The Simpsons Analysis Essay Example for Free

The Simpsons Analysis Essay The animated sitcom The Simpsons subverts our views about a nuclear family. Instead we learn by watching a dysfunctional family. We see the ups and downs and humour of family life in various episodes and typical family situations. The Simpsons to some degree follow the conventions of a stereotypical sitcom. I will be analysing the episode Bart gets an F to support my thoughts. In this paragraph I will be referring to what a sitcom is, how it has changed throughout the years and why sitcoms are so popular. A sitcom is a 22 minute long show, which presents the viewer with a world within the show. A sitcom also follows the narrative structure of orientation, complication, resolution, evaluation and re-orientation. The creators of The Simpsons satirize stereotypes to create humour. In the 1950s sitcoms, the families would get along, listen to each other, take care of each other and they would be smartly dressed at all times. However, after the 1950s it all seemed to change: no-one would get along, they will always argue, the mother and father would always fight and they would do whatever they wished. Sitcoms are very popular as they provide us with entertainment including laughter, which helps people get away from their daily routine life. Sitcoms provide us with entertainment for all ages and typical family situations. I believe sitcoms are popular because they are humorous and give us an alternative to our lives. The nuclear family and the dysfunctional yellow-skinned, four-fingered Simpson family are shown through the opening of The Simpsons. We are firstly introduced to Bart, the most confrontational, funny, naughty and disrespectful kid in school. We see him in school; however, this is dysfunctional as he is in detention writing on the board I will not teach others to fly. This shows us satirise as a normal child will not be that often in detention. The creator also changes the quotes of the writing to show that he is in detention all the time. Secondly, we are introduced to Homer; the clumsy, dumb and often drunk father, who is at work. This is typical of a dad, but then it is subverted when he is shown carelessly working in the power plant. Next is Marge, the hard working, sensible, caring mother who is shopping and losing her child, Maggie. Maggie is the 3rd child, who is a dummy sucking 1-year-old. And finally, Lisa, the brainiest gifted child in the school. We see her playing an instrument in school. However she is playing her own tune. By watching the opening sequence we know that the situations that occur in the Simpsons are subverted. Through the opening sequence we see some stereotypical behaviour as well as some subverted behaviour. In the episode Bart gets a F, we can tell from the title who the episode is based on and a bit about the plot. Through the episode we get to see the orientation (the 1st shot and 1st character introduced), the complication (problem that arises), the resolution (how the complication is resolved), the evaluation (how the family come together) and the re-orientation (how it is back to the way it started). We firstly hear the voice of Bart and see the setting of the school, so we straightaway know it is based on Bart (orientation). The main plot is after failing a history test, Bart strikes a deal with Martin Prince to make Martin cool in return for tutoring Bart, if Bart doesnt improve, he will be held back in his grade (complication). Bart successfully transforms Martin from the clever, caring, sensitive, high-quality boy into a rude, playful naughty and regular kid, bur Martin fails on his side of the bargain and Bart is once again in danger of failing. After an all-night study session, Bart still fails but he manages to impress Mrs. Krabappel with his grasp of history (resolution) and she gives him a D-minus. Homer is proud to hang this grade up on the fridge (evaluation). After the excitement, Bart kisses the teacher and then after realizes what he has done and starts to spit on the floor with disgust (re-orientation). In this episode we see both sides of a traditional family and a dysfunctional family. Expectations of characters are satirised. An example of this is the parents. We expect the parents to praise, support, care and teach their children. But in The Simpsons we see the parents encouraging their son not to study. They show that they have no faith in Bart as they call him Dim. We see the same situations occurring to different characters, for example the teacher. The expectation of the teacher is satirised as we expect teachers to be understanding, helpful, caring and faithful to their students. This is again satirised when the teacher quotes, I thought youd be used to failing. This shows us she has no faith in her pupil, Bart. In this episode of The Simpsons we see typical stereotyped situations satirised and changed according to characters and their beliefs. The Simpsons fulfils various stereotypes of a sitcom genre but generally subverts them. I will examine the extent to which they do this by referring to the episode Bart gets a F. The first situation that occurs is when the psychiatrist comes to talk to the parents about Barts grades. It is satirised as we see Homer not listening and not paying attention. They show this as they quote, bla bla bla bla bla bla bla. Another stereotypical situation that occurs is when the family sits down to eat dinner and father and son sit down to watch TV, but the stereotypical situation is satirised as Bart wants to study but Homer encourages him to watch TV with him. We wouldnt expect a father to act the way Homer does. Additionally we see the father putting his son to bed but this is then again is subverted as we hear Homer call his son Dim. We would not expect a father to say this to his child. As a result, we see stereotypical situations that are subverted. The Simpsons uses various comic devices to create humour. The also uses different comic forms. They would use parody, gags, comedy of the absurd and slapstick. A good way in which they create humour is by satirising situations where the way we expect people to act is changed. They also satirise stereotypes. In The Simpsons the audience can predict what is going to happen next. The audiences are interested in the Simpsons as it exaggerates the animation. The Simpsons have four fingers and they are yellow skinned. The characters of The Simpsons create humour by using repeated catch phrases, example Doh! Dont have a cow man! We find the various actions of the characters humorous, as they are well known for example Homer strangles Bart when he is frustrated. Overall, I believe The Simpsons are popular because of all the types of humour used during the episodes. This humour appeals to a wide range of audiences. The Simpsons is a very popular and well-known sitcom. The appeal of the Simpsons is greatly due to the fact that it appeals to all types of people. People of all ages find humour in it because of the fact that the characters never grow older, the use of flashbacks and flashfowards, the variety of episodes and the characters always turn back to the way they started. A reason why we can tell it is a true sitcom is because they always have a complication that occurs which is later resolved. The Simpsons as a sitcom, is well known worldwide. It is broadcast in 100 countries. The influence of The Simpsons has created programs like South Park, Ren and Stimpy and Fresh Prince of Bel Air. The Simpsons are not a stereotypical family, they are dysfunctional and are satirized, and this is the main reason why they have remained so popular.

Data Encryption Essay -- Computer Technology

Encryption Data encryption refers to the transformation of data into a structure that makes it unreadable by anyone without a secret decryption key. It ensures that messages can be read only by the planned recipient. Encryption is the procedure of obscuring information to create it unreadable without special information. Only organizations and individuals with an abnormal need for secrecy have actually made good use of it. Nowadays, encryption is one of the most important technologies for maintaining your privacy and the security of important information. This helps out greatly especially when E-Commerce is being used. Encryption converts a message in such as way that its contents are hidden from unauthorized readers. It is intended to keep messages and information as a secret. Plaintext, also known as clear text, is the plain or original message, which is has not yet been encrypted. Once the message is encrypted it is then called a cipher text. This process is obviously referred as encryption. The exact opposite process is called decryption. Encryption is the most successful way to attain data security. To read an encrypted file, you must have access to a secret key or password that enables you to decrypt it. Data encryption is a means of scrambling the data so that is can only be read by the person holding the key, a password of some sort. Without the key, the cipher cannot be broken and the data remains secure. Using the key, the cipher is decrypted and the data is returned to its original value or state. Each time one desires to encrypt data, a key from the 72,000,000,000,000,000 possible k ey variations, is randomly produced, and used to encrypt the data. The same key must be made known to the receiver if they ar... ...M and the US National Security Agency. It was previously the most dominant type of encryption, but it is now being taken over by AES (Advanced Encryption Standard). Since data encryption standard, only took on a 56-bit symmetric key encryption, AES uses three key sizes, 128, 192, and 256 bits. When personal computer users want to encrypt email or other documents, they go to Phillip Zimmerman?s "Pretty Good Privacy" software. This software allows you to digitally sign a message, which verifies to the recipient that you are the sender and that no interfering is involved. Works Cited: "Data Encryption Standard (DES)". http://www.itl.nist.gov/fipspubs/fip46-2.htm "TechTalk: Encryption."Computer Concepts. Parsons, June. Boston,Course Technology, 2006. Pg 328-331. "Encryption". http://searchsecurity.techtarget.com/sDefinition/0,,sid14_gci212062,00.html

Mathematics And Being Mathematical Education Essay

Are making mathematics and being mathematical separate thoughts? The reply lies in our apprehension of mathematics itself. Devlin ( 2005 ) explains that mathematics is ‘recognizing and pull stringsing forms ‘ while Barton ( 2009, p.5 ) describes being mathematical as prosecuting an question. When combined, the two thoughts represent the geographic expedition of mathematical constructs through the usage of problem-solving and logical thinking ( Baroody, Coslick, & A ; Wilkins, 1998, p.1-13 ) . Pratt ( 2006, p.52 ) supports this theory by claiming that in order ‘to ‘do ‘ maths†¦ we must hold a job to work out ‘ . He continues by proposing that the word ‘problem ‘ is replaced with ‘enquiry ‘ , making lessons that promote the acquisition of mathematics through the application and development of cognition and accomplishments. This, consecutive, should forestall the accomplishments from being considered as stray pieces of inf ormation. Fact-finding and question based acquisition can authorise kids ( Wassermann, 2000, p.14 ) by leting them to be actively involved in, and have control over, their acquisition. The usage of open-ended probe has ‘the possible to increase the math talk in the schoolroom ‘ ( National Research Council, 2009, p.246 ) , and with linguistic communication playing a critical function in cognitive development ( Vygotsky & A ; Bruner, cited in Stierer & A ; Maybin, 1993, p.xi ) , it is logical that the usage of mathematical linguistic communication is considered when judging the quality of instruction and acquisition ( OfSTED, 2010 ) . During a recent lesson observation, I witnessed students discoursing their responses to the inquiry, ‘The reply is 42. What is the inquiry? ‘ The kids were captured by the openness of the undertaking and enjoyed pass oning their thoughts and the logical thinking behind them. The National Council of Teachers of Mathematics ( 2009, p.3 ) discusses the value of interchanging thoughts when larning mathematics and suggests that it can, ‘help scholars sharpen their ability to ground, speculation, and do connexions ‘ . Teachers do, nevertheless, need to be able to ‘scaffold the treatment by [ utilizing ] careful oppugning ‘ ( Bottle, 2005, pp.122-123 ) in order to vouch that the treatment is valuable, develops understanding and remains unfastened. The usage of open-ended inquiring does, nevertheless, require that kids accept that there may non be an ultimate end to work towards ( Yeo, 2007, p.7 ) . This poses several challenges, including the possibility that unexpected acquisition may happen ( Yeo, 2007, p.9 ) . Good instruction, nevertheless, means being able to transform unexpected finds into chances for farther acquisition ( Idris, 2006, p.53 ) . I observed an illustration of this during a lesson [ Appendix A ] where students were invited to utilize a map to look into the distances of possible paths to given finishs. Students began their probe by specializing ; choosing a finish and so ciphering the distances utilizing a graduated table. The bulk of students focused, as anticipated, on the roads, nevertheless one group chose to compare pedestrianised paths with those of vehicles, ensuing in unexpected treatments that linked mensurating distances to clip and velocity. Their logical thinking was that they conjectured that so me finishs might be reached more easy by going on pes and they tested this during the probe. This illustration reveals that the kids, when presented with an open-ended question, were believing creatively, and showing their ability to inter-link mathematical constructs and present farther inquiries when presented with a existent life context. This illustration besides confirmed that students were utilizing and using in mathematics by practising the appropriate accomplishments identified in counsel by the TheA Department for Education and Skills ( DfES. , 2006a, p.4 ) . With these accomplishments besides being attributed to fact-finding work ( Yeo & A ; Yeap, 2010, p.4 ) , it is sensible to presume that mathematical probes will back up the accomplishment of the National Curriculum ‘s utilizing and using aims. Measuring the degree or accomplishment of the aims has the potency, nevertheless, to be debatable ( Klavir & A ; Hershkovitz, 2008, p.2 ) although this can be addressed by instructors working collaboratively with students to measure the effectivity of their probes ( TDA. , 2008, p.8, Q28 ) . I observed an illustration of students utilizing and measuring their fact-finding accomplishments during a lesson where they, when presented with a figure mystifier [ Appendix B ] , began by specializing utilizing a given illustration, and so formed speculations about forms that might look. This provided them with a focal point for their question, and the assurance to prove their thoughts which resulted in the bulk of students organizing generalizations about the forms created by the Numberss. Each group so explained the concluding behind their chosen methods and decisions with the remainder of the category pass oning their ideas on the effectivity of the chosen schemes. The pupils work [ Appendices C & A ; D ] clearly shows that they were able to organize speculations at assorted points in the probe, proposing that they were constructing on their bing cognition, a procedure identified by Piaget as indispensable for cognitive development ( Slavin, 1994, p.32 ) and besides a critical constituent to constructivist acquisition ( Boghossian, 2006, p.714 ) . The kids who were able to generalize, did so as a consequence of effectual communicating and following a systematic attack to their probe. Conversely, some students struggled to place any numerical relationships as a consequence of lacks in their ability to cipher expeditiously. This type of battle can, nevertheless, be good to larning. John Stewart Mill ( n.d. ) one time said, ‘The student, who is ne'er required to make what he can non make, ne'er does what he can make ‘ . This doctrine of instruction is supported by Vygotsky ‘s claim ( Slavin, 1994, p49 ) that kids need to travel out of their comfort zone if they are to accomplish their possible and theA DfES ( 2006a, p.8 ) upholds this thought by explicating that disputing undertakings are important when developing job work outing schemes. However, although outlooks need to be high ( TDA. , 2008, p.8, Q1 ) they besides need to be realistic ( Malone, 2003, p.239 ) and therefore it is indispensable that all instructors are cognizant of kids ‘s current degrees of apprehension and, as a consequence, program suitably differentiated activities ( TDA. , 2008, p.8, Q10 ) that enabled all kids to win ( Kendall-Seatter, 2005, p.3 ) . In drumhead, by uniting directed instruction of mathematical techniques with learning the procedures of fact-finding mathematics ( DfES, 2006b, p65 ) , kids can larn to utilize fact-finding accomplishments jointly to work out jobs and to research the universe around them. Using these accomplishments creates successful scholars who can utilize errors to assist them to come on and who enjoy larning ( Rose, 2009, p.34 ) . By developing oppugning accomplishments, kids can larn to organize insightful speculations that they will be motivated to prove and turn out. Communicating will let them to widen their thoughts ( Cockcroft, 1982, p.73 ) and unfastened, disputing and meaningful jobs will animate intrinsic motive ( Pratt, 2006, p.51 ) and let them to ‘do ‘ mathematics and be mathematical.

The Movie, The Joy Luck Club, By Amy Tan - 1563 Words

In the movie, the Joy Luck Club, by Amy Tan, we see many examples of the challenges of intercultural translations. The movie portrays cultural conflict between Chinese culture and the American culture as portrayed by the lives of four mothers and their daughters. The mothers were born and raised in China, adopting the high-content Chinese culture, while their daughters, born and raised in America, adopted the low-context American culture. This movie clearly brings out the cultural clashes and conflicts between the high context Chinese culture and the low context American culture. As a student studying Intercultural Communications, films can be a great resource. Often showing interaction between people from different cultures, the advantage of films is that they can highlight, focus, entertain and inspire us in ways that help us become more thoughtful about the people and cultures that we encounter. (Quast, B.) This is a film analysis of the cultural clashes and communication challenges that exists due to cultural differences between the mothers and their daughters. The most pronounced cultural elements expressed in the Joy Luck Club are the ideas of obedience and shame, fate and destiny, the purpose of marriage, the challenges between high context and low context cultures, and the power of language, all of which are communicated in the opening monologue. In America, I will have a daughter just like me. But over there, nobody will say her worth is measured... by theShow MoreRelatedAnalysis Of The Book The Joy Luck Club 1700 Words   |  7 Pagesinitially appear incongruous, they are all depicted in the book The Joy Luck Club by Amy Tan and The Joy Luck Club film directed by Wayne Wang. Both modes of interpretation show how the mothers help their daughters solve their problems by explaining the formers’ pasts. However, while the book leaves each of the daughters’ stories open ended, the film boldly creates a ‘happy ever after’ ending for the daughters. In both the movie and book, there are powerful bonds between the mothers and daughtersRead MoreEssay on Understanding the Mothers in Amy Tans The Joy Luck Club1044 Words   |  5 PagesUnderstanding the Mothers in The Joy Luck Club      Ã‚  Ã‚   In America, it is common to take mothers for granted and reject the advice they try to give. Generally, their attempt to give advice is considered as an intrusion into our lives and our privacy. In The Joy Luck Club, Amy Tan tries to get the reader to take a step back and see the good intentions behind our mothers actions.    In the stories told by Jing-Mei, Tan weaves in flashbacks and memories of Jing-Meis own childhood experiencesRead MoreThe Joy Luck Club1447 Words   |  6 Pageswave of immigration to the United States took place bringing with it a new classification of American. 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It knows no law, no pity, it dares all things, and crushes down remorselessly all that stands in its path.† This quote relates perfectly to The Joy Luck Club, which skillfully explores the relationships of different mother, daughter pairs, illuminating the different ways love affects these relations. Throughout the novel The Joy Luck Club, Amy Tan displays how different forms of love in the stories not only show how mothers love their daughters, and vise versa, but also display how the love loveRead MoreHollywood Writers And Directors Do Not Have Essay1262 Words   |  6 Pagesresponsibility to avoid stereotyping ethnic characters A successful movie is decided by gross revenue of the movie. Most writers and directors base on the world s histories, the reality society, and the favorite people s style to make their successful movies. Indeed, the writers are responsible for writing the script. Once they have handed over the script that is pretty much the end of their creative involvement with the movie. The directors control film s artistic and dramatic aspects, and visualizes