businessman, Edward Lewis, and Julia Roberts plays Vivien Ward who is a young prostitute. Pretty Woman starts with Edward breaking up with his girlfriend, so he takes a drive to Beverly Hills and unintentionally picks up prostitute Vivien, when he is trying to work out how to drive his lawyers wifes car. He explains to her that he buys companies that are starting to deteriorate, breaks them up and then sells them for a profit. He needs someone to take to a business meal the next evening, so he gives her $3000 to stay with him for the week. Vivien goes shopping on Rodeo Drive to buy a dress for the dinner, and she is treated very badly. The next day he takes her shopping and because of his wealth she is treated very differently. Through spending time with Vivien, Edward begins doubting his ruthless business techniques, and ends up help companies that are weakening. The director shows a lot of contrast between Edward and Viviens life. The opening line from the magician was No matter what they say, its all about money. This gives you an indication of what Edwardss life is about. The first time you see this is in the opening scene of the film. In Edwards world, it shows a close up on money, which shows you that is all Edwards life revolves around, and that he has plenty of it. He breaks up with his girlfriend because she says that he puts business before anything else. He then goes to look for his ex-girlfriend Susan, and asked her if she spoke to his secretary more than him. Susan then told him that his secretary was her bridesmaid. When you first see Vivien, she is on her way to a bar, which is used by street gangs to find her flat mate Kit. Vivien has to leave her dingy flat though the fire escape because her she cant afford to pay the rent. Edward lives in his huge Bel Air mansion, whereas Vivien lives in a not very pleasant flat, which she shares with her friend Kit, and between them they cant afford to pay rent. So again, the difference between the two characters is because of money. When Edward takes Vivien to the penthouse suite in the hotel Vivien is shocked by the size of it, but it is just normal to Edward, as he regularly stays in it, because it is the best. Edward seems to be more civilised than Vivien, because when he sits on a seat or chair, she always perches herself in the most awkward place. When you are shown Viviens world, the colours are always vivid and trashy, but in Edwardss world, the colours are always grey and black.

Bob Dylan and Media Distribution Channels :: Media Delivery Music Musician

Bob Dylan and the Media Throughout most of Bob Dylan's career as a musician, radio was the main form of media that was used to convey his message to the public. From the first album in the early 1960's to the 1990's, radio was and still is the main way in which the public receives his lyrics. It also remains to be the way Dylan is able to communicate his messages to us. My question is; How have the outlets of information changed through the years, and which method of the media is more effective? Is one better than the other for the purposes of relaying Dylan's messages to the public? Bob Dylan is famous for his straight forward and bold lyrics. Since the beginning of his long career as an artist, people of the United States and all across the world have not only listened to his musical talent but respected his ideas as a leader. Bob Dylan, like so many other musicians of his day, got his start on the radio. This was a way for musicians to relay messages to the rest of society. This gave people all across the world a feeling of belonging. It provided a basis for people to share common interests with others across the world. Music concerts was another way of passing Dylan's messages to the public. A typical concert performed by Dylan included fifty thousand people in an arena, and another fifty thousand outside of the gates. For the lucky ones, those which were able to enter the concert (either by paying or sneaking in), the concerts are a way which everyone is able to receive the desired message at precisely the same time. Another positive idea about concerts is; by watching someone whom they have been listening to for years, people get a sense of hope, inspiration, and the face behind the name. The third source of media that Dylan used to communicate his thoughts and music ability, was through albums. Over the course of Dylan's long career, he has released more than 40 albums. Starting in the 1960's and ending in the 1990's, when the compact disc was introduced and gained popularity. An album is a way of playing back individual songs, simply by releasing the needle on whatever song you would like played. As albums became more and more popular, Dylan was now able to convey his message to a wider variety of people.

History of Jesuits in Latin America Essay

The presence of the Catholic Church in almost all the corners of the world has gone on unchallenged. For centuries, Catholic Orders have played a role in exerting social, religious and economic influences over underdeveloped remote societies. Whereas today such missions may have deemed redundant especially with the emergence of rival denominations and modernization, history is laden with examples of such missions that changed the course of societies. One such presence that has been closely examined and one recognized for the multi-tiered influence it had on the society is the Jesuits Order in Latin America. In their wake, they left a society with an established network of economic, social and educational order before they were expelled by the crown governments for their conflicting economic, political and ideological interests. The Catholic Dogma remains a formidable force in Latin America surpassing that of any other church and having a solidified control over the religious life of the populace. The history of the Catholic Church in Latin America dates back to the late 16th century as priests from various orders embarked on a mission to spread the word to the indigenous remote areas of the South American continent. The Jesuits had a late arrival compared to other orders but despite this, they have been recognized as having left an indelible mark and impression upon the natives more than any other religious group. The story of their settlement has been well chronicled and retold to generations after generations. Though their relationship would eventually sour leading to the hostile eviction and suppression of their dogma, the Jesuits were warmly welcomed by the Spanish and Portuguese colonial governments who positively viewed western religion as an apt tool for civilizing the natives and introducing western ways thus make them easily governable (Robert, 2008). Immense scholarly attention has been channeled to establish the major reasons behind the success of Jesuits in Latin America and the rationalization of their solid foothold despite being late entrants. While some literature may focus on the seemingly vast resources they wielded as enabling them to finance elaborate religious expeditions, many historians have come to the conclusion that the success lay in Jesuits willingness to blend Christianity with the existing pre-colonial culture. It has to be reiterated that the main motivation the colonial governments welcoming the missionaries was because they saw them as sugar coated baits to the Indians which would ensure their submissiveness to the colonial authority. To the colonists, these Reductions (mission settlements) would be appropriate tools for bringing the Indians together for the purpose of taxation and effective colonization. In Mexico, these settlements were referred to as conregacion while in Brazil they were called aldeias and were seen as appropriate instruments for the Europeanization of the Indians (Gary, 2010). The Jesuits first set foot in Paraguay, amongst the Tupi-Guarani peoples before extending their influence to areas such as Brazil, Uruguay and Argentina amongst others. The initial arrival of the Jesuits in Latin America was facilitated by the Spanish crown and the superiors in Rome as a joint effort to popularize Christianity as well as civilize the indigenous communities. It is the zeal with which they interacted with the natives and also with the Spanish colonial government that would determine their success. Their initial abodes were in the European dominated settlements. They found themselves at a disadvantage because other mission pioneers such as the Dominicans and the Franciscans had already mapped out and occupied the easily accessible territories and hence the Jesuits had to venture deep into the Aztec imperialism to reach the indigenous populations. Although eager to work with the native communities, prudence dictated that they had to commence their mission in the Spanish populated zones before venturing into the interiors. It is here hence that they set a solid foundation and initiated educational institutions that had a philosophical impact upon the immediate society as well as extending to the rest of the colony (Herman 1). One glaring impact that the Jesuits had in Latin America was the solidifying of the economic base of the locals. Scholarly interest has over the years been devoted to explore the extent of the Jesuits wealth and economic interests across South America and has revealed astronomical resources that led to the survival and the expansion of the Jesuit mission but ironically was also a source of conflict with the state and also the private secular haciendas. The Jesuit order was institutionalized in Rome in 1535 and unlike other orders was able to cultivate a cohesive structure away from the wrangles that characterized the state and church relations. Coupled with astute management of financial resources, the urban and rural properties that they owned, the Jesuits were able to expand the sphere of their mission deep into the interior (Enrique 1981). With such immense resources, the Jesuits were able to set up major development facilities as well as ensure the provision of social amenities such as health and education. As most have concurred, the Jesuits were administrative geniuses with their file and rank laden with individuals of various skills and competences. As Oreste (97) agrees, â€Å"under the religious habit of the order were hidden skilled technicians in the most distinct specialties: educators and psychologist; engineers and architects; metal workers and agriculturalist; artisans of many different trades; doctors and pharmacists; and even painters and sculptors. † Armed with such immense human resources, they left a decisive influence on the local communities. The schools they set up for the natives were unprecedented. Although there exists other universities set up by the Dominicans and the Franciscans, the Jesuit schools have been recognized for their powerful impact. An example of the famous universities they set up include san Ignacio de Loyola in Cordoba and Xaverian University in Bogota situated in Argentina and Colombia respectively. A notable contribution has been hailed as having been upon the Indian tribes spanning across both North and South America. By the time the Jesuits began their settlement in Latin America, the Indians were either gatherers or nomadic hunters. By the close of their 150 years of stay, the Indians had become a more organized and educated community with social and economic height equaling that of medieval western towns. Examples that have been greatly highlighted are the Guarani towns referred to as the Settlements of Paraguay. These settlements would later become urbanized being put under the charge of Jesuit priests aided by selected Indians. These settlements formed core units of the national economy creating a concentrated web of economic and social traffic. Each settlement was self autonomous complete with a church and artisan workshops. Education was a core concern and was a main preoccupation to the priests; it was a hence necessary that each town be equipped with a school and a library. Indians in the Jesuit settlements were able to accomplish a high level of economic, social and cultural development outdoing even the Spanish towns in the region. Undoubtedly, the Jesuits had a huge economic, social, religious and cultural impact in Latin America. Their prosperity and a strong sense of independence put them on a collision path with the Spanish and Portugal crowns and it was only a matter of time before they were expelled. Indeed in 1767, the Spanish king announced the banishment of all Jesuits from all the Spanish controlled areas. This would consequently lead to the taking over of all Jesuit possessions by the colonial government and the return to Europe of all Jesuits under arrest. The woes leading to the expulsion of the Jesuits can be traced to Europe where strong opposition began to arise coupled by a papal decree to dissolve the Jesuit mission or what was known as the Company of Jesus. A diagnosis of the conflict between the Jesuits and the Spanish crown reveals that it revolved around economic, ideological and political factors. There are those that have pointed out that the immense resources that the Jesuits accumulated and their seemingly prosperity was their undoing. As reiterated above, the Jesuits became a major economic class leading to the development of Jesuit haciendas. A wealthy class of Jesuits that owned huge tracts of plantations becoming influential figures in both social and political circles. This involvement in economic concerns in the long-term led to the development of conditions that deviated from the original intent of the Company of Jesus. Like the secular haciendas, the Jesuits began enjoying elite privileges and pursuing interests that put them at a crossroad with the crown administration. The Jesuits were also seen as undermining the crown by exploiting the special relations they enjoyed with the Indians they protected. There were claims that the Jesuits were treasonable and were engaged in secret plots against the crown. An example would be an uprising in Oporto referred to as the Taverners Revolt which was alleged to have been plotted by the Jesuits albeit never being proven. To the secular haciendas, the Jesuits economic prowess was a major threat to their livelihood. The Jesuits were accused of unfair trade practices and of grabbing the fertile lands at the expense of other enterprising Europeans. For instance they were accused of monopolizing the spice trade in the Amazon and of locking other interested traders using unfair practices. Herman, 1980) The wealth and the influence that the Jesuits wielded hence left them at a precarious situation creating a fear amongst other groups that their domination would lead to the disintegration of the Portuguese and the Spanish crowns paving way for the taking over the mantle by the Jesuits who by then were spread almost across the whole of South America. It was for these reasons that the pope issued a banning decree and the crown governments followed it up by expelling all the Jesuits, confiscating their properties and their huge plantations (Jeffrey, 2004) Indeed the history of the Jesuits in Latin America and their accomplishments remain exemplary. Touted as one of the most influential group of missionaries from Europe, the Jesuit settlement in its wake, and after close to 150 years, left a more advanced economy with advances in education that has continued to be recognized more than two centuries after the banishment of Jesuits. While the major reasons for their expulsion lay in the numerous political, economic and ideological conflicts with the secular haciendas, the crown and the authorities in Rome, their exit left a major blow to south America that would take years to mend.

Prior Knowledge Improves Reading Comprehension

Using prior knowledge is an important part of reading comprehension for children with dyslexia. Students relate the written word to their previous experiences to make reading more personal, helping them to both understand and remember what they have read. Some experts believe that activating prior knowledge is the most important aspect of the reading experience. What is Prior Knowledge? When we talk about prior or previous knowledge, we refer to all of the experiences readers have had throughout their lives, including information they have learned elsewhere. This knowledge is used to bring the written word to life and to make it more relevant in the readers mind. Just as our understanding about the subject can lead to further understanding, misconceptions that we accept also add to our understanding, or misunderstanding as we read. Teaching Prior Knowledge A number of teaching interventions can be implemented in the classroom to help students effectively activate prior knowledge when reading: preteaching vocabulary, providing background knowledge and creating opportunities and a framework for students to continue building background knowledge. Pre-teaching Vocabulary In another article, we discussed the challenge of teaching students with dyslexia new vocabulary words. These students may have a larger oral vocabulary than their reading vocabulary and they may have a difficult time both sounding out new words and recognizing these words when reading. It is often helpful for teachers to introduce and review new vocabulary before beginning new reading assignments. As students become more familiar with the vocabulary and continue to build their vocabulary skills, not only does their reading fluency increase but so does their reading comprehension. In addition, as students learn and understand new vocabulary word, and relate these words to their personal knowledge of a subject, they can invoke that same knowledge as they read. Learning the vocabulary, therefore, helps students to use their personal experiences to relate to stories and information they read. Providing Background Knowledge When teaching math, teachers accept that a student continues to build upon previous knowledge and without this knowledge, they will have a much more difficult time understanding new mathematical concepts. In other subjects, such as social studies, this concept is not readily discussed, however, it is just as important. In order for a student to understand written material, no matter what the subject, a certain level of prior knowledge is needed. When students are first introduced to a new topic, they will have some level of prior knowledge. They may have a great deal of knowledge, some knowledge or very little knowledge. Before providing background knowledge, teachers must measure the level of prior knowledge in a specific topic. This can be accomplished by: Asking questions, beginning with general questions and slowly increasing the specificity of questionsWrite statements on the board based on what students have shared about the topicHave students complete a worksheet, without grading, to determine knowledge Once a teacher has gathered information on how much the students know, she can plan lessons to students further background knowledge. For example, when beginning a lesson on the Aztecs, questions on prior knowledge might revolve around types of homes, food, geography, beliefs, and accomplishments. Based on the information the teacher gathers, she can create a lesson to fill in the blanks, showing slides or pictures of homes, describing what types of food were available, what major accomplishments the Aztecs had. Any new vocabulary words in the lesson should be introduced to the students. This information should be given as an overview and as a precursor to the actual lesson. Once the review is completed, students can read the lesson, bringing in the background knowledge to give them a greater understanding of what they have read. Creating Opportunities and a Framework for Students to Continue Building Background Knowledge Guided reviews and introductions to new material, such as the previous example of the teacher providing an overview, before reading are extremely helpful in providing students with background information. But students must learn to find this type of information on their own. Teachers can help by giving students specific strategies for increasing background knowledge about a new topic: Reading summaries and conclusions of chapters in a textbookReading the end-of-chapter questions before reading the chapterReading the headings and subheadingsFor books, reading the back of the book for information on what the book is aboutOlder students can review cliff notes before reading the bookSkimming the book, reading the first line of each paragraph or reading the first paragraph of each chapterSkimming for unfamiliar words and learning definitions before readingReading short articles on the same topic As students learn how to find background information on a previously unknown topic, their confidence in their ability to understand this information increases and they can use this new knowledge to build and learn about additional topics.References: Increasing Comprehension by Activating Prior Knowledge, 1991, William L. Christen, Thomas J. Murphy, ERIC Clearinghouse on Reading and Communication Skills Prereading Strategies, Date Unknown, Karla Porter, M.Ed. Weber State University The Use of Prior Knowledge in Reading, 2006, Jason Rosenblatt, New York University