OLYMPICS QUESTIONS

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Critical Process Assignment: TV and the State of Storytelling The rise of the reality program over the past decade has more to do with the cheaper cost of this genre than with the wild popularity of these programs. In fact, the history of television and viewer numbers, traditional sitcoms and dramas--and even prime-time news programs like 60 Minutes and 20/20--have been far more popular than successful reality programs like American Idol. But when national broadcast TV executives cut costs by reducing writing and production staffs and hiring “regular people” instead of trained actors, does the craft of storytelling suffer at the expense of commercial savings? Can good stories be told in a reality program? In this exercise, let’s compare the storytelling competence of a reality program with that of a more traditional comedy sitcom or drama. Directions Be sure to address separately each stage of the critical process. The description section can be partially in list form, but the other sections of the assignment need to be in paragraph form. You should strive to write a solid paragraph or two for each step of the critical process. These papers do not need to have a traditional introduction or conclusion. Instead you can number each section of your paper as each step of the critical process. Please upload this assignment to Google Classroom! 1. Description Pick a current reality program and a current sitcom or drama. Choose programs that either started in the last year or two or have been on television for roughly the same period of time. Now develop a “viewing sheet” that allows you to take notes as you watch 3 or 4 episodes of the two programs. Keep track of main characters, plotlines, settlings, conflicts, and resolutions. Also track the main problems that are posed in the programs and how they are portrayed or worked out in each episode. Find out and compare the basic production costs of each program. 2. Analysis Look for patterns and differences in the ways stories are told in the two programs. At a general level, what are the conflicts about? (For example, are they about men versus women, managers versus employees, tradition versus change, individuals versus institutions, honesty versus dishonesty, authenticity versus artificiality?). How complicated or simple are the tensions in the two programs, and how are problems resolved? Are there some conflicts that you feel should not be permitted-- like pitting older contestants against younger contestants or white against black? Are there noticeable differences between “the look” of one program and that of the other? 3. Interpretation What do some of the patterns mean? What seems to be the point of each program? What do the programs say about relationships, values, masculinity or femininity, power, social class, and so on? What is the value of each program for its viewers? 4. Evaluation What are the strengths and weaknesses of each program? Which program would you judge as being be ...

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UNCC100 MODULE 4: HUMAN FLOURISHING AND THE COMMON GOOD Introduction The common good - what people say Exploring the idea of the common good Human Flourishing and Reciprocity Copyright (c) Australian Catholic University 2016 MODULE 4: HUMAN FLOURISHING AND THE COMMON GOOD Activities and materials in this module will help you to meet: Learning Outcome 1: Describe coherently in writing the principles of Catholic Social Thought (CST), and through a personal written commentary on each one, explain that the concepts of 'self' and 'community' are interrelated. Learning Outcome 2: Analyse and evaluate the principles of CST in order to write an argument that shows how issues relating to the dignity of the human person and the realisation of the common good may be addressed by you in your professional practice (ie. the degree program you are studying) now and in the future. Graduate Attribute 1: demonstrate respect for the dignity of each individual and for human diversity. Graduate Attribute 2: recognise your responsibility to the common good, the environment and society. Graduate Attribute 4: think critically and reflectively. Graduate Attribute 8: locate, organise, analyse, synthesise and evaluate information WARNING Topics considered in UNCC LEO materials and in class discussions may be disturbing for some students. If you are affected, please contact your Campus Leader and/or the University Counselling Service. Aboriginal and Torres Strait Islanders are advised that this site may include voices or images of people who have passed away. It may also contain links to sites that may use images of Aboriginal and Torres Strait Islander people now deceased. Copyright (c) Australian Catholic University 2016 https://students.acu.edu.au/806186 4.1 THE COMMON GOOD In module 1, you were introduced to the idea of human flourishing, and to a series of principles designed to promote that flourishing. UNCC100 is designed to focus particularly on one of those themes - the common good. For that reason, we will spend time exploring that theme in more detail. 4.1.1 WHAT DO PEOPLE SAY ABOUT THE COMMON GOOD? What is the common good? (transcript) We ask 16 people: 4.1.2 HUMAN FLOURISHING Human Flourishing Through Reciprocity by Soheil Abedian (transcript): Aristotle on Flourishing: How to live a good life (transcript): ACTIVITY 1 The resource below will help you to gain a basic understanding of the concept of the common good. Before you read, go to this guide and use the questions to help you unpick the texts below as you read. Make key critical notes as you read the resource. Read Catholic Social Teaching: Faith in a better world "Dignity in Work: Human Flourishing – what makes people happy." Read Theos and Tearfund."Headline findings from a survey of the public conducted on behalf of CAFOD." Read Center of Concern."The Principle of the Common Good." Read Rowards, A "Creative Partnerships, Christian Collaboration for Social Justi ...

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