farenheit 451 comparison book to movie - 946 Words

Gabriela Harari Composition Ms.Giovanelli January 22, 2013 Fahrenheit 451 Books and movies are booth great kind of entertainment. Many great books have been turned into great movies by adapting every bit of detail from the book to the movie, but as well as good books are being turned into good movies there are also good books being turned into disappointing movies by changing the great meaningful story the original author had written into a shallow script. Fahrenheit 451 is a book written by Ray Bradbury in 1953, which was turned into a movie adapted and directed by Franà §ois Truffaut in 1966. The story revolves around a fireman named Guy Montag that lives in a society that censors books. Firemen in the book are peopling that burn†¦show more content†¦So Clarisse, replaces Faber by being the only one there to help him read and understand, instead of Clarisse and Faber together making Montag a reader. The Mechanical Hound is also a character in the book, but not in the movie. The Mechanical Hound is described as an â€Å"eight-legged robotic hou nd with hypodermic poison fangs.† The Mechanical Hound is the fear of all the readers that live in Montag’s society, because they live with the fear of getting discovered. The firemen pole replaces the Mechanical Hound, because both know that Montag is reading. The â€Å"mailbox† also replaces the Mechanical Hound in the movie. The â€Å"mailbox† (where people placed pictures of people that had books) is also a replacement for the mechanical hound, because they are both created to find readers. In conclusion, there are many differences between Fahrenheit 451 the book and the movie. For instance, the way things are portrayed, Clarisse’s character, and characters that get replaced. In my eyes, the book was better than the movie because the mechanical hound was what to me gave the flavor to the story. The mechanical hound it is what killed people just for reading books, which to me sounds absurd. Books are knowledge and without knowledge there is

Short Story Dungeon - 1493 Words

â€Å"Guys, c’mon we have to get started!† I said, trying to get the large band’s attention. â€Å"How long have you guys been in band? You know to get your stuff out before class starts, hurry up!† I looked around the room at all the different sections, seeing the pit and drumline in the back, practically moving like sloths to get their things out of the ‘dungeon’. The trumpets were having a competition to see who could play the highest notes, the trombones were making racecar noises, color guard was standing in the corner of the room gossiping, and the saxophones and mellophones were on their phones. I couldn’t even see half of the flutes, clarinets, and tubas, since they’re probably mostly still in the locker room getting out their instruments.†¦show more content†¦Fucky fuck you bitch ass-† Mituna started yelling and scrambling to pick up his music, dropping his trombone onto the carpet in the process. Latula h urried over with her trumpet and put a hand over his mouth, trying to calm him down. â€Å"Karkat! You got a job to do in the low brass section!† I yell towards the drumline. I see his eyes turn to Gamzee and he immediately takes off his snare. He comes running down to where Gamzee and Eridan are standing. â€Å"Gamzee, please just calm down,† Karkat says, shoving Eridan out of the way and standing where the now quivering boy was before. â€Å"How the hell can I calm down with this motherfucker sayin’ all this shit!† he screams, swinging the stand around, knocking a passing Jade’s flute out of her hands. â€Å"Karkat, please do something!† Kankri says from the bottom row with Eridan, protecting his flute and Eridan’s clarinet. Jade picked up her flute and ran over to them. Gamzee tries to lunge at Eridan but Karkat manages to hold him back a little, Equius walked out of the locker room just in time to see Karkat get knocked over, so h e handed his bari sax to Horuss and ran over, grabbing Gamzee around the waist just before he managed to touch Eridan. Gamzee still managed to throw another stand before Equius could drag him out of the room. I walk over to the band office where Mayor and Mendicant are talking. I knock on the door, dodging a flying chair. Mayor gestures for me to come in. â€Å"Dirk, what would you think of giving Gamzee a

Christopher Marlowe Protests The Moral of Doctor Faustus...

When Doctor Faustus was written, there was turmoil in Elizabethan society. The old medieval view made God the most important aspect of the world, while mankind and the natural world were ignored. This was giving way to the idea that mankind and the natural world were supreme. At first glance, it seems that Doctor Faustus was written with the medieval ideal in mind, however, I believe this is not so. I believe that Marlowe subscribed to the renaissance view of the world, and Doctor Faustus was intended to express Marlowe’s outrage at the consequences of seeking knowledge or thinking differently during the Elizabethan era. Marlowe rejects all previous authority just as Faustus does, and with them, Faustus rejects the ideals of the previous†¦show more content†¦He also chooses new over old when he rejects the old man’s pleas. The old man represents the old ways and despite knowing that the old man has good intentions, Faustus rejects all authorities. Faustus tell s himself â€Å"Now go not backward. Faustus be resolute† (II.i.6) before summoning Mephistopheles for the second time. The quotations shows Faustus’s obsessive urge to go forward, no matter the consequences. Incidentally Faustus is from Wittenberg, the birth place of the protestant revolution which rejected the previous religious authority. Faustus may be a way for Marlowe to reject his own authorities and the restrictions imposed by them. Marlowe was so enraged by the authorities and orthodox people that he drew parallels between them and the devils. During Faustus’s first encounter with Mephistopheles, the demon warns him not to seek forbidden knowledge, and mainstream society does the same. Later the devils tempt Faustus with physical pleasures that come with the knowledge, for example, after Faustus’s resolve is shattered when he sees â€Å"Homo, Fuge†(II.i.71) written on his arm, the devils tempt him with crowns and riches. Society also offer s material gain as a reward for dishonourable behaviour (then, now and forever). At the end of the play, the devils are the ones who punish Faustus for seeking forbidden knowledge, despite tempting him in the first place. Parallels between the devils and

An Investigation of Instructional Approaches for Students

Question: Describe about An investigation of instructional approaches for students with additional needs in Jordan? Answer: Research Methodology: Research Philosophy: Positivism The present study would be conducted based on the positivism philosophy of research as the study emphasizes on understanding the instructional approach needed for the special need students in Jordan classrooms. This is real life situation. Thus according to the opinion of Cameron (2009), the positivism philosophy main supports the real life situation and helps the researchers to consider the facts and figures associated with the situation. Similarly, Lancaster (2012) also supports positivism philosophy by saying that this approach helps to determine the scientific studies. Thus the current study also tries to analyze the scientific studies behind the effective instructional approach towards the special needs students. Research Approach: Deductive Generally there are two main approaches of research one is inductive approach that helps to develop new theories and another one is the deductive approach that helps to test the already existing theories. Since, the present study has been already supported with various theories and past literatures, the researcher has decided to follow the deductive research approach and identify if there exists any kind of gap in the previous studies and will try to reduce that gap using the present study. Further, the study also follows a waterfall model approach that helps to evaluate the theories with relevant data collected from this present study. Research Design: Descriptive using Mixed Method: The current study mainly emphasizes on the deductive nature of research. This deductive approach is mainly utilized to evaluate the background of the present study and also the information related to this domain. According to the opinion of VanderStoep et al. (2009), this deductive approach helps to identify various solutions to identified research questions. Thus, through this approach the researcher tries to identify the solutions to the above discussed research questions and sub-questions. In order to find the solutions the researcher uses the mixed research approach that is uses both the quantitative and qualitative data to investigate the instructional approach used by the Jordanian classrooms towards special need students. Creswell (2010) defined mixed methods as an approach wherein the researcher bases knowledge claims on pragmatic grounds. Pragmatism is famously known for being problem-centered, pluralistic and consequence-oriented. This implies that mixed methods uses inquiry strategies that involve simultaneous or sequential collection of data, in order to best understand the research problem. Using the mixed method of research, the researcher collects both numerical and textual information. This research method helps the researcher to gain in depth and breadth understanding and validation, at the same time offsetting the weakness. Further, this method also helps the researcher to use variety of methods, data sources to examine the present scenario. This allows the researcher to accurately approach the phenomenon. Through approach the researcher would learn different strategy elements of the present instructional approach and also try to understand the perceptions and experiences of efficacy. Data Type Collected: The researcher focuses on both primary and secondary data while conducting this study. The reason behind collection of both the data is that it helps the researcher to conduct detailed analysis of the data at the later stage of the research and then evaluate the primary data with that of the secondary data to make effective conclusion. This primary data collected is mainly classified into quantitative and qualitative data. Both the data has been measure using variety of tools and techniques for effective results. Data Collection Method: The data collection method undergoes two steps one is the collection of secondary data through various available sources like online books, journals, articles and websites and another step is the collection of primary data using the observation method and focus group interview method. The implementation of the instructional approach is mainly evaluated using the structured observation. This observation method allowed the researcher to evaluate the fidelity of the present instructional method. Observation will provide familiarity, knowledge and understanding as to how teaching in resource rooms in Jordan is performed. Further, this procedure also helps the researcher to understand the problem that the students are experiencing from the instructional methods devised by the teachers. Here the teachers were given some random lesson plans to teach the students. A video was recorded of the overall observation and observation of the students and teachers both were recorded. The observation instrument was validated through a review of an expert and a pilot study was conducted in comparable classrooms of Jordan. Observation scores were obtained and were compared using Likert scales using the point-by-point inter-ratter dependability for attaining unbiased scores(O'Cathain, 2009). For establishing the social validity and improve the data collection, a sample of few students with special needs and also student who do not need any special need were called to take part in the focus group interview. The students were asked about their experiences related to the instructional approach followed by the teachers on the lesson plans provided to them. This process was mainly used to investigate the perception of the students related to the approach of the instruction and also the extent they feel that the present instructional approach is helping them to understand the learning plans(Bazeley, 2009). The reason behind choosing this method is that it would help the researcher to immediately improve on the instrcutional methods in the classrooms of Jordan towards the special need students. Through face to face discussion with the students the researcher can clarify the results and also add the human dimension inside the impersonal data(Castro et al., 2010). This saves the time and money comapred to other data collection method and also provids deep information on the present studty alsong with some useful quotes that can be collected form the interaction with the students. This helps to deeply expalin the impersonal statistical data Futher, this method also helps to identify the the students requirement about the instrcutional approach and also address their need by discussing with the teachers about their approach. Thus this method helps to identify the usefulness, effectiveness and use of the instrcutional method used in the Jordan classroom. This further helps to answer the research question identified in the initial stage of the rsearch (Saunders, 2009). Data Analysis: The data that will be collected from the above method will be quantitatively analyzed using the MANOVA (Multivariate Analysis of Variance). This process would help the researcher to investigate the important elements of the instructional strategy and also measure the obtained scores and examine the data(Newman and Benz, 1998). Again the data examined will be entered into the SPSS to calculate the statistical significance of the instructional method differences between the two groups of students. This would help the researcher to evaluate the instructional approach that is properly needed by the special need students in Jordan classrooms. Qualitative analysis from the focus group interview will be completed using an informal method to interpretivism. The recording of the focus group interviews were transcribed for making an effective analysis and then the conclusion was scrutinized using the transcripts(Quraishi, 2012). References Bazeley, P. (2009). Editorial: Integrating Data Analyses in Mixed Methods Research. Journal of Mixed Methods Research, 3(3), pp.203-207. Cameron, R. (2009) 'A sequential mixed model research design: design, analytical and display issues', International Journal of Multiple Research Approaches, 3(2), p. 140-152 Castro, F., Kellison, J., Boyd, S. and Kopak, A. (2010). A Methodology for Conducting Integrative Mixed Methods Research and Data Analyses. Journal of Mixed Methods Research, 4(4), pp.342-360. Creswell, J. (2010). Research Design: Qualitative, Quantitative, and mixed. London: Sage Lancaster, G. (2012) Research Methods in Management, 4th ed. Oxford: Elsevier. Newman, I. and Benz, C. (1998). Qualitative-quantitative research methodology. Carbondale, Ill.: Southern Illinois University Press. Northcutt, N. and McCoy, D. (2004). Interactive qualitative analysis. Thousand Oaks, CA: Sage. O'Cathain, A. (2009). Editorial: Mixed Methods Research in the Health Sciences: A Quiet Revolution. Journal of Mixed Methods Research, 3(1), pp.3-6. Quraishi, M. (2012). Research Methodlogy and its Application. Saarbrucken: LAP LAMBERT Academic Publishing. Saunders, M. N., Lewis, P. and Thornhill, A. (2009) Research methods for business students, 5th ed. Harlow: Prentice Hall