cj01e471 unit 1 assessment - 1565 Words

TEST QUESTIONS UNIT 1 chapters 1-4 1. Successful crisis work may be described as a. enhancing the crisis workers life. b. successfully resolving long-standing trauma. c. becoming multi-culturally aware. d. generating in the client a long-term resiliency to ward off future crisis. Answer: a 2. Of the following components of basic crisis theory, which does not apply? a. Basic crisis theory is equivalent to brief therapy. b. Crisis is a state where ordinary behaviors cant overcome the problem. c. The problem is viewed as intolerable. d. Emotional disequilibrium is always experienced. Answer: a 3. If a crisis worker hoped that the client would gain insight from some earlier childhood experience to help solve the†¦show more content†¦b. is generally continuous throughout the intervention. c. generally attempts to adhere to Diagnostic and Statistical Manual-IV guidelines. d. stops the moment the client regains equilibrium. Answer: b 15. Collaborative counseling means a. being directive. b. being nondirective. c. being laissez faire. d. forming a mutual partnership. Answer: d 16. In long term therapy, one of the major risks of a crisis occurring is a. at the start of therapy b. in the middle of therapy c. at the end of therapy d. there is no one particular period of therapy that is more likely for a crisis to occur. Answer: c 17. One of the more puzzling aspects of therapy and one that escalates to crisis proportions is a. falling apart over some insignificant task after more difficult ones have been accomplished. b. being psychotic and then taking drugs to enhance the effect. c. the inability to sort out complex past family dynamics because of enmeshment. d. having an undiscovered physical ailment that is causing the presenting psychological problem. Answer: a 18. Confronting difficult clients might best be done by a. catching them in a lie and immediately calling their attention to the falsehood. b. immediately terminating the session. c. educating clients about defense mechanisms. d. comparing the differences between the clients verbal and nonverbal behavior. Answer: d 19. The difference

Torres Strait Islander Culture-Free-Sample -Myassignmenthelp.com

Question: Discuss about the value of Aboriginal and Torres Strait Islander Culture on Education and Learning. Answer: The value of Aboriginal and Torres Strait Islander culture on education and learning There are noticeable differences between the Aboriginals and the Torres Strait Islanders though both of them are the indigenous groups of Australia. Aboriginal groups are from the mainland Australia where Torres Strait Islanders are from the Torres Strait Islands. The Aboriginals came from Asia and settled in parts of Australia where the Torres Strait Islanders are originated from a group of small islands between Papua New Guinea and Queensland. Aboriginals are the first inhabitants in Australia before the Europeans whereas the Torres Strait Islanders are not the first inhabitants. The Aboriginals are nomadic and live mainly on hunting and food gathering. The Torres Strait Islanders use to live on trade and sea-faring with the neighbouring islands and are good in agriculture which the Aboriginals are not. The differences lie in their beliefs in the power of elements, spirits of nature and earth. The languages of both the groups are different. The languages spoken by most of the Abori ginals are the Pama-Nyungan languages while the languages spoken by the Torres Strait Islanders are the Kala Lagaw Ya and Meriam Mir. The cultures of the Aboriginals and the Torres Strait Islanders have huge effects on the education of Australia (Clark, 2015). There had been huge difference between the Indigenous and the non-Indigenous people in Australia with respect to culture, child development, healthy lives, economic participation, education and training, environment at home and supportive communities (Race. et al., 2016). The gaps between the two types of people have been reduced considerably by the Australian Curriculum. The Aboriginal students were significantly behind than that of the non-Aboriginals (Mander, Cohen Pooley, 2015). Only about 36% of the Aboriginals could access the library that belongs to the remote communities. The number of Aboriginal students, who got enrolled for the public schools, was very low in the year 2014. The number was also very less in case of enrolment in preschools. The proportion of teachers was very low in the schools who were Aboriginals (McKenzie. Et al., 2014). The dive rsity of the cultures of the Indigenous people has impacted the education system of Australia. Many non-Indigenous people were not able to understand the dialects and languages of the Indigenous people as there are a multitude of indigenous languages and each one them is complex and different from the other (Hoffmann, 2014). The teachers are having problems with the students and the students are not able to tell the teachers about their problems. On the other hand, the indigenous people have extensive linguistic expertise as they have come in contact with so many languages and dialects (Angelo Carter, 2015). There are also different types of registers and languages used within the tribal of Australia for various occasions. The cultures of Aboriginal and Torres Strait Islander have considerable impacts on the education system of Australia. Consistent national standards have been set in the Australian Curriculum as a plan to improve the learning of the young people (Anderson, 2014). ACARA has acknowledged the gaps that the Aboriginals and the Torres Strait Islander students and their peers are having (Hudson Angelo, 2014). They are far behind than the non-Indigenous people in education. The Aboriginals and the Torres Strait Islander students find their culture and identities reflected in the curriculum set by the ACARA. Their cultures have been prioritized and cross-curriculum priority has been designed for all the Indigenous students in order to engage them in reconciliation, recognition and respect as the oldest continuous living cultures of the world. Every student shall come to know about the two cultures and the richness, diversification and resilience that the two cultures have (Jacob, Cheng Port er, 2015). Students will also come to know that identities and cultures act as the sources of strengths and resilience for the Aboriginal people and the Torres Strait Islander individuals against the contemporary and historic effects of colonisation (Tudball Anderson, 2016). The knowledge development about the laws, dialects, literacy and languages about Aboriginal and Torres Strait Islanders has been approached through the continuous exploration of cultures (Bessarab, Coffin Wright, 2016). Education has always been considered central for the Indigenous social, cultural and economic development in Australia. A good education system makes determinations about the childrens health, employment, literacy, productivity and social status. The Aboriginal teachers are able to bring broader range of cultural perspectives in the schools of Australia and help to develop wide networks among the Indigenous communities all around the schools. This is considered as a valuable asset to address th e needs and problems of the school children. The non-Indigenous students are equally benefitted from the Aboriginal teachers. Many Australians are not aware about the cultures of the Aboriginals which are about 80%. More than 90% of the parents of the school children want their kids to have a good understanding about the cultures of the Indigenous people (Gilbert Gilbert, 2017). Thus, the two cultures have provided enough value for the education system of Australia. Colonisation has many impacts on the Australians. One of the effects was the loss of land by the indigenous Australians. The land used to provide food, water, medicine and other basic amenities to the indigenous people who used to have nomadic lifestyles. The population of the aboriginals was reduced drastically by 90%. There were some reasons behind this reduction of population. The immediate impact of British colonisation was the emergence of European diseases. Many of the diseases were chicken pox, influenza, measles and smallpox. All of the mentioned diseases were infectious and spread very fast which killed lot of people in no time. The diseases spread very quickly among the aboriginals. Another impact was the loss of land by the aboriginals. The British reduced the access to the land and water resources for them, which affected them strongly. The British could easily make out the fact that the aboriginals could be easily driven out from the lands. Most of the fertile areas of t he country were taken from the aboriginals and handed over to the British settlers. The aboriginal people had no place to live and no food to eat after the essential resources were taken from them. Being affected by the diseases, they had no strength to fight back and their chances for survival were reduced. Another major factor that affected the aboriginals was the introduction of alcohol that badly affected them. The European livestock were restricted to the aboriginals. The alcohol affected them as they had no biological defence which led to more violence and sexual offences in the aboriginal community than the other ones. Massive destruction of the habitat regions for the purpose of raising of crops and domestic animals resulted in widespread desertification, deforestation, erosion and loss of native species. Colonisation has influenced the education of Australia. The Government of Australia has introduced the struggle and cultural diversities in the curriculum so that everyone will be able to know about their culture, their languages and history. They have learned about the exploitation that the British had done with the Aboriginals and the Torres Strait Islander people. Colonisation by the British in Australia has led to the introduction of European style of education system that provided schooling to the children of white origin and did not give much importance to the Indigenous children. Today, the Government of Australia has been able to understand the unfair treatment that had been done with the Indigenous children that affected their education. Colonisation has forced the Australian Curriculum to include the struggle and cultures of the Indigenous people so that more attention can be given on them and the non-Indigenous children and teachers are given more facilities for their adva ncement. People are able to understand some of the adverse impacts of colonisation that had taken place in Australia long time ago. People have learned about deforestation, erosion, loss of land and desertification. Thus, colonisation has significant impacts on the education system of Australia and on the learning of the adverse effects on the humanity. References Anderson, J. (2014). Forging new opportunities for problem solving in Australian mathematics classrooms through the first national mathematics curriculum. In Mathematics curriculum in school education (pp. 209-229). Springer Netherlands. Angelo, D., Carter, N. (2015). Schooling within shifting langscapes: Educational responses in complex Indigenous language contact ecologies. Multilingualism and Language in Education: Current Sociolinguistic and Pedagogical Perspectives from Commonwealth Countries. Cambridge: CUP. Bessarab, D., Coffin, J., Wright, M. (2016). Mia Mia Aboriginal Community Development: Fostering Cultural Security. C. Kickett-Tucker (Ed.). Cambridge University Press. Clark, R. A., Fredericks, B., Buitendyk, N. J., Adams, M. J., Howie-Esquivel, J., Dracup, K. A., ... Johnson, S. (2015). Development and feasibility testing of an education program to improve knowledge and self-care among Aboriginal and Torres Strait Islander patients with heart failure. Rural and remote health, 15. Gilbert, R., Gilbert, P. (2017). Masculinity goes to school. Routledge. Hoffmann, C. (2014). Introduction to bilingualism. Routledge. Hudson, C., Angelo, D. (2014). Concepts underpinning innovations to second language proficiency scales inclusive of Aboriginal and Torres Strait Islander learners: a dynamic process in progress. Papers in Language Testing and Assessment, 3(1), 44-85. Jacob, W. J., Cheng, S. Y., Porter, M. K. (2015). Global review of indigenous education: Issues of identity, culture, and language. In Indigenous Education (pp. 1-35). Springer Netherlands. Mander, D. J., Cohen, L., Pooley, J. A. (2015). If I Wanted to Have More Opportunities and Go to a Better School, I Just Had to Get Used to It: Aboriginal Students Perceptions of Going to Boarding School in Western Australia. The Australian Journal of Indigenous Education, 44(01), 26-36. McKenzie, P., Weldon, P. R., Rowley, G., Murphy, M., McMillan, J. (2014). Staff in Australias schools 2013: Main report on the survey. Race, D., Mathew, S., Campbell, M., Hampton, K. (2016). Understanding climate adaptation investments for communities living in desert Australia: experiences of indigenous communities. Climatic Change, 139(3-4), 461-475. Tudball, L., Anderson, P. (2016). Recognizing Aboriginal and Torres Strait Islander Peoples Rights and Perspectives Through Civics and Citizenship. Civics and Citizenship Education in Australia: Challenges, Practices and International Perspectives, 61.

Roswell UFO Presence In The Universe Essays - Roswell UFO Incident

Roswell: UFO Presence in the Universe Argumentative essay " UFO Presence in the Universe " The Roswell Issue For fifty years the unexplained air craft wreckage found outside Roswell, New Mexico, has been in the center of on-going speculation about alien life forms and US Government and Military cover-ups. It is my personal belief that extraterrestrial bodies are present in this Universe and have landed on earth. There is more evidence pointing to the fact that there are aliens present in the universe as proved in this essay. Retired military officials will admit to there being extraterrestrials being present on earth. An excellent example of this is what happened in Roswell, New Mexico, in 1947. When the US Government and Military first found the wreckage of an unidentified aircraft they issued a press release stating that they had come into possession of an Unidentified Flying Object. The present US Government have passed the Roswell incident off as a closed case - their investigations declared the incident to be nothing more than a crashed weather balloon from the top secret Project Mogul and the alien bodies merely to be crash test dummies. This essay will argue the point that there is other life in the Universe and that the crash landing at Roswell in 1947, was an alien space craft and not a weather balloon. Leading up to the 'Roswell Incident' UFOs were spotted all over New Mexico and the mid-western coast line. On July 1 of 1947, an Unidentified Flying Object appeared on the radar screens of surrounding airforce bases. People also saw these objects in the skies that night and the next. On July 4 - Independence Day - radar screens showed an object pulsate then explode. Some archaeologists in the area were watching the sky and saw the aerial display as did a large number of the people living in the town. The archaeologists set out the next morning to look for the wreckage they saw fall to ground after the explosion. They reached the crash site about 10am and found wreckage scattered over a site three quarters of a mile long and two to three hundred feet wide. The archaeology team alerted authorities then peered into the rubble to find the bodies of five aliens (the number of aliens is debatable), four of them already dead but one still alive with a severe wound to the thigh. The witnesses are sure they saw aliens in the space ship, not crash dummies, and the wreckage was too advanced to be human technology. A number of witnesses who saw the crash site before the US Government intervened were interviewed and all gave comprehensive descriptions of the aliens and their flying craft. All descriptions were very similar and if a number of people can give the same detailed evidence, something must have occurred. Many army retirees have come forward to tell their stories concerning the truth of what happened at Roswell. The US Government will probably continue changing their stories of what they say happened (the crashed weather balloon). Only when new witnesses come forward and share their information will the truth eventually be exposed. For months after the incident, thousands of hopeful alien enthusiasts flocked to the alleged crash site to view the most famous alien crash site to date. So much attention was placed on the site that the few residents of Roswell, New Mexico, claimed that they feared the aliens would return and invade. Witnesses claim to have received death threats from the military; they were also told to deny all knowledge of what they had seen. The pieces of the alien space craft were taken to Groom Lake Airforce Base also known as Area 51. Area 51 is a top secret military installation designed to house many of the government's secret details concerning alien aircraft. Substantial amounts of money was spent to protect the citizens of the world from receiving the truth about Area 51 and the alien presence among us. Recent developments have occurred when three-thousand nine hundred more acres have been purchased by the US government that adjoins the Groom Lake Airforce Base to house what could be up to four hundred newly found pieces from alien aircraft (as shown in documents retrieved from the internet). Now over fifty years since the uncovering of perhaps the strongest single piece of evidence to support the theory that aliens are present in the Universe, the American Government will still not admit involvement in covering-up the event, that took place on July 8, 1947, in Roswell, New Mexico. Nearly every

Good At, Good In, and Good With

Good At, Good In, and Good With Good At, Good In, and Good With Good At, Good In, and Good With By Maeve Maddox A reader wonders about the difference between saying, â€Å"I’m good in English† and â€Å"I’m good at English†: I always felt that theres a different nuance there when Im saying it. I just cant pinpoint it exactly. One of the numerous meanings of good is â€Å"competent, skillful, clever at or in a certain action or pursuit.† The two expressions in the reader’s question are often used interchangeably, but generally speaking, â€Å"good at† is used with an activity: He’s good at football. She’s good at product design. Her mother is good at Trivial Pursuit. When Fatima was only six, she was good at drawing. When it comes to school subjects, both â€Å"good at† and â€Å"good in† are used: Jere is good at math: he always finishes first. Jere is good in math: he makes all A’s. It’s difficult to formulate a rule for â€Å"good in.† An actor can be â€Å"good in a role.† Someone who is â€Å"good at sex† is said to be â€Å"good in bed.† A level-headed friend is â€Å"good in an emergency.† A similar expression used to indicate competency is â€Å"good with†: Because Daiki is good with numbers, he plans to study accounting. Maribel is good with children; she wants to be an elementary teacher. Amos is good with his hands; he remodeled the entire house. Lilah is good with money; she saves at least 40% of her allowance every week. Here are some examples of all three expressions as used on the Web: Michael Phelps:  Good at swimming, better at golf Why are  humans  and dogs so  good at  living together?   School shootings: Were good at finding fault, not so good at finding a solution Is it true that people who are good at music can learn a language sooner? Are you good in a crisis? Are pit bulls good with kids? Are you good or awful with money? When it comes to using prepositions in idioms, memorization is often necessary. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:5 Uses of InfinitivesThe Writing ProcessApostrophe with Plural Possessive Nouns

Biography of Isabella dEste, Patron of the Renaissance

Biography of Isabella d'Este, Patron of the Renaissance Isabella dEste (May 19, 1474–February 13, 1539) was a patron of Renaissance learning, arts, and literature. She was actively involved in political intrigues among the nobles of Europe. Isabella left behind a voluminous correspondence of more than 2,000 letters, which provide much insight into the world of the Italian Renaissance. Fast Facts: Isabella d'Este Known For: Patron of the Italian RenaissanceBorn: May 19, 1474 in Ferrara, ItalyParents: Ercole I dEste and Eleanor of NaplesDied: February 13, 1539 in Mantua, ItalySpouse: Francesco Gonzaga (m. 1490-1519)Children: 8 Early Life Isabella dEste was born into the noble Ferrara family of Ferra, Italy on May 19, 1474. She may have been named for her relative, Queen Isabella of Spain. She was the eldest in her large family, and, according to contemporary accounts, was her parents favorite. Their second child was also a girl, Beatrice. Brothers Alfonso- the family heir- and Ferrante followed, and then two more brothers, Ippolitto and Sigismondo. Education Isabellas parents educated their daughters and sons equally. Isabella and her sister Beatrice both studied Latin and Greek, Roman history, music, astrology, and dancing. Isabella was accomplished enough in politics to debate with ambassadors when she was only 16. When Isabella was six, she became betrothed to the future fourth Marquis of Mantua, Francesco Gonzaga, whom she met the following year. They were married on February 15, 1490. Gonzaga was a military hero, more interested in sports and horses than in arts and literature, though he was a generous patron of the arts. Isabella continued her studying after her marriage, even sending home for her Latin books. Her sister Beatrice married the Duke of Milan, and the sisters visited each other often. Isabella was described as a beauty, with dark eyes and golden hair. She was famous for her fashion sense- her style was copied by noble women throughout Europe. Her portrait was painted twice by Titian and also by Leonardo da Vinci, Mantegna, Rubens, and others. Patronage Isabella, and to a lesser degree her husband, supported many of the Renaissances painters, writers, poets, and musicians. Artists with whom Isabella was associated include Perugino, Battista Spagnoli, Raphael, Andrea Mantegna, Castiglione, and Bandello. Also part of the court circle were figures such as writers Ariosto and Baldassare Castiglione, architect Giulio Romano, and musicians Bartolomeo Tromboncino and Marchetto Cara.  Isabella also exchanged letters with Leonardo da Vinci over a six-year period after his visit to Mantua in 1499. Isabella collected many pieces of artwork over her lifetime, some for an art-filled private studio, essentially creating an art museum. She specified the content of some of these by commissioning particular works. Motherhood Isabellas first daughter Leonora Violante Maria was born in 1493 or 1494. She was named for Isabellas mother, who had died not long before the birth. Leonora later married Francesco Maria della Rovere, the Duke of Urbino. A second daughter, who lived for less than two months, was born in 1496. Having a male heir was important to Italian families in order to pass titles and lands within the family. Isabella had been given a gold cradle as a gift at her daughters birth. Contemporaries cited her strength in putting aside the cradle until she finally had a son, Federico, in 1500. A Ferrara heir, he later became the first duke of Mantua. A daughter Livia was born in 1501; she died in 1508. Ippolita, another daughter, arrived in 1503; she would live into her late 60s as a nun. Another son was born in 1505, Ercole, who became a cardinal and was nearly selected in 1559 to serve as Pope. Ferrante was born in 1507; he became a soldier and married into the di Capua family. Arrival of Lucrezia Borgia In 1502, Lucrezia Borgia, the sister of Cesare Borgia, arrived in Ferrara to marry Isabellas brother Alfonso, the Ferrara heir. Despite Lucrezias reputation- her first two marriages did not end well for those husbands- it appears that Isabella welcomed her warmly at first, and others followed her lead. But dealing with the Borgia family brought other challenges to Isabellas life. She found herself negotiating with Lucrezias brother Cesare Borgia, who had overthrown the Duke of Urbino, the husband of her sister-in-law and friend Elisabetta Gonzaga. As early as 1503, Isabellas new sister-in-law Lucrezia Borgia and Isabellas husband Francesco had begun an affair; passionate letters between the two survived. As might be expected, Isabellas initial welcome to Lucrezia turned to a coolness between them.​ Husbands Capture In 1509, Isabellas husband Francesco was captured by the forces of King Charles VIII of France and was held in Venice as a prisoner. In his absence, Isabella served as regent, defending the city as commander of the citys forces. She negotiated a peace treaty that provided for her husbands safe return in 1512. After this episode, the relationship between Francesco and Isabella deteriorated. He had already begun to be publicly unfaithful before his capture and returned quite ill. The affair with Lucrezia Borgia ended when he realized he had syphilis. Isabella moved to Rome, where she was quite popular among the cultural elite. Widowhood In 1519, after Francesco died, Isabellas eldest son Federico became the marquis. Isabella served as his regent until he came of age, and after that, her son took advantage of her popularity, keeping her in a prominent role in the governing of the city. In 1527, Isabella bought a cardinalate for her son Ercole, paying 40,000 ducats to Pope Clement VII who needed money to face attacks by Bourbon forces. When the enemy attacked Rome, Isabella led the defense of her fortified property and she and many who had taken refuge with her were spared. Isabellas son Ferrante was among the Imperial troops. Isabella soon returned to Mantua, where she led the citys recovery from illness and famine that killed almost one-third of the population. The following year, Isabella went to Ferrara to welcome the new bride of Duke Ercole of Ferrara (son of Isabellas brother Alfonso and Lucrezia Borgia). He married Renà ©e of France, daughter of Anne of Brittany and Louis XII. Ercole and Renà ©e had been married in Paris on June 28. Renà ©e was herself a well-educated woman, a first cousin of Marguerite of Navarre. Renà ©e and Isabella maintained a friendship, with Isabella taking a special interest in Renà ©es daughter Anna dEste. Isabella traveled quite a bit after her husbands death. She was in Bologna in 1530 when Emperor Charles V was crowned by the pope. She was able to convince the Emperor to raise her sons status to that of duke of Mantua. She negotiated a marriage for him to Margherita Paleologa, an heiress. They had a son in 1533. Death Isabella became ruler in her own right of a small city-state, Solarolo, in 1529. She actively governed that territory until she died in 1539. Legacy Isabella is best remembered for her support of numerous now-famous artists, including Michelangelo, da Vinci, and Raphael. Artist Judy Chicago- whose work explores the role of women in history- included Isabella dEste in her famous piece The Dinner Party. Sources Bonoldi, Lorenzo.  Isabella dEste: A Renaissance Woman. Guaraldi, 2016.Marek, George.  The Bed and the Throne: The Life of Isabella DEste. Harper Row, 1976.Julia Cartwright. Isabella DEste, Marchioness of Mantua. E.P. Dutton, 1903.

Feasibility business Assignment Example | Topics and Well Written Essays - 2500 words

Feasibility business - Assignment Example Presently this soft drinks corner is furnishing a mixture of wonderful local wines, coffees, and several soft drinks along with some foodstuff as well. The future plan is to offer unparalleled Swiss based beverages which include imported cheeses, chocolates, pastries, local and imported coffees, and some related fast food or snack items as well. The major aim is to offer the customers with highest quality services and products to keep them staying again and again. We believe that by getting crucial financial support through the sale within first two years, our cafà © will be able to capture 10-20% of the cafà © industry at Ashland Oregon. The project has estimated that it will enjoy a 37.3% profit for its investment by the end of April, 2014. Cafà © house is a business combination of beverages and foodstuff that is readily available and dished up promptly at sites. This is multi-billion dollar business which in turn keeps on progressing extremely fast around numerous international locations. A cafà © house or franchise is somewhat different from fast-food points as it is recognized from nominal service and by refreshment items simultaneously which may be presented immediately soon after placing the order. The drinking stuff in conjunction with related eatables are usually prepared in volume upfront plus preserved hot for its reuse. Numbers of cafà © houses or beverage outlets are sections of some reputable restaurants or franchises, while standard drinking and eating products are supplied to each venue through main sites. As compared to some other food businesses, the budget fundamentals to set up a cafà © house are comparatively compact in USA especially at locations consisting of low and medium earning community. M ostly eateries wherever people sit a while and enjoy by drinking some coffees, wines or eating some readily made foodstuff are also measured as

How Sergio Leone Influenced Filmmaking Essay Example | Topics and Well Written Essays - 2000 words

How Sergio Leone Influenced Filmmaking - Essay Example 9 V. Criticisms †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11-12 A. Critics against Leone†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 B. Sergio’s films – the positive dimension†¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 VI. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 13 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦. 14 Abstract Using moving images to emote human emotions like love, fear, birth, death and other living sentiments on screen, to present before the audience the experiences they feel in their own lives is the essence cinema. There are other mediums to reach out to the audience like puppetry, theaters and drama but with time and techno logy the celluloid world of cinema is definitely on the lead. There were many phases in film making like the era of silent films, Eastman color films etc. One such significant phase was the American westerns that led to the beginning of the Spaghetti Western genre of films. Spaghetti Westerns were popular all over the globe like Europe, USA, parts of Asia and Africa (Jones, 43). Sergio Leone was a master of such film making. Leone was not the inventor of spaghetti films but he made classic movies using it. With this sub genre of film making Sergio Leone took the style of film making to new heights. However, Sergio’s style is often disputed by critics on its originality. Nevertheless, Sergio’s contribution to film making remains undisputed as his style is quoted by many modern day film makers like Quentin Tarantino and Martin Scorsese. Introduction In the early forties, film making in Italy was in poor shape because of the ongoing world wars (Karg, Van Over and Sutherla nd, 14). The films made were basically made to spread anti war sentiments and for political propagation. Post war In Italy during the 40s and 50s, films were made to depict the change in human psyche. This was known as the period of neorealism. It dealt with everyday conditions of poverty, death and defeat (Italian neorealism, n.d). The Italian film industry began to show reforms with the beginning of American western genre films popularly known as the Spaghetti Westerns during 1970s mastered by Sergio Leone. It was a departure from the usual sword-and-sandal epic films (Heifetz Stricke, 1). Sergio’s spaghetti films were successful in Italy because of their differences from the classical westerns films (Bondanella, 255). There were distinct features like the identification of the central character was always kept hidden, women being used only as widows or were completely absent, equal level of violence enacted by all characters and a hint of dark humor. These films were made in Italian studios and had American and other actors (Traina, 1). Films made by Leone were narrative, artistic, and had other conventions. His films revived the career of many aging Hollywood actors and saved Cinecitta which was almost shut down because of the failure of Hollywood movies (Film Series/ Events). Sergio Leone made remarkable influence in modern European cinema by changing the pattern of traditional Hollywood motion pictures. Leone introduced many new concepts in film making through the Spaghetti Westerns. He was notable for many special cinematic features like taking close ups of the actors to make the emotion appear more realistic and convincing. Spaghetti Westerns films used the dry locales in Spain instead of presenting conventional themes. Sergio collaborated with Ennio Morricone while developing the film scores