History Of Philippine Cinema Argumentative Essay Example For Students

History Of Philippine Cinema Argumentative Essay History of Philippine Cinema Introduction The youngest of the Philippine arts, film has evolved to become the most popular of all the art forms. Introduced only in 1897, films have ranged from silent movies to talkies; black and white to color. Outpacing its predecessors by gaining public acceptance, from one end of the country to the other, its viewers come from all walks of life. Nationwide, there are more than 1000 movie theaters. Early in the 1980s, it was estimated in Metro Manila alone, there were around 2. 5 million moviegoers. As an art form, it reflects the culture and the beliefs of the people it caters to and most times, is the one who shapes their consciousness. Philippine film as discussed in this paper includes films made by Filipino people exhibited in this country and possibly in other countries from the 1930s to the 1990s. The films may be silent pictures or talkies, black and white or color. They also include films such as documentaries, animation, experimental or alternative films and other types of films. This paper has three purposes or objectives. It intends, first of all, to provide a comprehensible background of the art of film in the Philippines. It provides insights on how the Philippine film has influenced Philippine culture and vice-versa. This is done by documenting the important events and important films in the area of film for the past ninety years. Second, it intends to explain the different trends and styles common in the Philippine film. And finally, it concludes with an analysis on how two important events in history, namely World War II and Martial Law altered the course of contemporary Philippine film. However, this paper is limited to films only from the particular time period of the 1930s to the 1990s. It fails to give a picture of how films were like ever since it started in 1897. This paper is also severely limited due to the unavailability and the lack of materials that discuss thoroughly the history of Philippine film. Film materials for those made during the pre-WWII years are simply non-existent. Data for this paper was gathered from the essays and reviews written by the artists and the critics themselves. It goes without saying that the resources were tested to the limits. CHAPTER 1 I. The 1930s to 1940s A. Early Philippine Films Filipinos started making movies in 1919. However, it would be important to know that the film industry in the Philippines began through the initiative of foreign entrepreneurs. Two Swiss entrepreneurs introduced film shows in Manila as early as 1897, regaling audiences with documentary films lips showing recent events and natural calamities in Europe. Not only that but the arrival of the silent films, along with American colonialism, in 1903 created a movie market. But these film clips were still novelties. They failed to hold the audiences attention because of their novelty and the fact that they were about foreigners. When two American entrepreneurs made a film in 1912 about Jose Rizals execution, the sensation they made it clear that the Filipinos need for material close to their hearts. This heralded the making of the first Filipino film. The credit of being the first Filipino to make a film goes to Jose Nepumuceno, whom historians dub as the Father of Philippine Movies. Nepumucenos first film was based on a highly-acclaimed musical play of that day, Dalagang Bukid Country Maiden by Hemogenes Ilagan and Leon Ignacio. In those early years of filmmaking, enormous capital was needed to keep up with the Hollywood industry. Despite its weak points, Hollywood provided the Philippine film industry with examples that the early filmmakers followed. It is not surprising that many of those same genres set so many years ago still appear in contemporary Philippine films. But it was difficult to match Hollywood style in those days with the meager capital set aside for the developing film industry. Ironically, the same people who helped the film industry develop as a form of expression were the same ones who suppressed this expression. Early film producers includedwealthy Spaniards, American businessmen and Filipino landlords and politicians. It is not surprising that pre-war Philippine movies were inhibited from expressing their views that might question the establishment and were encouraged instead to portray the love and reconciliation between members of different classes Starting with Dalagang Bukid, early films dug into traditional theater forms for character types , twists and turns in the plot, familiar themes and conventions in acting. This set the trend of Philippine films based entirely on immensely popular dramas or sarswelas . Besides providing ready materials, this device of using theater pieces ensured an already existing market. From the komedya of the sarswela, the typical Filipino aksyon movie was to develop. The line dividing the good and the bad in the komedya was religion with the Christians being the good and the Moors representing the bad. In present movies, the line that divides the two is now law or class division. The sinakulo or the passion play was the root of the conventional Filipino melodrama. The Virgin Mary became the all-suffering, all-forgiving Filipino Mother and Jesus was the savior of societies under threat and the redeemer of all those who have gone wrong. Another source of movie themes was Philippine literature. Francisco Baltazar and Jose Rizal, through the classics for which they were famous, have given the industry situations and character types that continue to this day to give meat to films both great and mediocre. Finally, by the 1930s, a few film artists and producers dared to stray from the guidelines and commented on sociopolitical issues, using contemporary or historical matter. Director, actor, writer and producer Julian Manansalas film Patria Amore Beloved Country was almost suppressed because of its anti-Spanish sentiments. This earned him the honor of being dubbed the Father of the Nationalistic Film. Its own share of movie audience and acclaim for local movie stars were signs that the movie industry from 1919 to the 1930s had succeeded. Despite the competition coming from Hollywood, the film industry thrived and flourished. When the 1930s came to a close, it was clear that moviegoing had established itself in the Filipino. B. Wartime Films and the Effect on Philippine Films The Japanese Occupation introduced a new player to the film industry aâ‚ ¬Ã¢â‚¬Å" the Japanese; and a new role for film aâ‚ ¬Ã¢â‚¬Å" propaganda : The Pacific War brought havoc to the industry in 1941. The Japanese invasion put a halt to film activity when the invaders commandeered precious film equipment for their own propaganda needs. The Japanese brought their own films to show to Filipino audiences. The films the Japanese brought failed to appeal to audiences the same way the Hollywood-made movies or the locally-made films did. Later on, Japanese propaganda offices hired several local filmmakers to make propaganda pictures for them. One of these filmmakers was Gerardo de Leon. The war years during the first half of the Forties virtually halted filmmaking activities save for propaganda work that extolled Filipino-Japanese friendship, such as The Dawn of Freedom made by director Abe Yutaka and associate director Gerardo de Leon Less propagandistic was Tatlong Maria Three Marias, directed in 1944, by Gerardo de Leon and written for the screen by Tsutomu Sawamura from Jose Esperanza Cruzs novel Despite the destruction and hardships of the war, the people found time for entertainment; and when movies were not being made or imported they turned to live theater which provided alternative jobs for displaced movie folk. The war years may have been the darkest in film history This period turned out to be quite beneficial to the theater industry. Live theater began to flourish again as movie stars, directors and technicians returned to the stage. Many found it as a way to keep them from being forgotten and at the same time a way to earn a living. In 1945 the film industry was already staggering to its feet. The entire nation had gone through hell and there were many stories to tell about heroic deeds and dastardly crimes during the 3 years of Japanese occupation. A Philippine version of the war movie had emerged as a genre in which were recreated narratives of horror and heroism with soldiers and guerillas as protagonists audiences still hungry for new movies and still fired up by the patriotism and hatred for foreign enemies did not seem to tire of recalling their experiences of war. Movies such as Garrison 13 1946, Dugo ng Bayan The Countrys Blood, 1946, Walang Kamatayan Deathless, 1946, and Guerilyera 1946 , told the people the stories they wanted to hear: the heroes and the villains of the war. The war, however, had left other traces that were less obvious than war movies that were distinctly Filipino. As Patronilo BN. Daroy said in his essay Main Currents in Filipino Cinema: World War II left its scars on the Filipinos imagination and heightened his sense of reality CHAPTER II II. The 1950s to 1970s A. History Of Prisons EssayUnder martial law, action films depicting shoot outs and sadistic fistfights which were as violent as ever usually append to the ending an epilogue claiming that the social realities depicted had been wiped out with the establishment of the New Society. The notorious genre of sex or bomba films that appeared in the preceding decade were now tagged as bold films, simply meaning that a lot more care was given to the costumes. Martial Law declared in 1972 clamped down on bomba films as well as political movies critical of the Marcos administration. But the audiences taste for sex and nudity had already been whetted. Producers cashed in on the new type of bomba, which showed female stars swimming in their underwear, taking a bath in their camison chemise, or being chased and raped in a river, sea, or under a waterfall. Such movies were called the wet look One such movie was the talked-about Ang Pinakamagandang Hayop sa Balat ng Lupa The Most Beautiful Animal on the Face of the Earth, 1974 starring former Miss Universe Gloria Diaz. However, the less-than-encouraging environment of the 70s gave way to the ascendancy of young directors who entered the industry in the late years of the previous decade Directors such as Lino Brocka, best remembered for his Maynila, Sa Mga Kuko ng Liwanag Manila, In the Claws of Neon Lights, 1975, Ishmael Bernal, director of the Nora Aunor film Himala Miracle, 1982 and Celso Ad. Castillo, whose daring works portrayed revolt, labor unionism, social ostracism and class division, produced works that left no doubt about their talent in weaving a tale behind the camera. Ano ther welcomed result that came from martial rule was the requirement of a script prior to filming. This was an innovation to a film industry that made a tradition out of improvising a screenplay. Although compliance with the requirement necessarily meant curtailment of the right of free expression, the BCMP, in effect caused the film industry to pay attention to the content of a projected film production in so far as such is printed in a finished screenplay. In doing so, talents in literature found their way into filmmaking and continue to do so now. CHAPTER III II. The 1980s to the present A. Philippine Films after Marcos It can be justified that immediately after Marcos escaped to Hawaii, films portraying the Philippine setting have had a serious bias against the former dictator. And even while he was in power, the militancy of filmmakers opposing the Martial Law government especially after the assassination of Ninoy Aquino in 1983, accounts for the defiant stance of a number of films made in the closing years of the Marcos rule. Films such as Lino Brockas Bayan Ko: Kapit sa Patalim My Country: Gripping the Knifes Edge, 1985 were defiant, not in the sense of it being openly stated by in the images of torture, incarceration, struggle and oppression. Marilou Diaz-Abayas Karnal 1984 depicts this in a different way in the films plot wherein patricide ends a tyrannical fathers domination. Mike de Leons Sister Stella L. 1984, was a typical de Leon treatment of the theme of oppression and tyranny. In 1977, an unknown Filipino filmmaker going by the name of Kidlat Tahimik made a film called Mababangong Bangungot Perfumed Nightmare. The film won the International Critics Prize in the Berlin Film Festival that same year. Kidlat Tahimiks rise to fame defined the distance between mainstream cinema and what is now known as independent cinema. Beginning with Tahimik, independent cinema and films became an accomplished part of Philippine film. Out of short film festivals sponsored by the University of the Philippines Film Center and by the Experimental Cinema of the Philippines, young filmmakers have joined Kidlat Tahimik in the production of movies that, by their refusal to kowtow to the traditions and conventions of mainstream filmmaking, signify faith in works that try to probe deeper into the human being and into society. Nick Deocampos Oliver 1983 and Raymond Reds Ang Magpakailanman The Eternal, 1983 have received attention in festivals abroad. Filmmakers like Tahimik, Deocampo and Red are examples of what we call alternative filmmakers. Alternative or independent filmmakers are products of film schools where students are exposed to art films without the compromises of commercial filmmaking. B. Contemporary Philippine Film Despite our completion of 100 years of cinema in the Philippines, the same problems plague us now just as it had when film was still a relatively new art form. The phrase poorly made is fitting to describe the quality of films being churned out by the film industry year by year. There have been few exceptions to the rule. Presently, films are primarily made for profit, lacking any qualities to redeem itself. Studies show that Hollywood films, with its high technology and subject matter, are being preferred over local films. It is no wonder aâ‚ ¬Ã¢â‚¬Å" for films now are too profit-oriented corrupting morals and dubious values sticking with formulaic films Genres that have been present for the past few decades are being recycled over and over again with the same stories. The teen love teams of the fan movie are still present with incarnations of love teams of yesteryears. Now instead of Guy and Pip are Judy and Wowie. The bomba film is still present, now having grown more pornographic and taboo. The film Tatlo 1998 comes to mind with its subject matter of threesomes. In Filipino slapstick or komedya, Dolphy has been replaced by younger stars. But even if the films of today have not been quite up to par, Filipino movies wields an influence over the national imagination far more intense that all the others combined. C. Conclusion The early years of Philippine film, starting from the 1930s, were a time of discovering film as it was at that time still a new art form. Stories for films came from the theater and popular literature being, as they were, safe, with the filmmaker being assured of its appeal. Nationalistic films were also in vogue despite early restrictions on films being too subversive. The 1940s and the war brought to Philippine film the consciousness of reality which was not present in the preceding films. Filmmakers dared to venture into the genre of the war movie. This was also a ready market especially after the war. The 1950s were the Golden Years, a time when films matured and became more artistic. The studio system, though producing film after film and venturing into every known genre, made the film industry into a monopoly that prevented the development of independent cinema. The 1960s, though a time of positive changes, brought about an artistic decline in films. The notorious genre of bomba was introduced and from that day forward has been present in the Philippine film scene ever since. The 1970s and 1980s were turbulent years, bringing positive and negative changes. From the decline in the 60s, films in this period now dealt with more serious topics following the chaos of the Marcos regime. Also, action and sex films developed further introducing more explicit pictures. These years also brought the arrival of alternative cinema in the Philippines. Presently, in the 1990s, we are seemingly engaged in a vicious cycle aâ‚ ¬Ã¢â‚¬Å" of genres, plots, characterization and cinematic styles. We are unconsciously, or rather consciously, imitating, copying from the much more popular American films. And when we are not copying, we are reverting back to the same old styles. From the massacre movies of late, the teen-oriented romantic-comedies and the anatomy-baring sex flicks which are currently so popular, it seems Philippine cinema is on a down spiral. Still, some films been successes and not only financially. Diaz-Abayas Rizal 1998, as an example, was a success both commercially and critically. Hopefully, Philippine cinema in the new millenium would produce films as good and better than the ones before it. As a conclusion, here is what Patronilo BN. Daroy had to say about the Philippine film industry: Philippine cinema, in short, appears to have reached full circle: it is at the stage of refining and formulating its own conventions and, in the process, getting in close contact with the ferment in the other arts and at the same time, the serious critical attention and concern of people with a broader interest in culture. This is inevitable; as an art form the cinema in the Philippines can no longer remain isolated from the main current of sensibilities and ideas that shape other artistic forms, such as literature, painting, the theater, etc. Neither can it fly from the actuality of social life which, after all, is the source of all artistic expression. I foresee, therefore, a hand towards more serious cinema; the muckrakers will continue, but they will be exposed for what they are and will no longer be definitive of the quality of Filipino films.

Different types of schools free essay sample

Pupils who are aged 11 to 18 attend academies. In order to be admitted students have to pass an entrance exam. Academies teach students the core subjects and they specialise in one or two subject areas. Academies are financed directly from government and not by local council and they are run by an academy trust and not by the local council. Some academies have sponsors such as businesses and they are responsible for improving the performance of the academy. Academies are different from other types of school because they have freedom from the local authority control. This means that they can set their own pay and conditions for staff, they can choose how to teach the curriculum and they can change the lengths of school terms. Academies follow the national curriculum. 2. Community Secondary schools Community schools accept children who are between the ages of 11 -1 6 . Potential students are more likely to be admitted if they live near the school. Community schools teach the national curriculum and they receive finance from the government . and they are controlled by the local education authority. Community schools are different from other schools . Unlike other schools community schools promotes openness for example community schools do not have fences that keep students in and the public out. 3 Primary schools Pupils aged 5 to 11. Pupils are more likely to be accepted if they live near the school or if they have a brother or sister already attending. Primary schools teach students key stage 1- 5 literacy and numeracy skills. Primary schools receive finance by the government and they are governed by parent governors, staff governors and community governors. Primary schools teach the national curriculum. 4 Special schools Special schools educate people with special needs e.g. learning or behavioural disabilities. The curriculum is tailored around the students strengths and learning styles. Special schools are funded by the local education authority. Pupils aged 11 – 16 attend special schools. 4 Independent Boarding schools Students who attend state boarding schools are entitled to a free education but are required to pay for their boarding. Students who attend these types of schools are 7 to 18 years old. State boarding schools follow the national curriculum and also teach additional subjects. Boarding school fee are paid for by the parents 5. Preparatory schools. Preparatory schools are fee paying schools and they accept students aged 4 to 11. Perspective students are required pass an interview in order to be admitted. The purpose of a preparatory school is to prepare children to take the Common Entrance Exam to get them into a private independent secondary school. Preparatory schools follow the national curriculum. Preparatory schools are different from other types of schools because the class sized is smaller. Preparatory schools employ more specialist teachers this is important because some children may have special needs or other potential difficulties. 6. Grammar Schools Perspective students are required to take an entrance exam. Students are aged 11 to 16. Grammar schools follow the national curriculum and they receive funds from the government. Grammar schools are different from state schools because state schools accept all children aged 11 – 16 whereas grammar schools accept children based on how well they do when they take the entrance exam. 7. Sixth Form A sixth form is an extension from the corresponding secondary school. They take on students who have achieved certain GCSE grades. Pupils who attend a sixth form are usually 16 to 19 year olds. Students attending Sixth forms study for A levels and BTECS. Sixth forms are government funded. Sixth forms are different from collages because sixth forms offer only academic courses whereas a college offers both academic and non-academic courses. Task B School governor The role of the school governor is to contribute to the strategic planning of the school. They are also responsible for the allocation of resources and to raise school standards. In order to do this, school governors attend regular meetings to debate policies and plans. School governors also keep a check on the income and expenditure of the school. Head Teacher The role of the head teacher is to provide professional leadership and management for a school. Head teachers are responsible to the governing body. Head teachers are responsible for ensuring that the school reaches the highest possible academic standard as well as to promote and safeguard the welfare of children. Senior Management Team Is made up of the head teacher and head of department. Their role is to set the strategic direction of the school and to ensure that the school is doing the best can for its pupils. Teacher The role of the teacher is to provide education for students. The role could be carried out in a school or in an adult education centre. A teacher is supposed to be passionate about creative learning and have high expectations of themselves and others. Teachers are also , responsible for making lessons interesting so that children enthusiastic about learning and this in turn will enable them to achieve their maximum potential. A teacher should also be prepared to adapt their teaching strategy to meet the needs of the pupil. Support Assistants Help the teacher prepare classes and support students on a one to one basis. They specialise in maths and English. Special Educational needs Co-ordinator (SENC) SENC are responsible for ensuring that the following is carried out. 1. Day to day operation of the schools SEN policy 2. Answering request from teachers 3. Maintaining a SEN register for all pupils with special needs. Six External Professionals Educational Psychologist An educational psychologist helps children who are experiencing problems in an educational setting with an aim of enhancing their learning . An educational psychologist asses a child by observing and interviewing them. An educational psychologist also collaborates with teachers and parents. Speech Therapist Speech and language therapists assess and treat speech language and communication problems in people of all ages to help them better communicate. Occupational Therapist An occupational therapist holistically assesses the pupil. This means that the occupational therapist will examine the childs sensory motor function by playing games for example kicking a ball which assesses motor skills and throwing hoop games to improve hand eye co-ordination . Further more they test the childs intellectual ability by playing games involving memory. Education Welfare Officer. Education welfare officer deal with pupils who have poor attendance at school. Their role is to find out what is affecting pupil attendance and then try and work with teachers and families. For example if the child is not attending school due to transport, uniform and dinner costs the education welfare officer will help families receive financial assistance to cover these costs. Other roles of the education welfare officer is to help arrange alternative education for pupils who are excluded from school. Provide ongoing support to students by making home visits. Physiotherapists Work in special schools. They are responsible for helping students who have physical disabilities with the following: They help students to maintain good muscle tone, good posture and ease of movement by using specialist aids and equipment. School Nurse The role of the school nurse to minimise student exposure to disease by giving first aid for injuries. They maintain students well-being by administering medications and treatments as prescribed by a students physician. They are employed by the local health authority, community NHS providers or by a school directly. Task C Aims :An aim is the intention of achieving a particular goal. Value: A value is a belief that an organisation holds in order to achieve its aims City of London is an Independent school for boys. The school accepts boys from a wide range of backgrounds and it believes in the following 1. Maintaining a good relationships between staff. 2. Maintaining good relationships between pupils themselves. 3. Try to eliminate bullying or discrimination of any kind 4. Ensuring that each student achieves their maximum potential. 5. Having a mutual level of respect and understanding between students, teachers and parents. In order for the above aims to be achieved the school dose the following: 1. Promoting moral values and encouraging an awareness and understanding of different ways of life. 2. Setting homework on a regular basis. 3. Setting tests on a regular basis. 4. Holding parents evening so that the teachers and parents can discuss students progress. 5. Moulding pupils behaviour and progress so that praise and encouragement are more common than any punishment. 6. Making sure that pupils know what is expected of them, in particular to be considerate, courteous and honest 7. Hold regular staff meetings so that there is a clear level of communication between staff members. 8. Organising extra circular activities that involves team work, good-tempered competition and the development of loyalty and leadership. 9. Ensuring that lessons are stimulating and promote academic rigor and enables students to show high achievement. 10. Ensuring all students are treated equally. 11.. Recruiting and retaining staff of high standards and providing satisfying and ensuring that these standards are maintained by offering refresher training courses City of London schools upholds it’s aims and it’s values by setting regular tests, checking homework diaries and by ensuring that the learning environment is safe and well equipped. Task D 1. Disability act 2005 and 2001 2. Children’s Protection act 1989 and 2004 3. Human Rights act 1998 4. Data Protection act 1998 5. Health and Safety Act 6. Special Educational Needs (SEN) Code of Practice Disability Act 2005 and 2001 Under this piece of legislation it is illegal for employers and educational establishments to discriminate against a person if they have a disability. According to this piece of legislation employers are required to make suitable adjustments so that disabled people are treated equally to non-disabled people. An example of these adjustments is providing disabled people with the right equipment to do their job. This piece of legislation states that it is illegal for educational establishments to treat disabled students less favourably compared to non-disabled students. For example it is illegal for educational establishments to do the following 1. Refuse to accept students who are disabled. Only provide application forms that are only accessible to non-disabled people. 3. Punishing a disabled student by suspending them because they complain about harassment. 4. Being ill equipped to deal with the requirements of disabled people for example disabled pupil is prevented from going outside at break time because it takes too long to get there. Under this piece of legislation education providers are required to make adjustments for example create a ramp so that disabled people could easily move in and out of the building. Furthermore educational establishments should hire specialist teachers or equipment. Children’s Protection Act 1989 and 2004 The children’s protection act sets out guidelines for those who are responsible for the welfare of children to ensure that the following: 1. Help children enjoy life. 2. To allow children to be healthy 3. Help children in their quest to succeed. 4. Allowing children to remain safe in their environments. In order to ensure that the above occurs there are several key areas, 1. Inter-Agency co-operation 2. Children’s Trusts bodies Children’s Fund. 1. Inter-Agency co-operation This means that any agency that is aware that a child is being mistreated should inform other agencies that might have a hand in the protection of a child who would normally go unmonitored. 2. Children’s Trusts bodies The purpose of children’s trust bodies is to ensure that there a level of co-operation not only between Health ad social services but also between teachers parents, guardians and children. 3. Children’s Fund The children’s fund is set up to help children who are from low income families. The idea of the Children’s fund is to ensure that children between the ages of five and thirteen attend school regularly. Human Rights Act 1998 Human Rights Act states that the government and public authorities must act in a way that respects human rights. The government must also ensure that there are laws in place so that individual human beings respect each other’s rights. The Human Rights act 1998 states that people have the following rights: 1. Freedom of expression 2. Right to a fair trial 3. Right to liberty and security 4. Freedom of thought belief or religion 5. Right to education 6. Protection from discrimination. Data Protection Act 1998 The Data Protection act is the main piece of legislation which states how personnel data should be protected. It states the following 1. Personnel data should be obtained fairly and lawfully. 2. Personnel data should be accurate, kept no longer than necessary and should be kept up to date. 3. Paper files should be kept is a structured filing system. 4. Consent should be obtained from the individual before their personnel data is used. 5. Personnel data should be regularly backed up and appropriate security measures should be in place to prevent unlawful or unauthorised processing of personal data. Health and Safety Act It is the schools responsibility to carryout regular fire drills to ensure all fire safety equipment is in good working order. Special Educational Needs (SEN) Code of Practice Provides practical advice to schools and Local Education Authorities, as well as those who help them for example health and social services to identify, assess and make adjustments for disabled people. The following educational settings have a SEN policy: 1. City Academies 2. City Technology Colleges 3. community, foundation and voluntary schools 4. community and foundation special schools The SEN statement consists of six parts. 1. Part one consists of the child’s personal details such as name address and date of birth. It also includes the advice the LA received as part of the assessment. 2. Part 2 Consists of details about the child’s special educational needs as identified in the assessment 3. Part 3 Consists of a description of what help the local authorities think the child should receive. For example what the long-term aims are, the arrangements for setting short-term goals, regular review of the child’s progress towards those goals and how the child’s progress is monitored 4. Part 4 States the of school the child should go to get the special help that they need and the arrangements that need to be made out of school hours or off school premises 5. Part 5 describes the child’s non educational needs Task E Name of policy Who does it deal with Staff / Pupil Welfare/ Teaching Learning Anti- Bullying Policy Pupil Welfare Equal Opportunities Staff and Pupil Welfare Homework policy Teaching and Learning Special needs policy Pupil Welfare Accessibility Plan Pupil Welfare Policy A plan of action adopted by a business, educational establishment or a business. Anti-bullying Policy Circle time: This method is used in junior schools Pupils sit in a circle and play games. After a short while they can discuss matters such bullying as a group. This is a method is effective because everyone in class takes part in a structured way. This means that the person talking could be listened to without interruptions. Some schools may use an object, representing the opportunity to talk uninterrupted for the person who is holding it. When using this method a lot of care would need to be taken because there is a risk that the children might feel humiliated and distressed talking about difficult feelings in front of their class. Procedure A series of steps by which a desired result is accomplished. Group support method. The pupil is told to write an account of what happened. The teacher holds a meeting so that the victim and the bullies can discuss how the victim is feeling. The teacher, victim and the bullies have a discussion on how the issues can be resolved then arrange a follow up session to see how things are going. Task F: Additional Points that should have been included on poster. The National Government The national government is responsible making policies and making sure that are followed. The national government is also responsible for the school/education budget, they determine which local authorities should receive the funding and how much they should receive. The UK government is split into two departments (the Department of Education and Department for Business, Innovation and Skills) which deal with education in England. Department of Education. Their role is to work with children up to the age of 19 and ensure that child receive help and support for issues like child protection to education. The department of education is also responsible for ensuring that the poorest and most vulnerable children receive the same opportunities and level of education as any other child would by ensuring the right provisions are in place to meet these requirements. Department for Business, Innovation and Skills Their role is to create a high quality education system that is designed to teach workers the skills that are needed in modern day life. Local Government The Local Government are responsible for planning the education service and managing the budget by thinking about how it should be distributed in order to gain maximum benefit from it. Task F Part 2 The following organisations work with schools. 1. Youth clubs 2. NHS 3. Police 4. Careers advice service Youth Clubs Youth clubs such as The Really Wild club works with primary, secondary and special schools. The club is run within school grounds. The Really Wild club teaches children about the importance of wildlife and how they can help it, as well as discovering new ways of playing in and enjoying the natural environment. The club also carries out activities such as pond dipping’ den building, bow and arrow making, natural art, woodcraft and fire safety. Participating in outdoor activities is extremely beneficial for children especially those children who live in flats because it allows them to explore and test boundaries, develop independence and self-esteem, improve social skills and build creativity. NHS The NHS has recently developed a new strategy to help children a healthy body weight. This strategy is called The National Child Measurement Programme. Parents will be sent a letter informing them about the programme and then parents could give their consent for their child to participate. On the day trained NHS staff will weigh and measure the child. This information would then be used to calculate the child’s body mass index. The results would be sent directly to the parents. Every child who takes part in this programme is contributing to the national picture about how children are growing. This helps the local NHS plan better health services for children in a particular area. Police Police work with schools in a number of different ways. One of their roles within a school environment is to ensure the safety of young people by tackling crime, discipline, safety and behaviour in school. The local authorities in the West midlands have come up with a scheme called the safer schools programme which is an initiative between Warwickshire Police and selected schools. The aim of the programme is to improve school safety, prevent crime, and raise educational achievement In order for this to be achieved a Police Community Support Officer (PCSO) based on the school site to offer support to pupils and teachers and the local community. Careers advice service (Connections) Careers advice services such as Connections offer guidance to pupils aged 14 – 16. Connections also provide help for those students who have learning disabilities to plan their future. Children’s Social Care The role of the social care worker is to promote the welfare of children who come from less well-off backgrounds. In order to do this children social care workers work with parents and other agencies e. g. police. If the social worker thinks that the child is at risk it is the social workers responsibility to decide what action to take. When working in schools the main duties of the social care worker are the following: 1. To provide the highest possible standard of service to children, young people and their families, ensuring that the needs of the children and their parents/carers are professionally assessed and met. 2. Contribute to child protection plans. 3. Maintain case history records for each student and prepare reports for different services and the school. 4. Counsel students whose behaviour, school progress, or mental or physical impairment indicate a need for assistance.

Pepsi commercial made

Table of Contents What goes on in the Ad? What is the purpose? How does it persuade? What does it naturalize? What does it ignore? Rewriting Works Cited When the television was invented no one knew how it was going to change the way people live. No one considered how it can radically alter the way information is shared by many people all over the world. But it has to be pointed that the television was not an overnight success.Advertising We will write a custom essay sample on Pepsi commercial made specifically for you for only $16.05 $11/page Learn More It took years of creating meaningful and exciting shows before the world began to tune in. However, someone has to pay the bill and just like newspapers and magazines the logical way to finance soap operas and news broadcast is through advertising. Television advertising grew in leaps and bounds because tad agencies together with their creative talent mastered the art and science of communication and learned how to utilize concepts like ideology, myth-making, representation and language. The proponent of this study will take a closer look at a recent Pepsi commercial made popular by the fact that it was shown in the 2011 Super Bowl – an event watched by millions of people in America. The ad was sponsored by Pepsi and the product advertised was Pepsi Max. What goes on in the Ad? It is normal for husband and wife disagree on an issue. If the disagreement is not resolved then conflict will ensue. In the Pepsi Max ad, the wife does not want her husband to indulge in great tasting but high-calorie content food. The food items that the husband loved to eat includes French fries, pie and burger. Every time the husband attempts to eat these food items he gets a beating from his wife. In the first scene the mere fact that he was thinking of ordering French fries made him cringe from a quick kick from underneath the table. His wife was on the other side of the table. In the second scene the husband was about to indulge in a pie and his wife came from behind to give his head a quick push into the center of the pie.Advertising Looking for essay on advertising? Let's see if we can help you! Get your first paper with 15% OFF Learn More And in the third scene the husband hid in the bathtub to eat a burger but his wife was there to grab the burger and replaced it with a bar of soap. But in the final scene he chose to drink a Pepsi Max and this was met with approval. However, his roving eye was not part of the appreciation package and so his wife threw a Pepsi Max at him. What is the purpose? The Pepsi ad wanted to show the struggle of husband and wife who are attempting to maintain a healthy lifestyle. This was broken down into different sets of â€Å"myths† such as the idea that husbands cannot control themselves. This is not true for all husbands but the ad forced this concept into the audience and has to be accepted as truth. The second myth is the idea that wives are always in control. This is not true because there are thousands of overweight women in America and most of them became obese because of the lack of self-control. The purpose of the ad is not to persuade every type of viewer. The focus of the ad is on husbands and men in general. This message was designed for men and created an experience of shared emotions and struggles. The message that it tries to convey is that Pepsi Max sympathizes with struggling husbands and men who had to keep up with a partner that forces them to watch what they eat. When this objective was achieved the alternative was given – Pepsi Max. The drink has zero calories but does not compromise on taste. How does it persuade? The ad created the perception that husbands and men in relationship need not to suffer all the time when it comes to watching their weight and being mindful of what they eat. There is a way to indulge without getting fat. This can be achieved by drinking Pep si Max. Everything that they love is forbidden but there is one thing that cannot be taken away from them and it is their beverage of choice enhanced by Pepsi Max.Advertising We will write a custom essay sample on Pepsi commercial made specifically for you for only $16.05 $11/page Learn More The ad offers an alternative. A path to happiness that men are more than willing to take. The ad succeeded in creating desperation within their target market. Forcing them to acknowledge the â€Å"truth† that there is no way out. It is like having a man drowning in the ocean and the moment that someone throws a lifesaver at him, he will automatically grab it thinking that there is no other way (Hall, p.30). This seems to be the effect of the commercial. Everything that was once considered great tasting and wonderful is off-limits. But Pepsi Max is still legal. What does it naturalize? The ad naturalizes the myth that man does not have self-control by showing that things that he loves to eat. The message is that man will do everything based on instinct without thinking about the consequences. He needed help from someone who knows self-control. The naturalization process involves food items that men can easily relate (Fiske, p.21). French fries is everyone’s favorite. A pie is something that is instantly recognizable on screen. A burger is also another favorite food among American men. The myth concerning the disciplined wife is naturalized by depicting a loving partner. The wife may be mean when it comes to her strategy of forcing a husband to adhere to a strict diet but everything was done with a smile on her face. She is not angry or controlling she is merely demonstrating her love for her husband. What does it ignore? The ad ignores the fact that there is no need to drink Pepsi Max. If the husband is indeed trying to lose weight then there are healthier alternatives. There is no need find an alternative to soft drinks that cont ain an inordinate amount of sugar. But the ad totally ignores that fact, and proceeds to persuade the target audience that happiness in a relationship can be achieved if husband and wife finds common ground. When it comes to monitoring calorie intake one of the suggested strategies was to drink Pepsi Max.Advertising Looking for essay on advertising? Let's see if we can help you! Get your first paper with 15% OFF Learn More Rewriting Instead of using a husband and wife team the new ad will cast a family. Instead of using people that have an athletic build it would be better to use slightly overweight couples and slightly obese children in the re-imagined ad. This goes to show the real struggle. This helps explains why there is a need to lower the calorie intake of the family. In the original Pepsi Max ad, the producers used characters that obviously has no weight problem. This creates confusion in the minds of the audinece as to the real purpose of drinking a zero calorie drink. As a result the actions of the wife was interpreted as being mean. Those who are overweight will come to realize that the husband is not undisciplined but to the contrary his ideal weight is a product of exercise and self-control. It is possible that the audience will turn against the wife because they would want the husband to be rewarded for what he has done. Thus, there is nothing wrong in eating great tasting food once in a while. In the final scene a jogger took a break from a vigorous run and sat on a bench next to where the husband and wife was seen drinking Pepsi Max. The husband’s self-control issue resurfaced and he was caught looking appreciatively at the gorgeous girl. This provoked the wife to throw a can of Pepsi Max at her husband but he was able to duck on time and so the poor girl was hit on the head and she knocked down. It would be better if the jogger was not alone but a part of the group that tried so hard to lose weight. The camera should focus on a group of joggers panting and sweating because of their need to lose weight. So when the Pepsi Max was thrown at the woman the product did not become an object of scorn but a message in itself. In the original ad the audience is left with a bitter aftertaste after seeing the innocent girl sprawled on the floor (Snyder, p.1). But if this was re-written the audience will get the idea that exercising is not necessary as long as they le arn to drink Pepsi Max. Works Cited Fiske, John. Television Culture. New York: Taylor Francis Group, 2010. Hall, Stuart. Representation. CA: Sage Publications, 1997. Snyder, Steven. â€Å"Pepsi Max, Love Hurts.† Time. Feb. 2011. 12 May 2011.http://content.time.com/time/specials/packages/article/0,28804,2046668_2046614_2046591,00.html. This essay on Pepsi commercial made was written and submitted by user Michaela Reeves to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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