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DEPARTMENT OF CRIMINAL JUSTICE COLLEGE OF HUMAN ECOLOGY EAST CAROLINA UNIVERSITY

INSTRUCTOR INFORMATION
Instructor Contact Information Dr. Heidi Bonner Email: bonnerhe@ecu.edu Office Phone: 252.328.4382 240 Rivers Building Tuesday, 11:00 – 12:00, 2:00 – 3:00, and 5:00 – 5:30 Thursday, 11:00 – 12:00, 2:00 – 3:00, and 5:00 – 5:30 Or by appointment

Office Location Office Hours

COURSE INFORMATION
Course Research Methods in Criminal Justice (Fall 2014) JUST 3800 (section 03) Tuesday and Thursday from 9:30 pm to 10:45 pm Hybrid – 66% face-to-face meeting, 33% online meeting Rivers 271

Course Meeting Information

Course Catalog Description This course examines the design, conceptualization, hypothesis formulation, measurement, sampling techniques, data management, and research writing as related to the field. Introduction This course introduces students to a range of research techniques that are currently used in criminology and criminal justice. Course materials deal with the practical aspects of research. Discussions of research techniques are embedded in principles drawn from the philosophy of science and cover such research issues as the relationship between theory and data, the logic of inference, causality, sampling, and data collection. Research methods are defined as all the conventional and systematic steps involved in empirical study. For this reason, this is not a course in statistics, research design, or theory, but we will draw on information from all of these areas in evaluative reviews of a sample of the literature. The minimal goal of the course is to enhance students’ methodological literacy--that is, their ability to read and understand social scientific research. Discussions of research designs should also aid students in planning and conducting research.
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Course Objectives  Acquaint students with the various types of data collection strategies used in the social sciences in general, and criminal justice, in particular.  Acquaint students with the essential elements that are part of the research process.  Acquaint students with qualitative as well as quantitative research designs.  Acquaint students with the advantages and disadvantages of each data collection. Course Requirements and Values Evaluation in the course consists of exams, completion of out-of-class assignments, a small group project, and participation in class activities and discussion. The course grade will be determined based on the values indicated on page 3.  Exams: There will be four short exams. Each exam will be roughly 30-40 questions and will consist of multiple-choice questions, short answer, and short essay. Each exam is worth 10% of your final grade. Thus, all four exams account for 40% of your final grade. All exams will cover the required readings and additional material. Students may bring the answers to the guided reading questions (provided on Blackboard), and any additional original notes that go beyond the scope of the questions, to the exam. Students may NOT bring the textbook, copies of PowerPoints, or any other “help” to the exam. Students will be required to turn in any notes used prior to exiting the room. Although you are welcome to (and encouraged to) study together, students should create their own exam guides. Any student not doing his or her own work will be in violation of the academic integrity policy.  Before-Class Assignments: There are 12 before-class assignments over the course of the semester – you must complete 10 of them. They will account for 10% of your grade. If you complete ALL of the assignments you will earn two (2) additional extra credit points on your final grade.  After-Class Assignments: There are 12 after-class assignments over the course of the semester – you must complete 10 of them. They will account for 10% of your grade. If you complete ALL of the assignments you will earn two (2) additional extra credit points on your final grade.  Small Group Project: Each small group will complete a semester-long research project. Additional details about small group projects will be handed out in class. The small group project is worth 20% of your final grade.  Field Data Collection: Students are afforded the opportunity to assist in helping collect data for two of my current research projects. Additional details about field data collection opportunities will be handed out in class. This activity is worth 5% of your final grade. In order to collect this data, each student must be IRB-certified and create an ePIRATE account. Additional information about both of these activities is provided on Blackboard. NOTE: Failure to complete both of these tasks in preparation for field work by September 9 will result in FAILURE OF THE COURSE.

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ASSESSMENT Exam 1 Exam 2 Exam 3 Exam 4 Before-Class Assignments (complete 10 out of 12) After-Class Assignments (complete 10 out of 12) Small Group Project Field Data Collection Attendance Optional Extra Credit (complete all before-class assignments) Optional Extra Credit (complete all after-class assignments)

MAXIMUM CONTRIBUTION TO FINAL GRADE 10 10 10 10 10 10 20 5 15 100 (100%) 2 2

Note that the final point total is also the final percentage. The grading is designed this way to enable students to easily understand their grades. Once your final points are tallied, I consider two additional things in calculating your final grade: continued improvement in exam scores over the course of the semester, and whether or not you are within 0.5 percentage points of the next grade level. Final Exam Details The final exam for this course will be held on Thursday, December 18 from 8:00 to 10:30. The final exam will not be cumulative – it will serve as Exam #4, and will cover chapters 10, 11, and 12. You will NOT be allowed to take the exam early – make your holiday travel plans accordingly! Grading Scale GRADE A AB+ B BC+ C CD+ D DF Quality Points 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0.7 0.0 SCORE RANGE 94.0-100.0 90.0-93.9 87.0-89.9 83.0-86.9 80.0-82.9 77.0-79.9 73.0-76.9 70.0-72.9 67.0-69.9 63.0-66.9 60.0-62.9 Below 60
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Course Presentation I will utilize a variety of methods to teach this course including short lecture, class and small group discussion, video clips, and in-class and out-of-class activities and assignments. Use of lecture will be limited – the additional instructional methods in a “flipped” course are designed to complement the required weekly readings and allow you to better engage in the concepts being taught. This course is purposefully designed to utilize multiple instructional methods to facilitate learning for every type of learner. You will need to access Blackboard on a regular basis in order to succeed in this class. You must use either Mozilla Firefox or Google Chrome to view Blackboard. If you use Internet Explorer you will not be able to access all of the content. Additionally, some students have indicated problems when using a Mac instead of a PC. If you are using the tips noted above and you are still experiencing problems, please do not email me – I have no further knowledge of how to handle Blackboard issues! Please contact the IT Help Desk – access through a variety of means is available at http://www.ecu.edu/cs-itcs/help.cfm.

COURSE MATERIALS AND RESOURCES
Required Text Fundamentals of Research in Criminology and Criminal Justice R. Bachman & R.K. Schutt (2015) ISBN: 978-1483333458

This is a “flipped” course – in many cases, you must complete the readings and assignments as scheduled (outlined in the schedule beginning on page 11) in order to receive full points. Thus, you are required to have the textbook (noted above) designated for this class. Additional readings may be assigned. Optional Text Resources for Students The publisher for the textbook has created a student study site which includes eFlashcards, web quizzes, and information on conducting a literature review and finding information. It is available at www.sagepub.com/bachmanfrccj3e. Other Resources for Students  Center for Counseling and Student Development - 252.328.6661.  Pirate Tutoring Center (PWC) - 252.737.3009 or tutoring@ecu.edu.  University Writing Center - 252.328.2820 or by emailing writingcenter@ecu.edu.

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COURSE POLICIES
Attendance and Participation Policy 1. Attendance is required, and will be taken every class session starting the first day of class. However, you will not be penalized for missing any classes during the first week if you add late to the class (you are still responsible for any assignments due the first week). Attendance will be worth 15% of your grade. 2. Students will be assigned seats, and will be assigned to groups after the first week to facilitate small group activities and projects. Attendance will be tracked through both completion of class “exit slips” and visual confirmation that you are in your assigned seat. You will be given a point for every day that you attend class. Points for attending class will be divided by the total days of class to give you an attendance grade. 3. You are allowed to miss TWO classes (unexcused absences) without penalty. Missing class should be reserved for times when you are ill, have an appointment, or have some other personal emergency. I suggest you use them wisely. If you miss 3 or more classes (unexcused absences), you will lose half of your attendance grade (7.5% points from your overall grade). 4. You are expected to arrive on time for class. If you arrive more than 10 minutes late to class, you will be considered absent for that day. If you continuously arrive late to class, you may be subject to further academic penalty. 5. Once you come to class, stay; do not leave unless you have checked with me and provided a VALID reason for needing to leave early. If you leave class early, you will be counted as absent. 6. Students are expected to participate in the class as a whole, and in their groups. Those who sleep, study for another class, read newspapers, play with their phone, or carry on private conversations will be called upon to carry the burden of class discussions, or may be asked to leave the class and be counted as absent. 7. Regarding EXCUSED absences, in accordance with the ECU catalog policy, “The Dean of Students may authorize a university-excused absence in the following situations:  Student participation in authorized activities as an official representative of the university (i.e. athletic events, delegate to regional or national meetings or conferences, participation in university-sponsored performances).  Participation in other activities deemed by the Dean of Students to warrant an excused absence, such as required military training.  An extreme personal emergency about which the student is unable to speak directly to the instructor.  The death of an immediate family member (such as parent, sibling, spouse or child).  Student participation in religious holidays.” However, “Students should consult with their instructors about all class absences. It is the responsibility of the student to notify the instructor immediately about class absences, to provide appropriate documentation for an absence, and discuss any missed class time, tests, or assignments.” Students are required to provide the instructor with official written documentation of the university-approved absence within one week after he/she returns to class.
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Exam Policy 1) No make-up exams will be given without a documented reason. You must contact me prior to the exam (or as soon as practical thereafter) if you are unable to take the exam due to a documented reason. Without such documentation, you will receive a zero for the missed exam. 2) All exams will cover all material required prior to the examination. Thus, for example, Exam 1 will focus on chapters 1 through 3. Examinations are not cumulative. 3) You must be on time for all exams. Arriving late is a disruption for all your fellow students taking the exam. If you arrive after the first person leaves the exam, then you will be given an automatic “F” for the exam due to security considerations that result from people arriving after others have left the test. 4) All make-up exams will be given on Reading Day (December 10, 2014). Assignment Guidelines 1) Assignments are provided on Blackboard (your schedule of readings clearly indicates what needs to be completed and when it is due) a. Once you log onto Blackboard, utilize either the Assignments link or the chapter link in the learning module and simply follow the instructions. 2) Blackboard assignments must be submitted in the format requested (e.g. if I ask you to attach a document, attach a document; if it I ask you to submit in the comment box, submit in the comment box). IF YOU ARE ASKED TO ATTACH YOUR ASSIGNMENT AND I CAN’T OPEN YOUR ASSIGNMENT BECAUSE IT IS NOT IN A PC-READABLE FORMAT YOU WILL RECEIVE A ZERO. 3) Due dates and times are clearly marked on the class schedule. Grades will be based on thoroughness and quality of response, and whether the student followed directions and properly addressed the question. Technology Policy 1. Laptops are NOT ALLOWED in class. The only exception to this policy is if you have a documented need (e.g. ADA approved reason) for needing a laptop in class. 2. Cell phones, tablets, etc. are not allowed out during class unless I have directed you to use them. Students should discontinue the use of such devices prior to the start of class. “Discontinue” means you take out earbuds, silence them, and put devices away in a bag or pocket. Late Assignment Policy Since this course follows a “flipped” format, late assignments will not be accepted. Make-up work resulting from university-excused absences will be allowed if the work missed was completed in-class. All homework and project assignment deadlines are provided at the start of the term and students who know in advance that they will be absent on days when assignments are due should complete those assignments ahead of time. I will not honor requests for make-up work when both the absence date and the assignment due date are known in advance.

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Use of Starfish I care about your success in my course and am using Starfish (an early alert and connection tool) to keep you informed of your academic performance. Through Starfish, I will be able to send you a kudos (reflecting positive work performance), raise flags (indicating poor work performance) and/or send attendance related warnings. These notifications are sent to your ECU email account and a copy of the email is sent to your academic advisor. If you should receive a Starfish notification regarding this course and have questions, please make an appointment to see me or visit me during my posted office hours.

EAST CAROLINA UNIVERSITY POLICIES
FINAL EXAM STATEMENT Final examinations will be held at the close of each term in all courses. There will be no departure from the printed schedule of examinations. Changes for individual emergencies of a serious nature will be made only with the approval of the instructor, the students’ major chairperson, director, or dean. The departmental chairperson, school director, or the college dean will, if a serous emergency is believed to exist, forward a written request to the Office of the Registrar, setting forth the nature of the emergency. A student who is absent from an examination without an excuse may be given a grade of F in the course. The instructor may issue an incomplete (I) in the case of a student absent from the final examination who has presented a satisfactory excuse or an official university excuse from the Dean of students or his/her designee. ADA STATEMENT East Carolina University seeks to comply fully with the American with Disabilities Act (ADA). Students requesting accommodations based on a disability must be registered with the Department for Disability Support Services located in Slay 138 ((252-737-1016 (voice/TTY)). http://www.ecu.edu/cs-studentlife/dss CONTINUITY OF INSTRUCTION STATEMENT In the event that ECU classes are suspended due to a pandemic, inclement weather conditions, or other catastrophe, I will strive to continue to provide instruction to those who are able to participate. In the case of suspension of face-to-face classes, you will receive an email from me as well as a Blackboard announcement that details how we will communicate, where you can locate course information, and what you can expect during this time period. I realize that some of you may be affected by the event and not able to participate; however I will continue to provide instruction to those that are able to continue. The ECU Closure Hotline is 252-3280062. http://www.ecu.edu/cs-acad/eai/continuity.cfm ACADEMIC INTEGRITY STATEMENT Academic integrity is expected of every East Carolina University student. Academic honor is the responsibility of the students and faculty of East Carolina University. Consult the ECU website for questions, guidelines, appeals, and other information. http://www.ecu.edu/cs-acad/fsonline/customcf/currentfacultymanual/part6.pdf
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Academically violating the ECU Student Honor Code includes (but is not limited to) the following: 1. Cheating: Unauthorized aid or assistance or the giving or receiving of unfair advantage on any form of academic work. 2. Plagiarism: Copying the language, structure, ideas, and/or thoughts of another and adopting same as one’s own original work (Example: Cutting and pasting any internet passage into a paper or exam) 3. Falsification: Statement of any untruth, either spoken or written, regarding any circumstances relative to academic work. 4. Attempts: Attempting any act that, if completed, would constitute an academic integrity violation as defined herein. More information on academic integrity can be found at: http://www.ecu.edu/csstudentlife/policyhub/academic_integrity.cfm. Also, please visit the "How Do I Avoid Plagiarism" web page via Joyner Library if you have any confusion about what constitutes plagiarism (http://media.lib.ecu.edu/reference/howdoi/display.cfm?id=72.0). I have zero tolerance for cheating or plagiarism and if you are found committing any type of academic integrity violation you will be penalized. Penalties range from having to do the assignment over to receiving an “F” for the course. Violations of academic integrity are also reported to the University. OBSERVANCE OF RELIGIOUS HOLIDAYS Students will not be penalized for missing a class or examination due to the observance of a religious holiday. A written statement must be submitted to the instructor prior to the end of the second class meeting if any schedule conflict exists. It is the intent of the university that students missing classes due to the observance of religious holidays be given ample opportunity to make up work. Instructors are expected to recognize and honor official university excuses, i.e., excuse students without penalty for absences because of participation in authorized university activities. If required by the instructor, verification of these authorized absences may be obtained by the student by contacting the office of the Dean of Students. Refer to the attendance and participation policy for additional information on excused absences. POLICY ON DISRUPTIVE BEHAVIOR East Carolina University is committed to providing each student with a rich, distinctive educational experience. To this end, students who do not follow reasonable standards of behavior in the classroom or other academic setting may be removed from the course by the instructor following appropriate notice. Students removed from a course under this policy will receive a grade of “drop” according to university policy and are eligible for tuition refund as specified in the current tuition refund policy. This policy does not restrict the instructor’s prerogative to ask a disruptive student to leave an individual class session where appropriate or to refer the student to the Office of Student Rights and Responsibilities for violation of the Student Code of Conduct.
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Disruptive academic behavior is any behavior likely to substantially or repeatedly interfere with the normal conduct of instructional activities, including meetings with instructors outside of class. Examples of such behavior include, but are not limited to, making loud or distracting noises; using cell phones and other electronic devices without prior approval; repeatedly speaking without being recognized; frequently arriving late to class; and making threats or personal insults. A verbal expression of a disagreement with the instructor or other students on an academic subject matter discussed within the course, during times when the instructor permits discussion, is not in itself disruptive academic behavior. See ECU Student Code of Conduct at http://www.ecu.edu/PRR/11/30/01/ EXTENSIVE ABSENCE POLICY Students who anticipate missing ten percent (10%) or more of the scheduled class meetings (face-to-face or online classes) are required to obtain course continuation approval from the instructor before the first day of class. This includes all university-excused absences. According to the ECU policy, “Students who anticipate missing 10% or more of class meeting time as a result of university-excused absences are required to receive approval from the instructor at the beginning of the semester." http://www.ecu.edu/cs-acad/ugcat/regulations.cfm EMERGENCY/LOCKDOWN PROCEDURES Campus Security encourages faculty to put emergency and lockdown procedures in their syllabi and to review lockdown steps on the first day of class. Lockdown procedures are included on the Safety Guide and at the following website http://www.ecu.edu/cs-ecu/alert/EmergencyProcedures.cfm ACADEMIC RETENTION REQUIREMENTS FOR STUDENTS Retention requirements are based on GPA hours attempted at ECU and/or transfer hours from another institution. The minimum academic requirements to avoid probation and/or suspension are as follows: GPA Hours at ECU (identified in transcript in Banner self-service) plus transferred credit hours “Old” Retention Requirement for All Courses Taken at ECU New Retention Requirements Effective with Fall 2011 grades All courses taken at ECU 1.8 GPA 1.9 GPA 2.0 GPA 2.0 GPA

1-29 semester hours 30-59 semester hours 60-74 semester hours 75 or more semester hours

1.6 GPA 1.8 GPA 1.9 GPA 2.0 GPA

A student who possesses a baccalaureate degree and who is working toward a second baccalaureate degree must maintain a minimum cumulative GPA of 2.0 on all work attempted on the second baccalaureate degree. Many academic programs require a GPA greater than 2.0 for admission. (See specific major requirements.) Please note that Academic Eligibility and Satisfactory Academic Progress for Financial Aid are not the same. Please contact Student
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Financial Aid for more information about Satisfactory Academic Progress for continuation of receipt of student financial aid at ECU. http://www.ecu.edu/cs-acad/ugcat/regulations.cfm#eligibility HELPFUL INFORMATIONAL LINKS http://www.ecu.edu/fsonline/senate/fscalend.cfm http://catalog.ecu.edu/index.php?catoid=4

COURSE EXPECTATIONS
In our class: 1. Everyone is allowed to feel they can work and learn in a safe and caring environment; 2. Everyone learns about, understands, appreciates, and respects varied races, classes, genders, physical and mental abilities, and sexualities; 3. Everyone matters; 4. All individuals are to be respected and treated with dignity and civility; and 5. Everyone shares the responsibility for making our class, and the Academy, a positive and better place to live, work, and learn. You can expect me to:  Be respectful at all times;  Be in class on time;  Hold regular office hours;  Communicate promptly any changes regarding class content or structure;  Quickly respond to your questions;  Assist you with class assignments;  Return all written work within two weeks;  Provide clear guidelines on expectations for all assignments; and  Provide you with meaningful feedback on your work. I expect you to:  Be respectful at all times;  Read the assigned material and complete assignments prior to class;  Contribute to and participate in class discussions and activities;  Take exams at the scheduled time;  Hand in assignments on time;  Arrive to class on time and give class your full attention;  Discontinue use of all electronic devices while in class; and  Communicate with me promptly about any problems you are having with the course.

Caveat: This syllabus represents a contractual written agreement between us. Occasionally, it may be necessary to revise this syllabus to meet students’ or university needs. I reserve the right to revise this syllabus if the need arises. Advance notification will be provided to you.
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Date

Class Type

Content

Assignment (NOTE: all quizzes and assignments are due at 9:00 PM on the date indicated)

Class Introduction August 26 Face-to-Face Introduction None August 28 Face-to-Face Introduction None September 2 NO CLASS State Holiday Module 1: Why and How of Research; Conducting Ethical Research September 4 Face-to-Face Chapter 1 Assignment #1 (due 9/3) September 9 Face-to-Face Chapter 1 Assignment #2 (due 9/9) IRB & e-PIRATE DUE (9/9) September 11 Face-to-Face Chapter 2 Assignment #3 (due 9/10) September 16 Face-to-Face Chapter 2 Assignment #4 (due 9/16) September 18 Face-to-Face Chapter 3 Assignment #5 (due 9/17) Assignment #6 (due 9/21) September 23 Face-to-Face Chapters 1, 2, & 3 Exam #1 Module 2: The Design of Research September 25 Face-to-Face Chapter 4 Assignment #7 (due 9/24) September 30 Face-to-Face Chapter 4 Assignment #8 (due 9/30) October 2 Face-to-Face Chapter 5 Assignment #9 (due 10/1) October 7 Face-to-Face Chapter 5 Assignment #10 (due 10/7) October 9 Face-to-Face Chapter 6 Assignment #11 (due 10/8) October 14 NO CLASS Fall Break October 16 Face-to-Face Chapter 6 Assignment #12 (due 10/17) October 21 Face-to-Face Chapters 4, 5, & 6 Exam #2 Module 3: Data Collection and Analysis October 23 Online Chapter 7 Assignment #13 (due 10/23) October 28 Face-to-Face Chapter 7 Assignment #14 (due 10/28) October 30 Face-to-Face Chapter 8 Assignment #15 (due 10/31) November 4 Face-to-Face Chapter 8 Assignment #16 (due 11/4) November 6 Face-to-Face Chapter 9 Assignment #17 (due 11/5) Assignment #18 (due 11/7) November 11 Face-to-Face Chapters 7, 8, & 9 Exam #3 November 13 Face-to-Face Chapter 10 Assignment #19 (due 11/14) November 18 Online Chapter 10 Assignment #20 (due 11/18) Module 4: Mixing Methods and Reporting Results November 20 Online Chapter 11 Assignment #21 (due 11/20) November 25 Face-to-Face Chapter 11 Assignment #22 (due 11/26) November 27 NO CLASS Thanksgiving Break December 2 Face-to-Face Chapter 12 Assignment #23 (due 12/3) December 4 Online Chapter 12 Assignment #24 (due 12/4) December 9 Face-to-Face Small Group Project Poster Presentations December 18 Face-to-Face Chapters 10, 11, & 12 Exam #4 (Final Exam)
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...Through Shakespeare’s deliberate use of language in the form of listing, he is able to create several instances of positive imagery which support this passage as a piece of Pastoral Literature, as well as through spoken verse and prose. Also through Shakespeare’s use of tone, he is able to convey Duke Senior’s positive and optimistic sounding monologue as something that supports the pastoral ideal; that the country life is the ideal life. ‘Find Tongues in trees’ and ‘Sermons in stones’ and ‘Books in the running brooks’ alludes to their being knowledge in the country side; that just because the court life appears to be sophisticated with its rules, regulations and fixation on superficiality doesn’t make it the ideal life. This positive imagery then leads to the idea that the country life contains ‘good in everything’, unlike the court which is presented in this monologue as a toad, ‘ugly and venomous’. However there is mention of the ‘churlish chiding of the winter’s wind’ and the ‘icy fang’ that may deter anyone from the country life, yet Shakespeare rebuttals this with Duke Senior proclaiming that he smiles in the face of this adversity, for these complications are not complex and are plain and simple, as life should ideally be. At the end of Act 1 Scene 3, Rosalind and Celia exclaim “Now we go in content, to liberty and not banishment.” Which is immediately followed by this positive monologue by Duke Senior which wholeheartedly supports the pastoral ideas, that the country...

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Bend It Like Beckam

...Bend It Like Beckham is about an Indian girl who comes from a strict Sikh family, and their religion and moral ethics prohibit her from following her dream of playing professional soccer. The main theme of the movie is accepting someone for who they are and following your dreams. The main character Jess, has to fight for her parents’ approval to play on the team of her dreams. The movie relates to many things we have learned about this year in class. Jess’s family tells her she must marry an Indian boy, which is a big deal as part of their religion. Jess’s mom says it’s more important to respect your elders than to play professional soccer. We have learned how important elders are in the Indian culture. Also, her mom thinks it’s more important for Jess to learn how to cook and clean for her family and persistently tries to teach Jess throughout the movie. In the Indian culture family comes first and the movie properly depicts this. I believe this film was historically accurate. The film portrayed the struggles of an Indian girl who wanted to follow her dreams, but was restricted because of her culture. The soccer coach says, “ Never seen an Indian girl into football.” Jess was the only Indian girl on her team. No one had heard of someone of her nationality participating in sports. Many Indian girls have had struggles breaking out of their cultural boundaries to follow their dreams. I disliked that the parents of Jules, a girl on Jess’s team, thought she was lesbian. That...

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Bend It Like Beckham

...Bend It Like Beckham – Reality or Family? Do you think the reality can move along with family expectation? Probably not, because most family has their own belief and culture, and most of them is against the reality. In Bend It Like Beckham, the film by Gurinder Chadha, the protagonist named Jess is forced to face and resolve these questions. As an Indian girl, Jess must decide and find if she wants to be what she like, or she want to be the so-called ‘’proper Indian girl’, and why her family culture want her to be that way? Jess belongs to an Indian family with the strict Indian culture. In Indian culture, parents play many roles in their kid’s life; For example, some Indian family may help their kid to find their partner, called Arranged...

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Bend It Like Beckam

...Bend It like Beckham Essay – Kayla Winship “Parents personal and religious beliefs effect an individuals life” Bend it like Beckham created by Gurinder Chadha demonstrates how parents’ guidance and personal beliefs can influence the way their child turns out in the future and what career path that they will choose. However if their child has a dream or aspiration to do their own thing and make their own choices they will do whatever it takes to get it through to their parents even if it means breaking the most important rules that guide their lives such as the rules of their religion and culture. 17 year old Jess was brought up like any normal Indian girl with a loving family in suburban England. Growing up, the choices of her westernised lifestyle would create conflict with her traditional Indian religion and culture, Jess would develop a completely opposite idea to her parents in the way she was going to live her life, her parents want her to have a hard working, good paying job but all Jess wants to do is play professional football. Every parent brings their child up with high expectations, but can these expectations jeopardise the way in which our child is brought up and change the way our children will choose their future careers. If a parent is always telling their child what they are going to do when they are older and don’t give them any freedom of choice just because the future profession is high paying and respectable the child may grow up to hating their chosen...

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Bend It Like Beckham

...Ricardo Souto Pd.2 In the movie Bend It Like Beckham Jules loves playing soccer and dreams of one day being as good as Beckham. But there are challenges that are holding her from reaching her dream Jules dreams are more important than her culture. Firstly, Jules's dreams are more important than her culture, as they are who she is as a person. Jules does not want to be the traditional Indian girl that her parents want her to be, as her dreams are so much more open than that. Instead, Jess enters a territory that Indian girls usually never do: the soccer world. Its not everyday that you see a girl in an Indian dress, playing soccer, however, Jules's passion and drive was so strong that she bent all of the rules to play the beautiful game.It might sound surprising but it was her parents that were holding her back. Her parents never liked her playing soccer and the only thing she loved to do was to play soccer. Shes not like her sister were as she likes fashion and gossip.Which created the problem.Jules all her life has loved soccer and wants to play in the Pro league and be as good as Beckham. On the other side her mom doesn't want her playing because it interferes with her culture. The media has a great impact on people’s lives as it can be seen almost anywhere you go, it therefore influences the decisions you make to some degree. The media today can publicize humanly figures into something they are not. It also has the power to create many ideas from a key topic weather it been...

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Like Water for Chocolate

...https://www.youtube.com/watch?v=fU9nP5V2vw4 Like Water for Chocolate Speech In Like Water for Chocolate by Laura Esquivel, food is and object, theme, and a means of expressing a range of human emotions. As you start each chapter you’re given a new recipe that will carry you through the chapter with a story to go along with that recipe. The character Tita, was born because of food. “Tita was so sensitive to onions any time they were being chopped she would cry…” and “Once her wailing got so violent that it brought on early labor and Tita was born prematurely on the kitchen table.” Titas mother, Mama Elena was not able to breast feed Tita so Nacha took over for feeding Tita on a diet of teas and thin corn gruels. Growing up Tita has a strong and positive relationship with food and found “the joy of living wrapped around food” this explains how Tita developed a sixth sense about everything concerning food. Tita’s sixth sense allows her emotions go into the food she's preparing, and the food then heavily influences the plot development in the chapter The first episode where Titas sixth sense is shown is at the wedding of Pedro and Rosaura. Tita is so hurt and betrayed by Pedro the man she loves and does not know how he could marry her own sister. But Mama Elena will not let her show these feeling in front of the family so Tita is forced to suppress her emotions. Once Mama Elena leaves the kitchen, Nacha encourages Tita to release her emotions before the wedding. Finally able to...

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Like Water for Chocolate

...The story of Like Water For Chocolate, written by Laura Esquivel, is about a girl named Tita De La Garza and her struggle to pursue true love and claim her independence. In this novel, the protagonist is Tita whereas her mother Mama Elena is an antagonist. Tita and her mother never had a strong relationship or a bond with each other and Tita ends up developing a relationship with food that gives her power to nurture and give out let to her emotions. Tita is good at cooking since she was born on the kitchen table. There is a ranch cook named Nacha, the prime caretake for Tita throughout her childhood, and provides her with the love and supports Mama Elena's family. Nacha is also the source for most of recipes in the novel. Later in March, Nacha died on the day of Rosaura's wedding. Tita has to take over Nacha's ranch cook place since she stayed closely with Nacha. Tita was happy because she became the official ranch cook; however, she feels sad because of Nancha's dead. Tita tried her best to prove that she was the best ranch cooker. According to author Elena, "Tita was the best qualified of all the women in the house to fill the vacant post in the kitchen, and in there flavors, smells textures, and the effects they could have were beyond Mama Elena's iron command."(49) Although Tita had a older sister who has never cook before. According to the book, "As the first meal that Rosaura has cooked it is not bad. Don't you agree, Pedro?"(51) Pedro bought a bouquet of roses to celebrate...

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Bend It Like Beckham

...Year 10 English Analytical Essay “Jess faces several obstacles and challenges in Bend it like Beckham. How does the director use imagery to convey this aspect of the story?” Imagine being born into a family where cultures as well as overprotective parents stop you from following your dream. The film, Bend it like Beckham gives an insight into the life of Jesminder Bhamra, a typical Indian girl with a passion for football. Being raised in a family with a strong sense of culture, Jess was unable to achieve her main goal in life which was to pursue a professional career in football, as it went against the laws and traditions of her Indian heritage. Having overprotective parents who were raised learning the ways of a typical Indian lifestyle also made it difficult for Jess to follow her dream of playing football professionally. Director Gurinder Chadha uses film techniques such as props, camera shots, costumes, and lighting effectively to help convey the many obstacles and challenges Jess is faced with. The director uses camera shots as well as props effectively to portray the clash between the worlds of football and Jess’s Indian heritage. This is evident in the scene where Jess is practicing her skills using a cabbage, whilst her mother is cooking chapattis and getting irritated at her for not being able to cook a full traditional Indian dinner. Instead of paying any attention as to how to cook a traditional meal, she uses the cabbage as a soccer ball to practice...

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Bend It Like Beckham Paper

...parents tolerated her sports passion when she was younger, they now believe she should become serious about her life and prepare for the future. That means giving up "children's games" for cooking lessons, marriage, and university studies. They forbid her from playing any more. An Indian girl should not play soccer, since the game consists of "displaying your bare legs to complete strangers." The preparations for her sister's wedding only underscore the liabilities of Jess's unladylike behavior. After watching this movie I realized that in parenting you have to be flexible, strict, and do some discipline. You teach, and talk to you child about rules, and if those rules are broken what the consequences will be. You explain to them what it was like when you grew up and how life is now, because times are changing and you must accommodate to those changes also. Always let your children know that they can always come to you know matter what and talk to you. By doing this you listen and you do not judge them by the things that they might say. Be there for your child no matter what he/she turns out to be in life. The way you raise your child, will be passed on through them to their children and so on. The way that Jess had to secretly join Jules' competitive women's soccer team, and how she was forced to lead a double life in order to not disappoint her parents, shows that she cannot be honest with her parents, and to me, being able to come to your parents with...

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Like Water For Chocolate Analysis

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