McFarland, USA analysis

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This paper focuses on the movie, McFarland, USA.

Here are some of the main questions to address.

What were some of the preconceived cultural ideas that each group had of one another?
How did these cultural ideas and views change over the course of the movie?  How did the change particularly impact intercultural communication and behavior between people? 
What especially stood out for you as the Caucasian and Mexican (term used in movie) groups learned about each others cultures?
How did these new learnings and understandings about each others culture change the dialogue (intercultural communication)?
Also, how did the new learnings subsequently change the views each had of one another?
From an intercultural communications standpoint, how did Blanco and the Mexican athletes communicate with each other?
What was the event where the cross-country runners stopped calling White — Blanco and began to call him coach?
What are some steps that will encourage and support effective intercultural communication between different social or ethnic groups in our community and society?

Also, I have noted below some of the key points and scenes in the movie that you want to be sure to watch.

KEY SCENES in the movie, McFarland, USA

Cultural conflict between teacher White (played by Kevin Cosner) and students and high school staff
Blanco (White) decides to do a days work in the fields
Note that the farm workers get paid by the field
Note the questions: How old were when you started to work? The answer is 10 or 11 years of age. The reply was I wanted to quit when I started, because it was so hard
Pay close attention to the scene where Blanco visits the Diaz family home. What happens? What do you think of the intercultural communication the character playing Mr. Diaz and Mr. White?
Scene: How did the coach and the cross-country team bond in the orchard?
How did coach help them to go to college?
What were some of the obstacles against them going to college?
What did the McFarland runners do when they qualified for state?
What is the quinceaera?
Scene: Who said, Nowhere Ive lived that I feel this much at home and accepted?
You cannot run without a coach. What does this mean?
What do you think of the singing of the National Anthem?
How does Cosners speech to the cross-country team motivate them to run like theyve never run before?
What does it mean when Cosners character states: You kids have the biggest hearts Ive ever seen?
Be sure to hang-on for the 3 minutes documentary update after the end of the movie. Its very informative and motivational.
Also, be sure to listen to the music played during the showing of the movie credits. Its well worth your time. Note the large number of Hispanic names of the production staff that produced this Disney film.

McFarland, USA analysis

/in /by

This paper focuses on the movie, McFarland, USA.

Here are some of the main questions to address.

What were some of the preconceived cultural ideas that each group had of one another?
How did these cultural ideas and views change over the course of the movie?  How did the change particularly impact intercultural communication and behavior between people? 
What especially stood out for you as the Caucasian and Mexican (term used in movie) groups learned about each others cultures?
How did these new learnings and understandings about each others culture change the dialogue (intercultural communication)?
Also, how did the new learnings subsequently change the views each had of one another?
From an intercultural communications standpoint, how did Blanco and the Mexican athletes communicate with each other?
What was the event where the cross-country runners stopped calling White — Blanco and began to call him coach?
What are some steps that will encourage and support effective intercultural communication between different social or ethnic groups in our community and society?

Also, I have noted below some of the key points and scenes in the movie that you want to be sure to watch.

KEY SCENES in the movie, McFarland, USA

Cultural conflict between teacher White (played by Kevin Cosner) and students and high school staff
Blanco (White) decides to do a days work in the fields
Note that the farm workers get paid by the field
Note the questions: How old were when you started to work? The answer is 10 or 11 years of age. The reply was I wanted to quit when I started, because it was so hard
Pay close attention to the scene where Blanco visits the Diaz family home. What happens? What do you think of the intercultural communication the character playing Mr. Diaz and Mr. White?
Scene: How did the coach and the cross-country team bond in the orchard?
How did coach help them to go to college?
What were some of the obstacles against them going to college?
What did the McFarland runners do when they qualified for state?
What is the quinceaera?
Scene: Who said, Nowhere Ive lived that I feel this much at home and accepted?
You cannot run without a coach. What does this mean?
What do you think of the singing of the National Anthem?
How does Cosners speech to the cross-country team motivate them to run like theyve never run before?
What does it mean when Cosners character states: You kids have the biggest hearts Ive ever seen?
Be sure to hang-on for the 3 minutes documentary update after the end of the movie. Its very informative and motivational.
Also, be sure to listen to the music played during the showing of the movie credits. Its well worth your time. Note the large number of Hispanic names of the production staff that produced this Disney film.

Any topic

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In-depth critical analysis with contemporary perspectives in psychology is required. Any citation style, using 12-point font, double spaced- 500-750 words per paper.

Please select a topic from the list below:

Choose a behavior you would like to study developmentally. Approach it both longitudinally and using a cross-sectional design. Where would you have challenges with each? What would you gain from each approach? How might you decide which one ultimately to use? Answers to these questions will enlighten you on the strengths, weaknesses, and useful contexts of each design.
Explain Eriksons concept of trust versus mistrust. Give a hypothetical situation of a parent-infant interaction that leads to the infant developing trust and a hypothetical situation in which the infant would develop mistrust.
Explain what Erikson means by saying that early childhood is dominated by feelings of initiative versus guilt.
Compare and contrast any two theories of gender development. Indicate whether these theories contradict each other, or whether an eclectic use of them would enhance our understanding of gender development.
What does it mean to think of a family as a system? Illustrate your answer using the concepts of reciprocal socialization, scaffolding, or attachment.
Explain Kohlbergs theory of moral development, and indicate three criticisms of his approach.

Argument Reconstruction

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Argument reconstruction assignment. In one to two paragraphs (no more than a page total), please address one of the following two prompts. The focus of this assignment is to explain an argument in your own words.

1. What is the main argument that Frege advances in this passage? In particular what is his conclusion, and the main reasons he gives for it, in your own words?  Please be sure to say, in your own words, what Frege means by thought and idea. Dont worry about quoting the passage. Just try to say, in plain language, what the main claim concerns and the reasons given for it.
“If the thought I express in the Pythagorean theorem can be recognized by others just as much as by me then it does not belong to the content of my consciousness [i.e., is not an idea], I am not its bearer; yet I can, nevertheless, recognize it to be true. However, if it is not the same thought at all which is taken to be the content of the Pythagorean theorem by me and by another person, one should not really say “the Pythagorean theorem” but ” my Pythagorean theorem “, ” his Pythagorean theorem ” and these would be different; for the sense belongs necessarily to the sentence. Then my thought can be the content of my consciousness and his thought the content of his. Could the sense of my Pythagorean theorem be true while that of his was false? I said that the word “red” was applicable only in the sphere of my consciousness if it did not state a property of things but was supposed to characterize one of my sense-impressions. Therefore the words “true” and “false”, as I understand them, could also be applicable only in the sphere of my consciousness, if they. were not supposed to be concerned with something of which I was not the bearer, but were somehow appointed to characterize the content of my consciousness. Then truth would be restricted to the content of my consciousness and it would remain doubtful whether anything at all comparable occurred in the consciousness of others. If every thought requires a bearer, to the contents of whose consciousness it belongs, then it would be a thought of this bearer only and there would be no science common to many, on which many could work. But I, perhaps, have my science, namely, a whole of thought whose bearer I am and another person has his. Each of us occupies himself with the contents of his own consciousness. No contradiction between the two sciences would then be possible and it would really be idle to dispute about truth, as idle, indeed almost ludicrous, as it would be for two people to dispute whether a hundred-mark note were genuine, where each meant the one he himself had in his pocket  and understood the word ” genuine ” in his own particular sense. If someone takes thoughts to be ideas, what he then recognizes to be true is, on his own view, the content of his consciousness and does not properly concern other people at all. If he were to hear from me the opinion that a thought is not an idea he could not dispute it, for, indeed, it would not now concern him. So the result seems to be: thoughts are neither things of the outer world nor ideas.” (The Thought, 301-2)

2. Take the sentence “everything green is extended” [suppose: extended=takes up space]. In Two Dogmas, Quine suggests the sentence is analytic. But what makes any sentence analytic? He considers several candidate answers, and rejects each, as objectionably circular (or else arbitrary). Start with one of his candidate accounts of analyticity. Briefly state it. Then briefly explain why appealing to it fails to satisfactorily explain why the sentence is analytic. Do this for three more candidate accounts of analyticity. Be sure to explain the alleged difference between an analytic statement and a synthetic one, as well as explaining any other technical vocabulary you use (e.g., “circular”, “intension,” “extension”)