Essay about Narrative and Genre in I Robot - 1119 Words

Narrative and Genre in I Robot The film ‘I Robot’ is a classic conventional sci-fi film. From the outset the audience establishes that this is of the science fiction genre due to the synthetic bubbles, vibrant colours, short snippets of wires and menacing orchestral music. The film shapes the particular expectations of the sci-fi genre by summoning up curiosity and suspense. The first character the audience sees is Will Smith. From this the audience can establish that he is the lead and central character. In addition, from his previous work, Will Smith is associated with sci-fi and action genres, such as Independence Day, Men in Black I and II and Bad Boys. Levi-Srauss’ concepts and†¦show more content†¦Instead of relying on technology in his house, he prefers to be in control. This is the purpose of the shower scene as firstly it shows that he is not using any technology to turn it on and off. Secondly, the nudity shows the beauty of the human frame and how advanced it is, much like the robots. This comparison with the human frame and robots is clear in other sci-fi action films such as The Terminator. The intertextuality with the advert for the NS5 Robots demonstrates the disruption the Robots cause, due to it juxtaposing the scene, and the mass impact that Robots have on the lives of the people who live in Chicago, as they are unable to avoid them. The apple pie represents family ideals and traditions. It is homemade and not synthetic, again showing Spooner’s non-conformist side. Spooner’s disrespect of the robots presents the audience with a common enemy for our hero. This is supported by the music abruptly stopping as Spooner leaves the house. Also later, a robot gets him into trouble with his chief after he believed the robot had been stealing. Spooner carries a gun, which is an iconic symbol in the action genre as it represents power and authority for our hero. 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An Actionable Plan on College Papers for Sale in an Easy to Follow Manner

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How do your feelings change towards Malvolio during the course of the play Essay Example For Students

How do your feelings change towards Malvolio during the course of the play Essay Malvolio was a very important member in Olivias household. Being the steward he was responsible for a lot of things in the house. He was a conscientious and efficient steward who Olivia cared much about. I would not have him miscarry for the half of my dowry ( Act 3, Scene 4, Line 62-62 ) Malvolios service and his judgement were valued by Olivia. if it be a suit from the Count, Im sick, or not at home what you will do dismiss it ( Act 1, Scene 5, Line 98 ) We first met Malvolio in Act 1, Scene 5 when Feste was trying to prove to Olivia that she was the fool for mourning for her brother when she knew that his soul was in heaven. Olivia asked for Malvolios opinion on Feste. Malvolio was critical, bitter and sarcastic in his response. He replied as if he was looking forward to Festes death. Yes, and shall do till the pangs of death shake him ( Act 1, Scene 5, Line 67 ) He referred Feste as a barren rascal and totally put him down. He didnt actually speak directly to Feste, he talked bad of Feste right in front of him, as if he didnt existed. Malvolios comments on him were scornful. He said Feste needed an audience or hed have nothing to say. This in fact is very true, actors need audience to complete their performance or their act would be totally pointless, and vice versa, audience needs actors also! Olivia described Malvolio as sick of self love . This is very true. Malvolio was interested in himself only. He was so concerned about himself that he couldnt be open with dealings of other people. He looked down on people because he thought he was higher than everybody else, except for Olivia. Malvolio had absolutely no sense of humour and often took himself and others too seriously. Malvolio was sent to tell the young gentleman at the gate ( Cesario ) that Olivia would not want to speak to him, he came back and reported to Olivia. Malvolio explained every detail to Olivia, saying that Cesario would not go until he had spoken to Olivia. Malvolio was very slow in thinking and was over elaborating the point In the end Olivia accepted to see Cesario, and called Maria. Gentlewoman, my lady calls said Malvolio. Malvolio needed to dignify his role so he spoke to make himself sound important. He thought himself as more superior than other servants in the household. He didnt like Marias close relationship with Olivia. He thought he didnt fit in the rest of the group, because he was higher and bigger than the others. Having been told by Olivia to chase Cesario, Malvolio ran after Cesario, against his dignity to return the ring. Malvolio was taking it out on him and said nasty things. She returns this ring to you, sir; you might have saved me my pains to have taken it away yourself ( Act 2, Scene 2, Line 5 ) He treated Cesario as the messenger, he had no idea how high Cesario was to Orsino. He did deliver nearly exactly what Olivia said. Malvolio was deliberately rude to Cesario. Malvolio was very surprised that Olivia would accept to see Cesario in the first place. Because Cesario denied that he threw a ring at Olivia, Malvolio was annoyed and threw it on the ground. If it be worth stooping for, there it lies in your eye; if not, be it his that finds it. ( Act 2, Scene 2, Line 13 ) Malvolio was a real puritan, and that was one of the main reasons why he never got along with Maria, and Sir Andrew Aguecheek, and especially Sir Toby! Malvolio completely disagrees with Sir Tobys lifestyle. In Act 2, Scene 3, Sir Andrew Aguecheek, Feste and Sir Toby were up very late and were totally drunk and they were singing which woke up Maria. They were having a great time until Malvolio stormed in. His attitude was very offensive. William Shakespeare's play, Hamlet, was full of de EssayMalvolio was more sure than ever that Olivia loved him, he was full of himself. He was going to carry out the other instructions on the forged letter, he was to be opposite with a kinsman, surly with servants and let his tongue tang with arguments of state and put himself into the trick of singularity. He was thanking Jove all the time but he was only godly when he thought he could get something good of it. He wasnt really in a belief or religion. Malvolios behaviour to Maria, Sir Toby and Fabian was exactly what was suggested in the letter. Maria, Sir Toby and Fabian were determined that Malvolio should be locked away. In those days, when someone was believed to have gone mad, they were beaten, bound and / or driven out. Malvolio was treated, as if he really was absolutely mad. We met Malvolio again in Act 4, Scene 2, this was the point our feelings towards Malvolio start to change. Malvolio was locked up in a dark room to cure his midsummer madness . Feste was persuaded by Maria to dress up as a priest, Sir Topas. He went to the dark room where Malvolio was locked and the priest was to interview him. Malvolio was relieved to hear a priests voice whom he thought would release him but Feste, instead of helping him, was confusing Malvolio even more, telling him that he wasnt in a dark room but in a room full of light. Sir Topas said to Malvolio that he was to remain in the dark room. Feste promised to bring Malvolio ink, pen, and paper in which Malvolio requested so that he could write to his lady and explain everything. Poor Malvolio was completely hopeless. I am not mad, Sir Topas ( Act 4, Scene 2 Line 38 ) Afterall, Malvolio hadnt done much wrong except to have offended Maria and Sir Toby. He was innocent for the madness that people accused him of. On the video we saw, in this scene, Malvolio was crying which was very rare, and the fact that Sir Topas came on and confused him and abused him even more made the audience gain sympathy back on Malvolio. The last time we met Malvolio was when the letter that Malvolio had written got into Olivias hands, a letter from the madly used Malvolio . By the Lord, madam, you wrong me, and the world shall know it. Though you have put me into darkness and given your drunken cousin rule over me, yet have I the benefit of my senses as well as your ladyship. ( Act 5, Scene 1 , Line 290-293 ) Malvolio returns, clutching the love letter sent by Olivia , as an evidence that she has misused him. The things Malvolio said between line 317 to line 331 was very touching, he was saying all the things that he had suffered. Tell me why ( line 331 ) Malvolio asked Olivia, he really couldnt believe why this had happened to him. Malvolio found out the truth that the letter was written by Maria, and everything was a set up. Then Feste came up, and explained everything. Feste kept quoting from the forged letter, and revealed that he was Sir Topas. Feste remembered when Malvolio said to Olivia, Madam, Lord, why laugh you at such a barren rascal? An you smile not hes gagged . This explained why Feste brought his revenge on Malvolio. Malvolio, as Olivia said, was indeed notoriously abused and threatened to have his revenge on everyone. Malvolio was excluded from the happiness and good fortune of the other main characters, and he left, on his own, drowned in sorrow.

Learning Strategies and Information Processing Development free essay sample

Teachers working with these students must implement strategies when presenting new information to their students, determining what helpful strategies should be utilized to help their students attend, recognize and remember this information. A main goal is that learning disabled students will be able to independently utilize these strategies in the future with minimal assistance from others. Learning strategies are â€Å"techniques, principles, or rules that facilitate the acquisition, manipulation, integration, storage, and retrieval of information across situations and settings† (Alley amp;Deshler, 1979, p. 13). Teachers implement strategies while instructing students to help students attend. Teachers also teach students strategies that will help them recall information (e. g. mnemonic devices) Learning disabled students have difficulty staying on task, organizing information and materials, memorizing important information, and writings tasks. Learning disabled students often exhibit low self-esteem and the necessary confidence to attempt new learning strategies. These students also seem to create a self-fulfilling prophecy in predicting and believing they will fail at a task because they have in the past. We will write a custom essay sample on Learning Strategies and Information Processing Development or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a result, the student doesn’t attempt task or attempts task without truly trying and fails. As students learning strategies improve, confidence levels will grow. LEARNING STRATEGIES AND INFORMATION PROCESSING DEVELOPMENT Pg. 3 Educators can utilize different learning strategies to improve a student’s performance and gain learning skills for life as well as confidence. One of the difficult tasks a special education teacher faces is determining which strategy is most effective and how to implement that strategy. A teacher should consider a student’s disability and be familiar with the learning challenges that are associated with that particular disability. There are strategies that help instructional information be received by a student and information processing strategies that help students recall information. Many learning disabled students struggle with attending and recalling important information. This affects their ability to focus, gather important information and store that information for future use. â€Å"Each time a student’s attention is not engaged and maintained, an opportunity to learn is lost. When many such opportunities are lost, wide gaps in knowledge and skills are to be expected. These gaps, in turn, make new knowledge less† (Smith). Attention difficulties often impact a student’s ability to process information in short term and long term memory systems. When a student is not following a teacher’s instruction, the ability to note important facts and later recall them is greatly impacted. A teacher needs to be on able to identify students that appear distracted or are unable to recall recently presented information. After identification, teachers should implement learning strategies that will teach students the tools to help them recognize important information and move that information into their LEARNING STRATEGIES AND INFORMATION PROCESSING DEVELOPMENT Pg. 4 memory system for future use. The end goal is for the student to utilize these strategies with minimal assistance in their daily life functions. Humans possess three types of memory systems: Short term memory, long term memory and working memory. All of these systems all work together and interpret information based on relevancy. Our memory systems also have different developmental stages. A person usually retains information in short term memory for approximately 25 seconds or less. The process of our short term memory moving over newly presented data to long term memory is called a working memory. This process for many learning disabled students can be very difficult as many different processes are involved that include: perception, language, thought, past knowledge. These processing skills become strong as we become adults. Helpful learning strategies include: modeling, self-questions techniques, self-monitoring to attention and verbal self-instruction. (Smith, 2003) Memory is crucial to all learning as it allows you store and retrieve the information that has been learned. â€Å"Learning depends on memory, because the knowledge stored in your memory provides the framework to which you link new knowledge, by association. And the more extensive your framework of existing knowledge, the more easily you can link new knowledge to it† (thebrain. mcgill. ca/flash/). One key strategy to help attention and memory is to make the information presented meaningful. When students engage in activities that where information that is more meaningful, information becomes easier to comprehend. Teachers should take into LEARNING STRATEGIES AND INFORMATION PROCESSING DEVELOPMENT Pg. 5 consideration the student’s age, disability and any other important factors. Teachers can utilize mnemonic devices and graphic organizers to help students improve memory skills of important concepts. Inquiry based learning and discussions help students stay actively involved while the teacher is presenting key information. From an early age of development, toddlers are able to recognize basic objects and people. Being able to identify a picture and form recognition is not as difficult of a task as recalling facts and information from that picture. Recalling facts and data involves using language and sequencing processing skills. Many students with learning disabilities struggle to sequence events and processes. We may see a preschool student have difficulty related the necessary steps involved in making a sandwich or a middle school student struggle with relating what he did this past weekend. These skills can be strengthened through activities that involve rehearsal and practice using verbal and picture cues/prompts. Identify key facts and understanding numerical order (i. e. First I†¦ then †¦. next ) can help these students organize their thoughts and ideas. This skill can also help students identify key facts, sequence stories in correct chronological order. Information processing development can also be affected by visual-perceptual skills, motor skills and language skills. Teachers need to be familiar with each of these processes in order to understand how they each can affect the learning process and implement strategies for learning success. Teachers can help students from an early age understand and discriminate different lines and shapes as well as directional cues left and right and other line directional. LEARNING STRATEGIES AND INFORMATION PROCESSING DEVELOPMENT Pg. â€Å"Knowledge of the order of visual-perceptual development tells us that we should help students discriminate verticals, perpendiculars, up-down, and asymmetrical figures before left-right reversal figures, diagonals, or symmetrical figures (Smith, 2004). Many preschool students are identified with delayed fine motor skills during preschool when they have difficulty coloring, writing, using scissors. Young children with fine motor delays may avoid structured tabl e activities in preschool and kindergarten. Young students may also struggle with fine motor tasks like stringing beads, buttoning, and playing with blocks (http://preschooler. hebump. com). Many students that struggle with fine motor tasks often have difficulties with using scissors and paper pencil tasks. Note taking in class can be very difficult and cause great frustration. As a result, these students may become frustrated and unable to keep up with lectures and note taking. These students will often avoid writing assignments by avoidance tactics and not completing tasks. Teachers can use different strategies to help these students (e. g. provide printed notes, verbal/oral tests and homework). Occupational therapist can often help these students with accommodations (e. . computer software, keyboard/computer). Many students with fine motor delays as children often continue to have difficulties as adults. Language processing delays can have a significant impact on a studentâ€℠¢s ability to receive information and successfully process information. These delays affect many different areas that include: auditory processing skills, expressive and receptive language skills, pragmatic skills and problem solving skills. â€Å"Because words are symbols for concepts, any trouble processing these symbols affects a person’s thinking, comprehension, speaking, and social interactions. LEARNING STRATEGIES AND INFORMATION PROCESSING DEVELOPMENT Pg. 7 Delays in this area tend to persist, so that language cannot be used effectively to facilitate learning† (Smith, 2004) Many learning disabled students also exhibit expressive and receptive language delays. These delays may affect a student’s ability to participate in the classroom. A student with language processing delays may have difficulties that may include: processing basic information, following directions, sequencing events, syntax and semantic difficulties. Special education teachers can provide helpful skills and strategies that can help their students be successful in the classroom and in their communities. These strategies allow students with disabilities and delays to recognize important, retain and recall this information. It is also important for educators to understand the stages of development in the areas of visual-perceptual skills, motor skills and language skills. Through understanding these stages of development, teachers will be able to provide support for students with disabilities and delays. LEARNING STRATEGIES AND INFORMATION PROCESSING Pg. 8 References Alley, G. R. , amp; Deshler, D. D. (1979). Teaching the learning disabled adolescent: Strategies and methods. Denver, CO Canadian Institute of Health Research, Memory and Learning, Retrieved from http://thebrain. mcgill. ca/flash/d/d_07/d_07_p/d_07_p_tra/d_07_p_tra. html Christensen, J. , Delayed Fine Motor Skills in Children, Retrieved from http://preschooler. thebump. com/delayed-fine-motor-skills-children-3721. tml Smith, C. R. (2004). Learning disabilities: The interaction of students and their environments. (5th Ed. ). Syracuse University. Boston: Pearson Education Inc. Sturmonski, N. (1997). Interventions for learning disabled. National Information Center for Children and Youth with Disabilities , V. 25, Retrieved from http://nichcy. org/wp-content/uploads/docs/nd25. pdf University of Washington, Disabilities, Opportunities, Internetworking, and Technology, The Faculty Room, Retrieved from http://www. washington. e du/doit/Faculty/Strategies/Disability/LD/