Temporal Articulation in La Jetee Essay -- Film Movie Cinema Cinematog

Temporal Articulation in La Jetà ©e Chris Marker's La Jetà ©e presents a narrative occurring in three distinct time periods: the past, present, and future, depicted solely through static images. Each time period articulates the temporal relationship between adjacent images differently and through various means, including but not limited to the amount of perceived movement or change within the mise en scene from shot to shot (or the ellipsis between images in a sequence), and the amount and type of voiceover used in any given sequence. The audience's ability to comprehend narrative time remains relatively consistent throughout the film, but the means by which passing time is represented alters in each time period, depending upon the ways in which the above characteristics are manipulated. On a strictly visual basis, the audience's perception of the passage of time becomes progressively retarded from past to present to future (fabula-wise), and this sensation is achieved through the manipulation of ellipsis between images in a sequence (a sequence being any uninterrupted slice of time occurring in the past, present, or future). Broadly, shot to shot differences in time go from determinate in the past, to less determinate in the present, to almost totally indeterminate in the future. In other words, it is easier to register the passage of time through the change within the image from shot to shot in sequences occurring in the past than it is in sequences occurring in the present, which in turn register the passage of time more explicitly than do the images from sequences occurring in the future. For example, a sequence in the beginning of the film (occurring in the temporal present of the fabula) depicting of the results of the ... ...ough to say that La Jetà ©e is a wonderfully rich experiment in the manipulation of the perception of time; despite the complexities elaborated in this paper, the film presents a consistently comprehensible articulation of time, despite and because of an information-impeding stylistic device (still images as opposed to moving images) and a complex, circular narrative laden with potentially confusing time travel. Notes 1) Only one pivotal shot in the film is not static. 2) Dissolves typically indicate an ellipsis, or a longer ellipsis than is usually indicated by a cut. Thus the dissolves of the woman sleeping in bed could be read as occurring over longer, more indeterminate periods of time in which she has moved very little. Works Cited Le Jetee. Dir. Chris Marker. Perf. Jean Negroni, Helene Chatelain, Danos Hanrich and Jacques Ledoux. Argos Films, 1962. Temporal Articulation in La Jetee Essay -- Film Movie Cinema Cinematog Temporal Articulation in La Jetà ©e Chris Marker's La Jetà ©e presents a narrative occurring in three distinct time periods: the past, present, and future, depicted solely through static images. Each time period articulates the temporal relationship between adjacent images differently and through various means, including but not limited to the amount of perceived movement or change within the mise en scene from shot to shot (or the ellipsis between images in a sequence), and the amount and type of voiceover used in any given sequence. The audience's ability to comprehend narrative time remains relatively consistent throughout the film, but the means by which passing time is represented alters in each time period, depending upon the ways in which the above characteristics are manipulated. On a strictly visual basis, the audience's perception of the passage of time becomes progressively retarded from past to present to future (fabula-wise), and this sensation is achieved through the manipulation of ellipsis between images in a sequence (a sequence being any uninterrupted slice of time occurring in the past, present, or future). Broadly, shot to shot differences in time go from determinate in the past, to less determinate in the present, to almost totally indeterminate in the future. In other words, it is easier to register the passage of time through the change within the image from shot to shot in sequences occurring in the past than it is in sequences occurring in the present, which in turn register the passage of time more explicitly than do the images from sequences occurring in the future. For example, a sequence in the beginning of the film (occurring in the temporal present of the fabula) depicting of the results of the ... ...ough to say that La Jetà ©e is a wonderfully rich experiment in the manipulation of the perception of time; despite the complexities elaborated in this paper, the film presents a consistently comprehensible articulation of time, despite and because of an information-impeding stylistic device (still images as opposed to moving images) and a complex, circular narrative laden with potentially confusing time travel. Notes 1) Only one pivotal shot in the film is not static. 2) Dissolves typically indicate an ellipsis, or a longer ellipsis than is usually indicated by a cut. Thus the dissolves of the woman sleeping in bed could be read as occurring over longer, more indeterminate periods of time in which she has moved very little. Works Cited Le Jetee. Dir. Chris Marker. Perf. Jean Negroni, Helene Chatelain, Danos Hanrich and Jacques Ledoux. Argos Films, 1962.

A Duty of Care Essay

1.1 Explain what is meant to have a duty of care in own work role Duty of care is a requirement to exercise a reasonable degree of attention and caution to avoid negligence which would lead to harm to others. Staff to be vigilance and attention keeps individuals safe as they develop: A duty of care is a legal obligation imposed on an individual requiring that they adhere to a standard and reasonable care while performing any acts that could foreseeable harm others. By including, daily cleaning rotas for staff to stop spread of germs and infections. To have first aid trained staff and to include body maps for when individuals go home and come back from home if they have any marks, cuts or bruises on them. Duty of care includes the following: to keep individuals safe to keep individuals free from harm to give choice see more:explain what it means to have a duty of care in own work role 1.2 Explain how duty of care contributes to the safeguarding/protection of adults Duty of care is to keep individuals safe and to protect them from sexual, physical and emotional harm. Individuals have a right to be safe and to be treated with respect and dignity. We as adults must take reasonable steps to ensure the safety and well-being of individuals. Failure to do this could be regarded as professional neglect. Duty of care safeguards individuals by the setting having done risk assessments and precautions taken to avoid accidents of the spreading of infections. Follow the correct procedures if you have any concerns for the individual’s well-being, set clear boundaries, depending on age, stage and development and discourage any behaviour, which could result in individuals being harmed or upset. Assessments and observations can alert you to any problems that may need addressing and the discussions with parents and other professionals. Always listen to individuals and take an y concerns they may have seriously. 2.1 Describe potential conflicts/dilemmas that may arise between the duty of care and an individual’s rights Working with individuals has a significant duty of care. Individuals who are younger and more vulnerable need greater care. The attention and vigilance of the staff helps to keep them safe as they develop, gives the individuals understanding to be able to  for see and cope with potential dangers and have an understanding that their actions may hurt and upset others, also communication to be able to talk about the harm others may be doing to them. The duty of care contributes to the safeguarding and protection of individuals this can be carried out in a variety of ways:- †¢ Risk assessment both inside and outside. †¢ Avoiding potential hazards, which could lead to harm through accidents or spreading infections. †¢ Having clear instructions and set boundaries. †¢ Observing individuals and assessing their development. †¢ Working with parents and other professionals to aid individuals development. †¢ Hold a relevant Safeguarding Certificate. †¢ Have a member of staff who is SENCO trained (Special Educational Needs Co-Ordinator). Conflicts and Dilemmas that may arise between the duty of care and individuals rights could be staff having a difference of opinion over a individual for example a staff member believing they have signs of abuse and another staff member thinking they don’t. This could lead to conflict between the individuals family / carers if staff involved other agencies such as Social Services. Dilemmas could be knowing when to get further help regarding child protection and safeguarding issues for example if staff did not refer the case to social services the individual might still continue to suffer abuse. Another dilemma would be knowing when to break confidentiality and share information. If you have any concerns about a individual or feel they are at risk you need to share them and report it, it is always better to be safe than sorry. Other dilemmas in our setting could be: †¢ Staff falling out, †¢ Break confidentiality †¢ Swearing and behaviour †¢ Absent staff members †¢ Lack of team work There are many ways to manage risks associated with conflicts and dilemmas: †¢ Allowing individuals to explore with guidance †¢ Making individual aware of potential hazards and dangers †¢ Allowing individuals to acquire life skills through learning how to cope with risky  situations †¢ Staff ignorance †¢ Parents are a risk to staff if reported to social services One example could be how less healthy food choices involve personal taste preference, cultural upbringing, parent’s and carer’s guidance, all of which are individual’s right and responsibilities. Dilemma: Staff are aware healthy foods benefit both growth and development now and as considerations for the child’s future health. Dilemma & conflict: How can help the child understand and select healthier food options and support the family or parent in assisting staff with this. How can this be done without causing upset, unnecessarily interference, invading that family’s privacy or demean their cultural heritage 2.2 Describe how to manage risks associated with conflicts/dilemmas between an individual’s rights and the duty of care To manage risks associated with conflicts and dilemmas and child protection issues can cause conflict with parents if staff report them and dilemmas that staff might come across. Conflicts such as; Manager to staff, staff to manager one staff thinking there is a problem another thinking there is no problem. There could be conflicts between abuser and carers regarding an allegation that were made and this could mean conflicts between staff and staff, parent or carer and staff, staff and parent or carer etc. Dilemmas will be when to get help regarding child protection issues e.g. if you do not refer case, the child might continue to suffer abuse. You should know when to share information with others in aspect of confidentiality. If you sure, the child is at risk and see any concerns regarding any child you should report it, like the motto better safe than sorry . Avoiding potential risks which could lead to harm through accident or spread of infection: While individuals have the right to explore we must still follow policies and procedures regarding accidents and infection Having clear instructions and setting boundaries: For staff this is policies and procedures. For individuals we should have rules to follow around the setting. Observe individuals and assess development: Part of duty of care is to assess development and be aware of any indication that their development is not as broadly expected for their age. 2.3 Explain where to get additional support and advice about conflicts/dilemmas Manager or headteacher or lead, supervisor, committee chairperson, SENCO (Special Educational Needs Co-Ordinator) Settings paperwork – policies, procedures, contract, publications, framework pages, laws Staff colleagues Where appropriate the settings parent partnership Advisory teacher services Local authority and their online information: direct.gov.uk Social services Charity and support groups Nationally head offices Local safeguarding teams Local children and information services – early years development officers Local health visitor Local behavioural support team Child protection team Other professional service providers: speech therapy, fire safety, police, life guard, rspca Websites – NHS, Doh, HSE, CAPT, Ofsted, CAB, NSPCC, business link Trade union representative Local library where reference and research books might support new knowledge 3.1 Describe how to respond to complaints Responding to complaints includes: Listening to the complaint Giving the complainant time and respect Recording the information Reporting to a senior member of staff Accessing the Complaints Policy Ensuring the complainant has access to the Complaints Policy Ensuring the complainant knows what will happen next Main points of agreed procedures for handling complaints include: The Complaints policy is a recorded and documented procedure that is available The complainant is listened to and respected The Complaints Policy is time-based and the complaint is dealt with in a documented time-frame. Complaints are normally dealt with by nominated members of staff The procedure is clear There may be both formal and informal options. 3.2 Explain the main points of agreed procedures for handling complaints A complaints procedure sets out a plan of actions that ensure the complainant knows what to expect and reassures the staff member that they’re following a series of steps that can be considered as complying with legal requirements or ensuring best practice. The main points for handling complaints is A time frame A verbal response A mutually agreed time & place for a meeting A written response Follow up – where if the matter remains unresolved the complaint needs to be put into writing for a higher authority’s awareness. You have to approach the senior on shift, manager or team leader if you have a complaint or you could write it down and give them the note about the complaint.

Education Is A Foundation For A Career And A Lifestyle

Lovepreet Singh Adkins Pd.3 Education is a foundation for a career and a lifestyle. It is the field of study that deals mainly with methods of teaching and learning in schools. It is defined as the process of gaining knowledge. Education is necessary because it provide the information we need rest of our lives. You need well-rounded education to be successful. Success is an individual definition and determines what education you need. Success is the accomplishment of an aim or purpose. A person feels successful when he/she achieves desired aims or attains prosperity. To be successful we need specialized training. If you want a job you’ll need college degree or specialized training. Education needs to include courses, diplomas, and training. You need courses to know what actually are studying about. You need diplomas because employers are looking people that are skills beyond and those that have a degree. The high school diploma is the basic diploma you need to get a job. Education was unfair to most peop le up until the 1960’s. The Black people didn’t get the education they wanted. There were separated schools. There were Black schools and White schools. Black students got the old books that White students used. White students always got new books. Blacks and Whites had separate proms, student governments, and sports teams and cheerleading squads. By 1950, the inequality in educational achievement between white students and minority students had deepened since 1900,Show MoreRelatedHow Does The Linked Learning Approach Increase The College And Career Readiness Of Hispanic And African American Males At Essay1388 Words   |  6 PagesHow does the Linked Learning Approach increase the college and career readiness of Latino and African American males at the high school level? 11. 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