Extreme long shot–taken from a great distance, showing much of the locale. If people are included in these shots, they usually appear as mere specks.

When applied to the cinema, mise-en-scne refers to everything that appears before the camera and its arrangementcomposition, sets, props, actors, costumes, and lighting. The 15 points of mise en scene provides a checklist of sorts that we can use to break down and analyze a film (or, in this case, a specific scene or setting from a film). For this assignment, Id like you to use Chapter Five in your book, along with these 15 points (below) as a guide to analyze a scene or a specific location (e.g., a specific room that appears in multiple scenes) from a movie of your choosing. Id like you to include and incorporate at least ONE screen shot (you can use more!) in your paper.
The 15 points are listed below. You should address a MINIMUM of EIGHT of the points in your analysis. Ultimately, your analysis should aim to specify HOW mise-en-scene contributes to/creates meaning in your selected film (and this is most important criteria I will assess).
15 points of Mise en scene1.Dominant: The dominant contrast can be created by any number of techniques:
size
focus
lighting
color
2.Lighting Key:
High key lighting–features bright, even illumination and few conspicuous shadows. This lighting key is often used in musicals and comedies.
Low key lighting–features diffused shadows and atmospheric pools of light. This lighting key is often used in mysteries and thrillers.
High contrast lighting–features harsh shafts of lights and dramatic streaks of blackness. This type of lighting is often used in tragedies and melodramas.3.Shot and Camera Proxemics: What type of shot? How far away is the camera from the action?

Long shot–corresponds to the space between the audience and the stage in a live theater. The long shots show the characters and some of the locale.
Full shot–range with just enough space to contain the human body in full. The full shot shows the character and a minimal amount of the locale.
Medium shot–shows the human figure from the knees or waist up.
Close-up–concentrates on a relatively small object and show very little if any locale.
Extreme close-up–focuses on an unnaturally small portion of an object, giving that part great detail and symbolic significance.4.Camera Angle: There are five basic angles in film.Bird’s-eye view–the shot is photographed directly from above. This type of shot can be disorienting, and the people photographed seem insignificant.High angle–this angle reduces the size of the objects photographed. A person photographed from this angle seems harmless and insignificant, but to a lesser extent than with the bird’s-eye view.
Eye-level shot–the clearest view of an object, but seldom intrinsically dramatic, because it tends to be the norm.
Low angle–this angle increases high and a sense of verticality, heightening the importance of the object photographed. A person shot from this angle is given a sense of power and respect.
Oblique angle–for this angle, the camera is tilted laterally, giving the image a slanted appearance. Oblique angles suggest tension, transition, an impending movement. They are also called canted or dutch angles.5. Color Values: What is the dominant color? Are there contrasting foils? Is there color symbolism?6. Distortions: Lens/Filter/Stock
Telephoto lens–A lens that draws objects closer but also diminishes the illusion of depth.
Wide-angle lens–A lens that takes in a broad area and increases the illusion of depth but sometimes distorts the edges of the image.
Fast film stock–highly sensitive to light, it can register an image with little illumination. However, the final product tends to be grainy.
Slow film stock–relatively insensitive to light, it requires a great deal of illumination. The final product tends to look polished.7. Subsidiary Contrasts: After taking in the dominant (the main object in view/focus), where does the eye go next? What are the other main objects in the shot besides the dominant?.8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
The objects in the frame can be placed to suggest underlying designs or shapes.
Horizontal–compositions based on horizontal lines seem visually at rest and suggest placidity or peacefulness.
Vertical–compositions based on vertical lines seem visually at rest and suggest strength.
Diagonal–compositions based on diagonal, or oblique, lines seem dynamic and suggest tension or anxiety.
Binary–binary structures emphasize parallelism.
Triangle–triadic compositions stress the dynamic interplay among three main elements.
Circle–circular compositions suggest security and enclosure.10. Form: the type of form is determined by how consciously structured the mise en scene is.
Open forms stress apparently simple techniques, because with these unself-conscious methods the filmmaker is able to emphasize the immediate, the familiar, the intimate aspects of reality. In open-form images, the frame tends to be deemphasized.
In closed form images, all the necessary information is carefully structured within the confines of the frame. Space seems enclosed and self-contained rather than continuous.11.Framing: is the framing tight or loose? Do the character have no room to move around, or can they move freely without impediments?
Tight: Shots where the characters are placed at the edges of the frame and have little room to move around within the frame are considered tight.
Loose: Longer shots, in which characters have room to move around within the frame, are considered loose and tend to suggest freedom.12. Depth of Field: On how many planes is the image composed (how many are in focus)? Does the background or foreground comment in any way on the mid-ground?
Deep-focus shots: allow all planes to be in focus at the same time.
Shallow-focus shots: more commonly, only one or two frames are in focus.13. Character Placement: the framed space the characters occupy
The area near the top of the frame can suggest ideas dealing with power, authority, and aspiration.
The areas near the bottom of the frame tend to suggest meanings opposite from the top: subservience, vulnerability, and powerlessness.
The left and right edges of the frame tend to suggest insignificance because these are the areas farthest removed from the center of the screen.14. Staging Positions: an actor can be photographed in any of five basic positions, each conveying different psychological overtones.
Full-front (facing the camera): the position with the most intimacy. The character is looking in our direction, inviting our complicity.
Quarter Turn: the favored position of most filmmakers. This position offers a high degree of intimacy but with less emotional involvement than the full-front position.
Profile (looking of the frame left or right): More remote than the quarter turn, the character in profile seems unaware of being observed, lost in his or her own thoughts.
Three-quarter Turn: More anonymous than the profile, this position is useful for conveying a character’s unfriendly or antisocial feelings, for in effect, the character is partially turning his or her back on us, rejecting our interest.
Back to Camera: The most anonymous of all positions, this position is often used to suggest a character’s alienation from the world. When a character has his or her back to the camera, we can only guess what’s taking place internally, conveying a sense of concealment, or mystery.15. Character Proxemics:The way people use space between the characters can be divided into four proxemic patterns.
Intimate distances: the intimate distance ranges from skin contact to about eighteen inches away. This is the distance of physical involvement–of love, comfort, and tenderness between individuals.
2. Personal distances: the personal distance ranges roughly from eighteen inches away to about four feet away. These distances tend to be reserved for friends and acquaintances. Personal distances preserve the privacy between individuals, yet these rages don’t necessarily suggest exclusion, as intimate distances often do.
3. Social distances: the social distance ranges from four feet to about twelve feet. These distances are usually reserved for impersonal business and casual social gatherings. It’s a friendly range in most cases, yet somewhat more formal than the personal distance.
4. Public distances: The public distance extends from twelve feet to twenty-five feet or more. This range tends to be formal and rather detached.

What barriers to team effectiveness are there for teams in which you are a member? In what stage of group development is a particular team of which you are a member and why?

For the Module 3 SLP assignment, you will continue making journal entries about applying the background material to your workplace environment. Keep Calm and Journal OnIn this SLP assignment, the focus is on your work in groups or teams. For this module, your journal entries should focus on questions suggested by the background material on groups and teams: For example: How does decision making function within a team in which you are a member? As in the previous modules SLP assignments, each of your journal entries should be a paragraph or so in length and you should make 4 or 5 journal entries over the course of the module. Also, as in the previous SLP assignments, before you submit your journal entries, review what you have written, and add in-text citations from the background material as appropriate. Also include a reference page at the end of your paper that gives the references that correspond to the in-text citations that you have used. For completeness, dont forget to add a title page. Upload your assignment to the SLP 3 Dropbox. Be sure to review your TurnItIn Originality report. If the score is over 20%, you may not be writing in your own words and you will need to contact your professor and arrange to revise and resubmit your assignment.

Analyze the significance of transgression in Gides The Immoralist and Genets The Maids. What must a reader understand about the nature of transgression in these two texts, and why?

Please note, again, that this is not a compare/contrast paper– it is not sufficient to simply point out similarities and differences between the texts, rather you should seek to make a case for why it is meaningful to read them together.Advice: The best papers will address the prompt using a specific rather than a general approach. All papers should state and support a clear, well-defined, arguable thesis. The very best papers will demonstrate a sophisticated understanding of the texts discussed and will use direct quotations accurately and effectively in the service of their argument. The most sophisticated papers will not only seamlessly synthesize evidence and analysis in responding to the prompt, but will also make a strong case for the significance of their argument– that is, they will effectively answer the question of why their position matters. All papers should rely on no more than the assigned texts as source material.

Discuss TWO frameworks particularly appropriate to aid struggling readers with comprehension and TWO additional teacher-led approaches (frameworks) particularly appropriate for very accomplished readers.

Be sure to describe why each of these are appropriateAfter reading chapters 10 and 14, please respond to the prompts on the discussion board. In this module we will examine approaches to scaffolding students comprehension of texts. Chapter 10 begins with a discussion of the roles of the reader, purpose, and selection in reading. It discusses the four frameworks for scaffolding students reading: The directed reading activity (DRA), The directed reading-thinking activity (DR-TA), The scaffold reading experience (SRE), and Guided reading In this chapter, individual procedures are identified that are appropriate for narrative texts, expository or informational texts, and procedures appropriate across texts. Chapter 14 gives us an insight as to the level of diversity we can anticipate in our future classrooms. The chapter describes the state of English language learners and learning in the United States. We can reflect on the importance of first language literacy and some of the cultural and linguistic differences that may affect school experiences. We can also reflect on Delpits principles for working with children from lower socio-economic status. Take some time to watch the video about the ESOL class reading lesson; it is a good connection to the text in Chap 14. https://www.youtube.com/watch?v=7_jXuw_Knc0
Text: TEACHING READING in the 21st Century, 5th Edition
Reading Nonfiction by Kylene Beers & Rbert ProbstRead Chapter 10 on Scaffolding as well as Chapter 14 on ESOL students plus Beers, p.201-220. View Power Points on Chapter 10 and 14.

Choose one specific piece of media (a TV show, ad, film, web site, magazine, video game, news source, etc.) then discuss and analyze how it shapes peoples identities. That is, how does it ask people to see the world?

What does it say about humans and the world? Keep in mind its rhetorical aims and effects discussed in Module 2.Give your essay a concrete thesis. You want to examine and analyze how and why your piece of media impacts society. For example, how does it deal with violence, sexuality, language, religion, race, age, class, gender, politics, disability, environment, etc.? This essay should be heavy on analysis and critical thought, and light on summary. Use lots of specific, concrete examples from specific media you choose. You must use a minimum of THREE reliable, outside sources. Some of these may be from Writing on the River and others you can look up using the Library resources addressed earlier in this Module.
Write an essay that includes an argumentative thesis that considers how technology and media intersect and how new technologies have changed the ways people consume and view media. You must use a minimum of THREE sources for this essay, AND at least one of those sources must come from the following readings in Writing on the River: “Growing up Digital” by Chandra Johnson (72), “Look Who’s Talking” by Howard Rheingold (221) or “Small Change”by Malcom Galdwell (247). Additional research can be found using the Library resources addressed earlier in this Module.

Research and development efforts are constantly producing new computer-related technologies and applications.

These new developments are continuing to change the way we work, play and interact with other people. Given the scope of issues that affect IT practices, students may choose to discuss any computer crime/cyberlaw element, including cultural, political, legal, technological and competitive issues that can potentially affect people and the legal system. The report should illustrate current cases and/or practices related to the course material. Each student must relate their topic to information obtained from the course materials and lectures. Always remember to cite and reference sources following APA guidelines. Give a short description of what the article is about and how it relates to the course material. Your submission should include your own thoughts about the article. That is, it should include relevant observations, implications and questions about the article. You need to be prepared to discuss your article in class. Be sure to have 3-5 questions prepared to ask the class. (You must submit the questions with your assignment).