IDs 300 W Booster Points For A Possible Extra 5

Ids 300wbooster Points 5for A Possible 5 Extra Points View One Of T

Ids 300wbooster Points 5for A Possible 5 Extra Points View One Of T

IDS 300W Booster Points (5) For a possible 5 extra points, view one of the films listed below and write a three to five page paper, answering the following questions: 1. Identify and describe the values about work expressed in each film. 2. Identify and describe the attitudes about work you observed in the leading characters. 3. What images did you observe about the particular jobs portrayed in the film and about work in general? 4. What conclusions can you make about work, based on this film’s messages? Film options : Absence of Malice Passionfish Remember the Titans Sabrina A League of their Own Silkwood Apollo 13 The Joy Luck Club A Room With a View The Long Walk Home A Woman of Independent Means Tampopo Black Like Me The Milagro Beanfield War Broadcast News The Turning Point Clerks Wall Street Dead Man Walking Dead Poets Society Erin Brockovich 42—Forty Two Up Fried Green Tomatoes Good Will Hunting Grace of My Heart Grapes of Wrath Hear My Song Local Hero It’s a Wonderful Life Love and Basketball Malcolm X Matewan Mississippi Masala My Brilliant Career Nine to Five Norma Rae Office Space The Perfect Storm Ruby in Paradise Punchline My Family Yes Boss American Splendor Antwone Fisher Legally Blonde Antitrust The Quiet American Nurse Betty Adaptation About Schmidt Crouching Tiger, Hidden Dragon Space Cowboys Antz Topsy Turvy Charms for the Easy Life Finding Forrester Red Julie and Julia The Sessions Beasts of the Southern Wild Argo Crazy Rich Asians Hidden Figures Ford v.

Paper For Above instruction

Choose one of the listed films related to work and analyze its portrayal by addressing four key questions. First, identify and describe the values about work conveyed in the film, exploring what messages about the nature, importance, or dignity of work are present. Second, analyze the attitudes toward work exhibited by the leading characters, considering their motivations, beliefs, and behaviors related to their jobs or work life. Third, examine the images depicted in the film concerning specific jobs and work environments, assessing how work is visualized and the underlying assumptions about different occupations. Fourth, synthesize these observations to draw broader conclusions about the messages the film communicates about work, whether these messages reinforce, challenge, or complicate societal views on employment.

Paper For Above instruction

In this paper, I have chosen to analyze the film Dead Poets Society (1989), a compelling drama that explores themes of individuality, passion, and the pursuit of personal excellence within the context of an elite prep school. The film centers around Mr. John Keating, a passionate English teacher who encourages his students to think independently, seize the day, and challenge societal expectations concerning their future careers and life choices. This analysis will focus on the values about work expressed in the film, the attitudes exhibited by the characters, the images of work portrayed, and the overarching messages about work conveyed through the narrative.

Values About Work in Dead Poets Society

The film emphasizes intrinsic values related to personal growth, self-expression, and passion in work. It celebrates the idea that meaningful work should be aligned with one's passions and internal motivations, rather than solely external rewards such as wealth or status. Mr. Keating advocates for a view of work as a form of self-discovery and a means of personal fulfillment, challenging the conventional expectations of the boarding school environment that prioritize conformity and traditional achievement. The emphasis on poetry and creative expression as forms of work underscores the film's message that authentic engagement with one's talents and passions leads to a more fulfilling life.

Attitudes About Work and Characters’ Perspectives

The leading characters, especially the students, exhibit varying attitudes toward work. Neil Perry, one of the central figures, demonstrates a deep passion for acting and poetry, viewing these pursuits as vital expressions of his identity and sources of happiness. However, external pressures from his father and societal expectations create internal conflict, revealing a tension between personal fulfillment and conforming to traditional notions of success. Mr. Keating himself embodies an attitude that values individuality and creative expression over conventional success, often encouraging students to pursue their true interests regardless of societal judgment. Conversely, some authority figures, such as the headmaster, maintain a more pragmatic attitude focused on discipline and traditional achievement, highlighting contrasting perspectives on the purpose of education and work.

Images of Jobs and Work Portrayed in the Film

The film depicts work predominantly as a form of artistic and intellectual expression. Poetry reading, writing, and teaching are presented as meaningful endeavors that foster personal growth and emotional depth. The image of the teacher as a catalyst for inspiration and self-discovery contrasts with more conventional images of teachers as disciplinarians or knowledge transmitters. The students' involvement in creative pursuits exemplifies an idealized view of work as a calling that nurtures the soul, rather than merely a means to an end. The film questions traditional images of work based solely on material gain, instead emphasizing the importance of passion and authenticity in professional life.

Conclusions on the Messages About Work

Overall, Dead Poets Society conveys a message that authentic engagement and passion are vital components of meaningful work. The film challenges viewers to reconsider societal definitions of success, advocating for the pursuit of work that aligns with personal values and creative capacities. It suggests that true fulfillment in work arises from self-expression and following one's convictions, even in the face of external pressures or societal expectations. The narrative underscores the idea that work is not solely a duty or obligation but also an opportunity for personal growth, self-discovery, and emotional fulfillment. These messages advocate for a more humanistic and passion-driven understanding of work that can inspire individuals to seek careers that resonate with their authentic selves.

References

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• Holland, D. C., & Eisenhart, M. (2014). Contexts of professional work: Cultural and psychological perspectives. Routledge.
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• Schein, E. H. (2010). Organizational culture and leadership. Jossey-Bass.
• Schuller, T., & Watson, D. (2009). The power of lifelong learning. Peter Lang Publishing.
• Foucault, M. (1977). Discipline and punish: The birth of the prison. Vintage Books.
• Kozlowski, S. W. J., & Bell, B. S. (2015). Work teams and team effects on performance. In J. W. Quick & L. E. Tetrick (Eds.), Handbook of Occupational Health Psychology (pp. 237–259). American Psychological Association.
• Greenhaus, J. H., & Callanan, G. A. (2013). Overworked and undervalued: The impact of work-life imbalance. Taylor & Francis.
• Herzberg, F. (2003). One more time: How do you motivate employees? Harvard Business Review.
• Snyder, R. C., & Lopez, S. J. (2013). The scholarship of positive psychology. Oxford University Press.