Peter Weir’s film Witness explores the contrast between the two worlds by contrasting the Amish culture with a modern Westernized society. Weir presents many themes and issues in his film. Through his use of film techniques like long shots and close-ups make the film more enjoyable. These themes include clash of two cultures/different worlds‚ Peace and violence‚ innocence and corruption. These are presented effectively with a variety of film techniques‚ editing‚ setting‚ dialogue and music/sound
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Eastern and Western cultures have extremely different ways of learning. In the article‚ Jim Stigler experiments with these various cultures in order to fully understand how each of them tackle learning. Therefore‚ Stigler traveled to Japan to study teaching methods presented there. While he was there‚ he noticed many things that Japanese classrooms obtained. For instance‚ the teachers call up the students that are struggling to demonstrate the problem opposed to the child that already understands
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Culture influences education We always talk about the importance of education and its impact on our culture‚ but seldom think about how culture affects our educational system. We often ignore the fact that ethnics‚ customs and traditions deeply affect education. Culture and education are actually tightly bound entities and hence cannot be separated from each other. Before we further investigate into the cultural influences on children’s learning and education‚ I think it is better to figure
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Family‚ Marriage and Kinship ties of Indian culture specifically of the village of Ratakote as told in Conformity and Conflict. The first thing I noticed about both cultures was they practiced arranged marriages with their children preferably being young (the Indians explained that young age was best so their children wouldn’t start becoming sexually active and elope with someone else they fell in love with and break off the entire marriage they were in). Both cultures were very close to each other family-wise
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Western philosophical theology raises the question if God is so wonderful then why is there evil? The two specific arguments in this theology are: The deductive form and inductive form. In the deductive form God is supposed to eliminate evil and because he doesn’t he is not viewed as all knowing and all powerful or even entirely good. Since evil does exist God’s capabilities are questioned. The inductive form sees the amount of evil in the world and questions God’s existence. God should be doing
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Aboriginal Culture and Western Culture are almost at opposite ends of the spectrum‚ we view the world and our futures quite differently. My Western culture doesn’t connect to the land or to each other like Aboriginal culture does‚ compared to Aboriginal culture‚ my culture feels superficial‚ shallow and individualistic‚ I have strong family connections but it’s limited to my immediate circle of family and close friends. Aboriginal culture is much broader and their ties run deeper. When I look into
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Teenagers: Selfishness Caused by Negative Influences Teenagers today are seemingly more self-centered and irresponsible. They act as though their parents owe them when they are actually the ones that gave them life. They do not want to follow the rules of society and prefer to go against the “norms.” They live in a world where they live for the moment‚ with no thought of what tomorrow may bring. Several negative influences‚ such as‚ peer pressure‚ lack of parental involvement‚ television‚ and
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Ballet is a Western dance form‚ developed by the Indo-European speaking Caucasians who shared mutual European traditions. Ballet’s Western culture is displayed through the traditions of the ’proscenium stage‚ the usual three part performance which lasts for about two hours‚ our star system‚ our use of curtain calls and applause‚ and our use of French terminology’ (Kealinohomoku‚ 2001: 40). Western customs such as weddings‚ burials and christenings are enacted‚ along with the mannerisms from the age
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The notion of myth in contemporary Western culture is mainly used in a pejorative sense. Often associated with imaginary fantastic tales and miracles‚ myth has been opposed to the “truth” of sacred writings (Paden‚ 1994‚ p.70). Myth in ancient Greek tradition initially identified “anything delivered by word of mouth” (Paden‚ 1994‚ p. 70)‚ in contrast with deeds. Later‚ myth became the sacred account of the world’s origin. Myth‚ to participants - and anthropologist and scholars of religious studies
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