How the Relation of the Camera to the Real is Problematized in The Thin

How the Relation of the Camera to the Real is Problematized in â€Å"The Thin Blue Line† and â€Å"Yuki Yukite Shingun† Documentary films can include every type of discourse about the real world. The accomplishments of nonfiction film are derived from more than the stereotypical edited interview segment, and recently have been a totality that is useful as much for showing reality as it is for expressing the creative visions of its director. It is possible for the most extrinsic implications to be presented in a way that reflects individual systemics and personal expression. The innovation of a nonfiction work can legitimize many techniques that were previously unused and will ultimately provide countless new ways of exploring social and historical issues. The examination of these issues using different visual styles leads to the methodical questioning of the degree of truth that surrounds each individual style. For nonfiction cinema, the epistemological virtue exists within the relation of what is filmed and what truly is real. In an inspection of The Thin Blue Line and Yuki Yukite Shingun, the relation between the camera and the real is problematized by both films’ intentional reversal of presentational truths, the awareness of the camera, the staging or reenacting of real events with actors, and the addition of graphical or aural stylistic elements. The Thin Blue Line was directed by Errol Morris in 1988. It is the retelling of a story of two men that meet by chance in Dallas, one of whom later kills a police officer. The facts are chronicled through a series of interview segments and supplemented by various reenactments, striking visual images, and a repetitive, captivating musical accompaniment. The images presen... ...ing of real events with actors, and the addition of graphical or aural stylistic elements. As presented in The Thin Blue Line and Yuki Yukite Shingun, these elements are important to the originality of their overall films and have the effect of problematizing the relation between the camera and what is real. Sources Cited Bruzzi, Stella. New Documentary: A Critical Introduction. New York, NY: Routledge Publishing, 2000. MacDonald, Scott. A Critical Cinema 3: Interviews with Independent Filmmakers. Los Angeles, CA: University of California Press, 1998. Plantinga, Carl R. Rhetoric and Representation in Nonfiction Film. Cambridge, UK: Cambridge University Press, 1997. Renov, Michael. Theorizing Documentary. New York, NY: Routledge Publishing, 1993. Ruoff, Kenneth. Filming at the Margins: The Documentaries of Hara Kazuo. Iconics 16 (Spring 1993): 115-126.

Formal & Informal Language Learning Experience

Formal, Non-formal and Informal Learning: What Are the Differences? Earlier this year I did some applied research on the differences between formal, non-formal and informal education in both the sciences, as well as literacy and language education. These terms have been used by the OECD (Organization for Economic Cooperation and Development) as well as researchers and practitioners around the globe. Here’s a simplified explanation: Formal education – Organized, guided by a formal curriculum, leads to a formally recognized credential such as a high school completion diploma or a degree, and is often guided and recognized by government at some level. Teachers are usually trained as professionals in some way. Non-formal learning – Organized (even if it is only loosely organized), may or may not be guided by a formal curriculum. This type of education may be led by a qualified teacher or by a leader with more experience. Though it doesn’t result in a formal degree or diploma, non-formal education is highly enriching and builds an individual’s skills and capacities. Continuing education courses are an example for adults. Girl guides and boy scouts are an example for children. It is often considered more engaging, as the learner’s interest is a driving force behind their participation. Informal learning – No formal curriculum and no credits earned. The teacher is simply someone with more experience such as a parent, grandparent or a friend. A father teaching his child to play catch or a babysitter teaching a child their ABC’s is an example of informal education. These may be overly simplified explanations. There are times when the lines between each type of learning get blurred, as well. It isn’t always as cut and dry as it seems, but these definitions give you a general idea of each type of learning.

Antigone vs. Socrates Essay examples - 681 Words

Antigone vs. Socrates In the plays Antigone and the Crito the two lead characters, Antigone and Socrates, showed completely different ideas regarding their responsibilities to the State. Antigone believes in divine law and does what she thinks that the Gods would want her to do. Socrates, on the other hand, believes that he owes it to the State to follow their laws whether he thinks they are right or not. In Antigone, her brother Polynices, turned against his own city by attacking his own brother just so he could become king. On this day, both brothers died. One, Eteocles, was given funeral honors, but the other, Polynices, was not. This decision was made by Creon, Antigone#8217;s uncle and the current King of Thebes. Creon†¦show more content†¦Socrates, contrary to what Crito says, feels that he has an implied contract with the State. He believes that his family staying in Athens and raising him there was the greatest compliment they could have given him, so he feels that he owes it to the State to accept its laws and to remain a willing partner to the State. Socrates#8217; feelings were summed up on page 64 when he says: #8220;If the state leads us to wounds or death in battle, we follow as is right; no one can yield or leave his rank, but whether in battle or in a court of law, or in any other place, he must do what his city and his country order him#8230;if he may do no violence to his father or mother, much less may he do violence to his country.#8221; (Pg. 64) By this quote, he means that a man must do what the State tells him to do and should back the State in all of the State#8217;s endeavors. Personally, I am torn between the two ideas. I believe that the State usually makes laws that do protect most of its citizens and if it doesn#8217;t, they usually realize it and make a change. On the other hand, if you truly believe that a law is unjust, then you should follow your convictions until the law is changed or becomes acceptable. I think that if I were in either Antigone#8217;s or Socrates#8217; position, I would probably have done the same thing that they did. Clearly, Antigone and Socrates have very different ideas regarding the type of law they follow.Show MoreRelated Antigone Vs. Socrates Essay examples664 Words   |  3 Pages Antigone vs. Socrates In the plays Antigone and the Crito the two lead characters, Antigone and Socrates, showed completely different ideas regarding their responsibilities to the State. Antigone believes in divine law and does what she thinks that the Gods would want her to do. Socrates, on the other hand, believes that he owes it to the State to follow their laws whether he thinks they are right or not. In Antigone, her brother Polynices, turned against his own city by attacking his own brotherRead MoreSocrates Sides with Creon or a1379 Words   |  6 PagesSocrates#8217; Sides With? Through my reading of Plato#8217;s Apology of Socrates and Crito, I have been able to see how Socrates makes important decisions and what he primarily bases his decisions on. As a individual person we have individual morals which lead us to our own moral or immoral decisions. Sometimes are own morals or beliefs might oppose the views of the state or the enforced law that clams to find justice. In this case we rely on our own beliefs that may be through passedRead MoreEssay Platos Apology of Socrates and Crito1326 Words   |  6 Pages Socrates Sides With? nbsp;nbsp;nbsp;nbsp;nbsp;Through my reading of Platos Apology of Socrates and Crito, I have been able to see how Socrates makes important decisions and what he primarily bases his decisions on. As a individual person we have individual morals which lead us to our own moral or immoral decisions. Sometimes are own morals or beliefs might oppose the views of the state or the enforced law that clams to find justice. In this case we rely on our own beliefs that may be throughRead MoreAn Ideal Hero: Greek vs. Roman Essay1527 Words   |  7 Pagescultural propaganda. Greek Heros= models of courage skill to men (what to be) women (what to look for- sense of security). a. Dominant Theme: warrior code of personal honor and glory b. Contrasting themes: Family principle, simple country life vs. war, admiration of enemies. 5. Literary works by Homer Blind poet Homer - represents the culmination of a long and vigorous tradition in which oral recitation—possibly to instrumental accompaniment—was a popular kind of entertainment.