The Film Embassy Siege, A Bbc2 Documentary Reported By...

Documentaries use diverse tools to make their subject matter accessible for the audiences, as well as they can while still staying true to their reportage. One of these methods is dramatisation, or re-enactment, where historical events are replicated on the camera for different purposes. This essay will discuss this blend between fact and fiction in the context of SAS – Embassy Siege, a BBC2 documentary reported by Peter Taylor (2002). The actual events took place 22 years earlier, in 1980, when six armed men went to the Iranian Embassy in London and took 26 hostages. The documentary is constructed from the contemporary news footages as well as current interviews of the people involved in the multiple sides of this event. The essay will†¦show more content†¦Besides colour SAS – Embassy Siege slows down the dramatised footage from time to time. These techniques give the dramatised scenes a cinematic feel when paired with the straightforward news footage featured in the documentary. In couple occasions the documentary anchors the fictional footage by presenting it at the same time with something factual, like showing footage of the 1980 Wolrd Snooper Championships, which the SAS men claim to have been watching in the lead-up to their attack. The documentary also employs stock footage from around London, to fill in the narration. These snippets of trees and the busy streets of London cross the threshold between fact and fiction by being real but still constructed. This footage is treated the same way as the dramatised scenes, with coloured filters and temporal changes, a good example of this being timelapses. There is also the matter of juxtaposing these dramatisations with interviews or the narrator telling about the events, adding another layer of factual information into the reconstructed. This interplay between what is real and what is constructed is clearly thrown around, and the lines between reality and fiction get blurry. In his article David McQueen talks about the juxtaposition of factual and fictional images in

Japanese Imperialism - 2070 Words

Imperialism in its most simplistic form can be defined by the dictionary of human geography as â€Å"the creation and or maintenance of an unequal economic, cultural and territorial relationship, usually between states and often in the form of an empire, based on domination and subordination.† It is also declared by this work to be primarily a western phenomenon that utilizes â€Å"expansionist, mercantilist policies† which was demonstrated during the nineteenth and twentieth century. Japan in the earlier years of the Tokugawa reign isolated itself from the rest of the world. It was a feudal system in which each citizen was obedient and knew its place in society. However by 1914, Japan had grown to be an imperial power itself following various†¦show more content†¦Government reformation also required that privileges once granted to the feudal lords of the Tokugawa era, such as the ownership of land had to be ended and retrieved. The first European styled consti tution was established in 1889 in which a parliament was formed with the emperor keeping his sovereignty. The education system was also transformed to the French and German models. They borrowed technology, social systems, infrastructure, and educational methods from countries around the world and adapted and fitted those to their own needs and culture. They used what worked and abandoned what did not. This sudden transformation can be described as a strategy as it gave the Europeans the impression that Japan had become one of them. Japan was no longer a threat or rival but was now a docile prospective colony which in later years lowered the guards of the European powers. The state of Japan after learning of the success of European imperialism, decided to advance itself in a stage of industrialization. Japan after making observations on the European states and their economic development advanced its industries. They moved from a Tokugawan agrarian economy to a modern producer. Practicing the statement â€Å"fukoku kyokei (enrich the country and strengthen the military) Japan developed into an â€Å"optimized industrial state† whose mass production became the focus of its culture. (hyhist) After they had opened their borders to the foreign nations, they importedShow MoreRelatedCompare and Contrast Japanese and Western Imperialism in Asia and the Pacific3853 Words   |  16 PagesCompare and Contrast Japanese and Western Imperialism in Asia and the Pacific 23 October 2013 at 18:10 The Japanese pursuit for an empire in South East Asia helped changed the balance of world power away from Europe, by taking their most lucrative colonies. Soon after the Japanese defeat in World War II, most of the colonies won their independence from their European masters. This essay will be arguing that despite the vast geographical distance and cultural, racial differences, as well as theRead MoreJapanese War And Japanese Imperialism1909 Words   |  8 PagesThe Nanjing Massacre was one of the bloodiest fights due to the results of the Sino- Japanese War. In 1937, Japan invaded the city of Nanjing after successfully taking over the city of Shanghai. Driven by violence and greed, Japanese troops were ordered to brutally execute the civilians in Nanjing. The Japanese troops raped and tortured thousands of innocent civilians, including children. This inhumane act of aggression caught the attention of foreign countries and allowed them to turn their sidesRead MoreThe Reform of Japan ese Imperialism1019 Words   |  4 PagesJapanese imperialism was uniquely derived during the nineteenth century within the structure of the informal empires of the West in East Asia. 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Japanese Imperialism1539 Words   |  7 PagesImperialism Cartoon Paper During the late nineteenth century, the United States and Japan joined European nations to become an imperial power. Their ultimate goal was to influence other areas around the world for their own benefit, interest, and advancement. Countries become imperialistic for various reasons such as economics (secure markets), military power (excessive force and control), and political reasons (nationalism). In order to extend their power, they used these three main components toRead MoreImperialism Cartoons Vs. Japanese Imperialism1537 Words   |  7 PagesImperialism Cartoon Paper During the late nineteenth century, the United States and Japan joined European nations to become an imperial power. Their ultimate goal was to influence other areas around the world for their own benefit, interest, and advancement. 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The underlying principle to their failure was the theory of Imperial overstretch, as Hook explains, â€Å"a pattern in which great powers have consistently expanded their foreign commitments beyond their ability to remain economically solvent and militarilyRead MoreAmerican Imperialism : The Japanese Attack At Pearl Harbor Hawaii989 Words   |  4 PagesAmerican imperialism in the 1800s was the primary cause of the Japanese attack at Pearl Harbor Hawaii. When Millard Fillmore sent Commodore Matthew Perry to open ports of trade in Japan the clock began ticking as to when Japan and America would go to war against each other. Perry’s show of modern military armaments sent the nation that was controlled by a feudal warlord the Shogun into a state of chaos, and the eventual forced removal of the Shogunate. The subsequent infusion of militarism and modernismRead MoreJapan and The Influence of Imperialism Essay1006 Words   |  5 Pagesin 1854. While it had a strict policy about maintaining its isolation, it had no choice but to succumb to imperialism. When Commodore Matthew Perry visited, Japan realized that isolation had resulted in their inability to develop economically and militarily with the industrialized world. Thus from 1854 to 1914, the Japanese changed from being under the influence of imperialism to becoming an imperialist nation, as well as coming out of feudalism and going to into modern militarismRead MoreThe Modernization Of Japan During The Meiji Restoration971 Words   |  4 PagesImperialism not only influences colonial territories to better themselves because of a mother country believes it is in their best interest to do so or to further their realm of power, it can also have a significant impact on the people’s lives in terms of culture, education, environment, and even politics. Japan and Britain, for example, were two imperial systems that countered each other in many facets but also had strikingly similar qualities that had helped them become strong imperial powers

Understanding Early Childhood Issues and Controversies

Question: Explain about the article on Understanding Early Childhood for Issues and Controversies? Answer: Children Rights and the Ethics of Childhood: The United Nation convention issued some particular sensitive rights for children to avoid discriminatory activities imposed upon them. The rights have been brought under law to certify a position for the children below the age of 18 years in their social and cultural rights. Various issues have discriminately burdened upon the minors for their mere immature age. In my opinion, children attaining the age when their expression is disclosed through language must have thier own childly cravings. The cravings of a child comes from his or her intense mental desire which has to be brought under consideration. The children in their teens have multiple transitional impacts which must be sensitively fostered by the parents through extreme care and reason. It is my fervent psychological establishment that a child has his or her right to freely take part in childly accomplishments. In their adolescence, children have their impulsive exuberance in their activities on which the parents should have sincere observation. But they should be mindful of the fact that their child must not be devoid of their spontaneous elation because of the frequent unreasonable reprimands. This is my contemplation regarding the position of children that they should be adopted to the urgency of situation with extreme possible naturalness. Child rights are commissioned to pursue ethical grounds in thier childhood. Parents have the utmost right for their childrens wellbeing but the consideration should not have harsh impact. Except for their academic pressures, the children have the right to execute their childly extravaganza including relaxation, playing. Freedom etc. They also have their own cultural rights. The UN convention considered the right to be effective for the children only because of thier unhindered psychological exposures. This is my opinion that a child has to have their own perspective of viewing the universe. The rights issued by convention for the children are intended for the right and timely exposure of their psychological attributes. The right exposes that a child must have the right to have leisure period for their own relaxation. I think they must have the proper exposure of maintaining an autonomous authority where they can freely think and unveil their fragmented desires. Proper psychological disclosures are ardently necessary for them to have a healthy growth. On another note, it is their ethical and moral right to have enough time space for playing. In the article 31 of UN Convention on Child Right, it has been imposed that a child must have the ground to nurture adequate space for relaxation and playing. As per Penn (2014, p.78) stated that during playing, a child can mingle with various other children which increases a social flexibility. The children must enjoy the right of protection and care as they are invariably dependent on their parents and other superiors. I think this is their sole right to avail as the parents have the certain responsibility to foster. The children must have the cultural right which is also included in the UN Convention. This right issues the childrens right to participate in all sorts of social and cultural activities. In my opinion, engaging cultural rights to the children helps improving their effective mental exposures. Patchwork 5: Inspirations from Reggio Emilia - Passion, Pedagogy, and Empowerment Patch 5: No Way. The hundred is There! The poem No Way. The hundred is There! expresses a requirement of free homely atmosphere for children. The poem spontaneously craves for a world for children where they can invariably show their potentialities. The children must always have their own space to envisage things to apply them in their own kind of activities. The children must not be only taken for granted for their inevitable dependency. They must have thier own universe to exuberantly express their views regarding social, cultural and polical attributes. Their knowledge may be of little importance but entertaining all those things bring extreme interests in their schooling. The poem argues that there are hundred ways the children can express their views. The poem conveys that the children have multiple extra curricular prowess that can be extracted by the effective pedagogical approach. They must be encouraged in their way of viewing things. Childrens brains are naturally fresh to welcome every little knowledgable attributes. They are naturally extremely inquisitive about every single actions happening around them. They must be considered as competent enough to share their views regarding all granted affairs concerned to their livelihoods. This is evidently up to the teachers and guides to mingle with their emotions who initially care for them. The children must always be kept in sheer flexibility of knowledge where they can avail the freedom to share their own emotional outputs. The poem reveals that the children have multiple ways and methods to build their own existence. In terms of knowledge, they have their own desirous procedure of playing and expressing feelings. They have their own multiple ways of sharing mirth and rejoice in their own activities. As stated by New (2010), through these spontaneous activities, the children can have the reasonable ground to construct their prospective knowledge in diverse affairs. They have the spacious room to discover their their own world. It is the sole duty of the early teachers and guides to create a friendly environment to teach and guide the children according to their natural movements. The poem has been written in the objective of accomplishing the children empowerment. Friendly and sensitive philosophical pedagogical approches must be maintained during controlling the chil dren in their studies. Reggio Emilia approaches in a different method in terms of pedagogy that is applicable to the children. The children must not be engulfed in a dire necessity based regulation where they cannot express their own desires. They must have logical atmosphere where they can nurture their decisive quality in every single aspect. Integrated learning process and adoption of sensitive pedagogy are the bridging qualities that lead to ultimate development of the childrens cognitive domain. The poem clearly tells about the futuristic vision of children who have multitudes of unlimited qualities to explore. These explorations are completely dependent on the flexible attitudes of learning process. Patch 8: Thinking critically about our ideas Patch 8: Critical Reflective Commentary The module has an extensive proposition into the ground for imposing child rights. Children must have their own right to think and act. The UN Convention issues rights for the children in various steps. It has been proposed in the objective of making a substantial psychological development of the children. The childrens psychology is the breeding ground for different new thoughts and ideas. The ideas may be inclusive of dire social and cultural perspective. Alderson (2012) stated that childrens brains are considered to be the prospective spheres where diverse epistemological concerns are constructed. They have their own competencies to share ideological perspective according to their capabilities. From the proposals, I have learnt that the children are not subjectified to the status of a mere recipient of illogical reprimands. They should have adequate room share their ideas and thoughts that could be of social and cultural relation. They should acquire sufficient reasons in them to construct invariable knowledges. The timely flourishes can be expected from them whether they can have the adequate exposure to nurture such things in thier adolescence. I think that the children should be open to all societal and institutional engagements to unveil their own kind of psychological outputs. The rights have been engaged for them so that the children have a autonomous outlook in all their natures. I have learned from this particular engagement of ethical and moral rights to the children that proper space for relaxation in terms of thinking and viewing helps extracting a pacified working culture. If they have the ground for maximising their vision, they can be able to produce a better future for them. Playing is such an attribute in a childs life where they can manifest their social culture. Freire (1970) mentionaed that children have the sole right to play for a scheduled time everyday which eases their mental stability. This can be invariably effective in the field of studies and other culture. The children in this consequence can nurture the development of culturally independent psychological prospects and an firm intellectual base. The overall learning engages the fact regarding the pedagogical approches towards the children where the empowerment of children can be accomplished. From this proposition, I have learnt that children must be brought under flexible learning where their individual potentials can be exposed gradually. I have learnt that the children are not subject to harsh material facts rather they must be encouraged to the utmost productive way. As argued by Freeman (2013), it is primarily the parents responsibility to guide their children in the most sensitive way where the children can have the extreme prowess to substantiate their social and cultural existence. In terms of knowledge, the children as well as the adolescents must have their intellectual prospects to govern their further steppings. Reference list and Bibliography: Books: Penn, H (2014). Understanding Early Childhood: Issues and Controversies. Maidenhead: Open University Press. Freire, P., (1970).Cultural action for freedom. London: Harvard educational review. Journals: Alderson, P., (2012). Children as Researchers The Effects of Participation Rights on Research Methodology.Research with children: Perspectives and practices, 32(5), p.241. Gray, D.E., (2011). Facilitating management learning developing critical reflection through reflective tools.Management learning,38(5), pp.495-517. Freeman, M., (2013). The sociology of childhood and children's rights.The International Journal of Children s Rights,6(4), pp.433-444. Hatton, N. and Smith, D., (2015). Reflection in teacher education: Towards definition and implementation.Teaching and teacher education,11(1), pp.33-49. Kaplan, S., (2014). Is there a gifted child pedagogy?.Roeper Review,25(4), pp.165-165. Kroll, L. (2013). Early Childhood Teacher Preparation: Essential Aspects for the Achievement of Social Justice, Journal of Early Childhood Teacher Education, 34(1), pp.63-72. Hatton, L. and Kaplan, S., (2010). Major trends and issues in early childhood education: challenges, controversies, and insights, Choice Reviews Online, 35(03), pp.35-1658-35-1658. New, R. S. (2010). Reggio Emilia As Cultural Activity Theory in Practice. Theory Into Practice, 46(1), pp. 5-13. Schoorman, D. (2011). Reconceptualizing Teacher Education as a Social Justice Undertaking: Underscoring the Urgency for Critical Multiculturalism in Early Childhood Education. Childhood Education, 87(5), pp.341-344. Van Manen, M., (2013). Phenomenological pedagogy.Curriculum inquiry,12(3), pp.283-299.

Types of transitions free essay sample

Types of transition table. Types of transition Description of the transition Explain (how to give adult support for each transition) Physical transition A physical transition is something that every child goes through in their life, for example â€Å"Children attending a setting for the first time† (Walker, 2012, p44). You could support a child going through this transition by staying with the child at the setting, until they are settled in to a activity or tell them that mummy or daddy will be back later to see you. Physiological transition A physiological transition is â€Å"puberty† (Walker, 2012, p144), something a child goes through around the age of 11 to 13, girls become women by the age of 16 and boys become men by the age of 16 and 17. You could support the child going through puberty by the adult â€Å"reassuring the child that puberty is nothing to worry about† (www. bbc. co. uk date accessed 02. 12. 13). The adult could also support by the child by having a 5 minute chat, seeing how things are going through the child’s mind and to explain what happens through the body cycle. We will write a custom essay sample on Types of transitions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Emotional transition An emotional transition is something which a child could go through e. g. â€Å"being separated from parents or carers† (Walker, 2012, p144). For example this could be staying with a baby sitter for the first time. An adult can support the child by saying that â€Å"both parents still love them even though they are not together† (www. rcpsych.ac. uk date accessed 02. 12. 13). A adult could say to the child that they can stay with their dad or mum for a couple of hours so they still see each other, which shows the child that their parents still love them. Small transition A small transition is something that a child could go through, for example â€Å"transitions between lessons in primary school† (Walker, 2012, p144). An adult can support the child; you can reassure the child every 10 minutes to tell them that they are going to their next lesson or next activity.