Movie Review: 10 Cloverfield Lane

On March 11th, 2016, 10 Cloverfield Lane hits the theaters. Dan Trachtenberg directs and JJ Abrams produces this suspenseful, horror/drama, and  PG-13 film capturing the time period following an alien invasion in an apocalyptic world. The main character, Michelle, experiences this event from the inside of a bunker with a psychopath. She faces a conflict that the whole movie is predicated on. The conflict is whether to stay in the safety of the bunker with a monster or to go and face the monsters outside. I ascertain that 10 Cloverfield Lane portrays the inner conflicts of whether to get involved and face the world or to stand off to the side.

The movie starts off with Michelle driving on an abandoned street. She gets hit by a car and ends up in a the mysterious bunker of Howard, an ex-veteran, and Emmett. Right from the start, she doesn’t trust him and desires to leave the bunker. She has no idea if the outside world is safe. Towards the end of the movie, Howard kills Emmett, but luckily, Michelle manages to escape and face the dangers that await on the other side of the air locked door.

An important facet of 10 Cloverfield Lane is its ability to make the viewer feel as though he/she is actually experiencing the film, through the actors. There is a certain scene when Michelle is trying to maker her escape, that the emotions of the character leak out to the audience. She is climbing through a ventilation when all of the sudden Howard starts stabbing a knife through it, trying to make her stay. He grabs her leg after making a hole and starts pulling. The fear felt by Michelle travels to everyone experiencing the film. When I watch the film, I feel as though I am Michelle crawling through the tunnel. I scream when she screams. When she panics, I too panic and feel the stress of the situation. Mary Elizabeth Winstead plays Michelle, and John Goodman plays Howard. They are exceptional actors who convey emotions, such as fear, panic, and apprehension, which add to the overall internal friction felt by Michelle.

The choice of scenery by Benjamin Edelberg and Dave Kelsey make the film more entertaining and add anticipation. By using certain sets, they help to show how awful the bunker is. The bunker pushes Michelle to want to leave and face challenges head one. One key scene that portrays this idea is when Michelle is attempting to fix the electrical system. She climbs to the top of the bunker through the vents. When she reaches the electrical room, she spies some scratched out writing on a window. The writing has dried out blood on it and reads “help.” This alerts Michelle that Howard is a dangerous person and that he has killed someone before. The scratched out words represent the genius of Edelberg and Kesley. They are able to create a certain fearful feeling by using the scenery to their advantage.

In addition to the great scenery and actors, 10 Cloverfield Lane develops the backstories of the actors, which helps the viewers and myself to relate to them even further. The film takes time to discuss Emmett and Michelle’s old lives to make them more relatable. Aside from their emotional displays, their storylines make their characters. Emmett is too afraid to put himself out there. He tells Michelle that he received a scholarship for college, but never took the bus to get there. In the beginning of the movie, Michelle is talking with her mean boyfriend on the phone, and one can assume that her relationship is detrimental to her well being. Both Michelle and Emmett suffer with the lack of ability to change their lives. Today, many people struggle to find their way in life. They enjoy sitting back and watching, but never actually getting involved. However, by the end of the movie, Michelle decides to fight Aliens, and Emmett tries to defend Michelle from Howard. They both experience growth from their original backstories. The backstories create a relationship with the audience.

Whenever I watch 10 Cloverfield Lane I scream in utter fear, but that doesn’t mean it isn’t a fantastic movie. Abrams and Trachtenberg out do themselves with this masterpiece. The film seems almost real when watching it. The characters, actors, and scenery help to make a perfect mix of excellence. My sweaty palms and rapid heartbeat illustrate how real the movie feels. It covers many emotions and focuses on the theme of going outside one’s boundaries. I would recommend this movie to anyone because its ideas are deep and thought out, yet at the same time entertaining and encapsulating.

Book Review: The Things They Carried

From the year 1955 to 1975, the American Army fought in the Vietnam War. Tim O’Brien highlights his experience and the experiences of others in The Things They Carried. This first person narrative goes through events that O'Brien and his unit lived through, and he then discusses later in the book what emotions and feelings they had after the war. His purpose is to depict how bloody can be war, but more importantly, he is trying to show what men have to live with after the war is long gone. I believe that O’Brien’s accounts of the war give a clear portrayal of what the soldiers had to deal with before, during, and after their stay in Vietnam.

The Things They Carried takes us through the life of O’Brien and the rest of his unit. It depicts the tough, individual journey that Tim went through after receiving his draft letter and also delves into detailed stories and memories. The social problems that Commander Jim Cross faced are brought into the light, in regards to his awkward relationship with a woman named Martha. The book examines the lives of Ted Lavender, Lee Skunk, Kiowa, Norman Bowker, Rat Kiley, and Dave Jensen as well. These men died in the war or faced major psychological problems after. By going into their stories, O’Brien gives a larger picture as to what happened during his service.

One key aspect of the book that makes it enjoyable, is its ability to depict the human mind. When I am reading through the book, I feel as though my brain is in sync with O’Brien’s. His chapters don’t necessarily follow any particular chronological order. He slips from time to time, not sticking to one story or experience for too long. At one point, he discusses the thoughts that went through his head after killing a man, and the next chapter he discusses the PTSD another comrade of his experienced after coming home to the states. Just like a mind jumps from thought to thought, so does his style of writing. When a soldier returns home, like Norman Bowker, his mind is scrambled. Norman couldn’t save his friend Kiowa in a awful storm. He lives with the guilt, and O’Brien suffers the same feelings as well. His thinking influences his form and helps the reader understand the war.

The characters in the story are also synonymous with a classic grade in school. There are the jokesters, the serious, progressive students, the addicts, the wallflowers, the timid, and the brave. Lee Skunk and Dave Jensen are the “class clowns.” Their joking could sometimes be dangerous, but they add to the unit or class environment. Kiowa is a more determined soldier, who also acts to help his unit. It seems that Tim O’Brien is more of a wallflower. He observes everything that occurs around him. Rat Kiley is the kid in the class who can’t stop lying and telling made up stories. He wants attention and will tell the craziest stories to get. These characters resound with my school, and it made reading the book that much more enjoyable.

Another important piece of the The Things They Carried is the context of where it takes place. Trying to have high school students wrap their heads around war can be impossible. For a student to truly appreciate and understand the sacrifices and pain of war, they have to actually experience it. Tim O’Brien does a beautiful job of conveying the hardships of war, and it helps me understand how bloody war can be. When he describes burning down a village, torturing a water buffalo, or even killing another man, war can be conceptualized. His imagery and description are precise and add to the realness of his story.

After reading The Things They Carried, I gained a better appreciation for the Vietnam War. I would recommend this book to anyone because everyone will find their own way to relate to what they are reading. Whether it be the structure of chapters or the characters themselves, they can easily be compared to a high school student’s life. It was a great read that had me on the edge of my seat, and I believe it will do the same to anyone who picks it up. Tim O'Brien's masterpiece is definitely worthwhile.

Ana Juan “New Yorker Cover”

Ana Juan, in her illustration of a “New Yorker Cover” (2011) asserts that although the World Trade Center was destroyed, it will always be remembered as a part of New York City. She supports this assertion by including a watery image of the twin towers in a reflection of the New York skyline. Her goal is to show how the twin towers are still having an effect today and will always be alongside the rest of the skyscrapers. She creates a personal connection with all of the citizens of America by reminding them of 9/11.

In this illustration, the past and the present seem connected, but at the same time very different. The waterline divides the two different time periods from each other. The reflection in the water holds the past and the twin towers. Above the water is the shining city of New York, which exemplifies the present. However, Ana Juan’s goal was to show how even though there are two different time periods, they are still connected. When one looks at the reflection of New York City, they don’t simply see a bunch of glittering buildings. They also see the past and memories of a different city that once stood proud and strong. The past and present may be separate, but to fully understand what New York is all about, one needs to see the whole story. The skyline will always feel a bit empty without the towers, but the memory of the past will always remain.  

Synthesis Blog: Apple Ad '1984'

Apple seems to be a crossroad, that could either go two ways. At one hand, the U.S. Government wants the software to break the password of an iPhone to get into the assailant's iPhone in the San Bernardino case. On the other hand, Apple products promise security and privacy, which makes it appealing to customers. People would feel less inclined to purchase products if they knew their information was out in the open. I believe Apple has a right to keep their products private and have no obligation to create password-breaking software.

The 1984 ad created in preparation for the launch of the Macintosh computer defends Apple’s claim on the debate. The whole basis of a 1984 society is that there is no freedom. Privacy is taken away to ensure that “traitors” don’t prevail. Each room has a telescreen that monitors every move a person makes. Apple, in 1984, was trying to compare IBM to this idea. IBM, the "Big Blue," wants full control, while Apple is the groundbreaking savior sent to destroy a computer monopoly. It seems that once again, Apple is in the same situation because now the American Government is trying to take away freedom and privacy. 
The article “Breaking Down Apple’s iPhone fight with the U S. Government”, written in the New York Times, gives clear reasons why Apple can’t simply release the password- breaking software. This release would snowball into the government taking control of privacy. They would have the ability to use it for a number of cases, which would hurt Apple greatly. Not only that, but China would also have a lot to gain from this software. Their “officials have been pushing for greater control over the encryption and security of technology sold there,” which means that China would have even more controlling and censorship abilities in the computer world. The cons definitely outweigh the pros for a world that doesn’t want to look like 1984.
Apple was considered to be groundbreakers when they released their ad. They turned commercial viewing on the Super Bowl into a “cultural phenomenon”. However, the tides have turned because it is starting to look as if the world will eventually emulate the society of 1984. The government is trying to take control of liberties and rights that we as Americans hold dear. In the coming weeks and months, we will see which direction our world takes as we move forward.

David Sedaris “Go, Carolina”

David Sedaris, in his essay “ Go, Carolina” (2000), claims that he struggled in school socially and physically, due to the school system’s problems with helping kids who were gay or struggling with impairments. He supports this claim by sarcastically going over a period of four months where a speech therapist attempted to help him. His purpose is to highlight problems with education and depict how students with his disability and with other issues felt like outsiders. He creates an informal relationship with the audience by using a sarcastic tone and by speaking in first person.

1. The speech therapy story revealed many issues with school systems and depicted what types of methods they use. The main issue I had with David’s school was their strategy for helping students with issues. They had speech therapists on a circuit, which meant there wasn’t a lot of consistency between teachers, and it also meant that teachers weren’t being interviewed. Miss Samson was a horrible individual and placed herself over David in a superior manner. The school never screened this teacher to see her methods. That showed a lack of caring on the school’s part. However, this story didn’t strike me as true because my school is very different. Since it is a private school, each teacher is interviewed and then watched throughout the semester. The school also sends out google questionnaires on teachers that are anonymous. This means that the school is getting input from the students. From where I come from, I could never see this happening in my school, and I pity David.
2. David Sedaris does a very good job of making heavy parts in the story lighter with comedy and sarcasm. When the Miss Samson mercilessly tricked him into speaking with a lisp, he lightened the mood, by recalling how his mom called him a “sucker”. The therapist had acted with zero respect, but David made the story seem funny. Therefore, he was able to accomplish a very depressing point in his life, without mortifying the audience. He also originally referred to Miss Samson as an agent, which in his mind made going to the therapist more lively. He was able to cope with difficult points in his life with humor and a good attitude.
3. There are a few key lines that highlight David Sedaris’ sarcastic tone. When David was complaining about Miss Samson, he said, “She was in love with the sound of her own name and seemed to view my speech impediment as a personal assault. It I wanted to spend the rest of my life as David Thedarith, then so be it. She, however, was going to be called Miss Chrissy Samson.” This line reveals how he takes his speech impediment in strides. He is able to make a joke out of a seemingly irritating situation, by referring to himself as David Thedarith. This also shows his tone as being one of positivity that overshadows serious points in his life. He again uses his speech problem in funny manner by saying how he preferred to use the word “champ” over “sucker.” David tries to give everything a humorous twist, which sums up his tone.
   

Toni Morrison “The Nobel Lecture in Literature”

Toni Morrison, in her acceptance speech “The Nobel Lecture in Literature”(1993), asserts that language is a powerful entity that can be molded to be used for just and moral purposes, but at the same time it can be used for the opposite. Morrison supports this claim by telling over a fable of two children who asked a question to a wise woman. Her purpose is to show the importance of language and explain how she crafted her works by using language the right way. She addresses the members of the Swedish Academy, using an educator approach, as she accepts her Nobel Prize in Literature.

1. Toni Morrison has a very unique take on language. She believes that it can be used for good and important causes, but at the same time it can be used for violence and used to cover up “rape, torture, assassination.” Therefore, she brings up the fable of the dead bird to prove that language is “in your hands.” The children can either kill the “bird” or let it live, but it is up to them. Language is the same way, you can either help it develop and thrive or let it die and shrivel away. People have the power to create something terrible or something beautiful, which is what Morrison asserts in her speech.
2.There was an interesting relationship that developed overtime between the wise woman and the two children. At the first, the children wanted to bother the wise woman and challenge her smarts. However, the woman didn't get angry with the children, rather she expected more from them. She had expectations for them and wanted them to act with responsibility. Towards the end, the children’s perspective changed. They realized their stupidity, and they then desired experience and knowledge from the woman. They wanted her skills and understanding. The woman didn't desire anything at the end because she got what she wanted. She made the children value life and value understanding. The children changed from start to finish, while the woman received what she wanted from them. 
3. The use of the fable adds a certain edge to the story that could not have been accomplished any other way. By using the fable, she hooks the attention of the listeners. Like any good storyteller, she pulls the audience into her words with a story. Then once she has the crowd, she can then focus on her main ideas and main takeaways from her speech. The “once upon a time” instantly grabbed my attention, and I was on my toes, eagerly anticipating the next part of the fable. I think the fable fits with the speech because it allows Morrison to be creative, but at the same time informative.

The Importance of Getting History Right

Every country or society portrays their history and world history in their own way. Some societies place in their history books garbage about their “amazing” accomplishments. They barely dwell on their downfalls. On the other hand, there is a more truthful history that focuses on both the negatives and the positives. This method also tends to push for more critical thinking. In my opinion, it is important to get history accurate, even if it doesn’t always portray your country in the most favorable light.

For the past few weeks, I have been delving into 1984, by George Orwell. He tells the story of post WWII where people are only educated on their country’s success. The main character, Winston, even has a job, which consists of changing history books to make the country, Oceania, look better. The result is that people have little ability to reason or think for themselves. They simply accept their “false” history, without any objections. They don’t question the “whys” and “hows” of history. This brings the downfall of their society. If their history books had given accurate information, then the people would have been more educated and would have had the ability to question a government on its faults.

A program that focuses on the deeper understanding of history is Facing History and Ourselves (FHAO). They pride themselves on their ability to not simply look at the outside level of past events. They go through the mindsets of past historical figures and break down events into themes and ideas. Their goal is to make sure that certain horrible occurrences from history do not happen again. Therefore, they “face history” and then move forward in a positive direction. They not only get history right, but they manage to depict it in a favorable and beneficial way. They exemplify the importance of getting history right because out of their programming come informed student leaders.

On the other hand, the school systems in Japan seem to be going in the opposite direction. Most of their history books spend little time focusing on the time periods leading to WWII and WWII itself. They spend tons of pages focusing on Japan after the war and way before the war. They simply want to instill a sense of pride in their country after their major flaws in WWII. They are embarrassed by the atomic bomb and embarrassed by their past vulnerability. Therefore, their history books mostly leave that time period out, only including a few small details about the events. This can be a very scary practice because if the students and people of Japan don’t learn from their past mistakes, then they are bound to repeat them. Japan hasn’t really learned anything from WWII because their textbooks don’t include key information.

The importance of laying out truthful history outweighs building up a country’s patriotism. The people of Japan and Oceania have a burning love for their country, but this forces them to accept their situation and accept everything that is thrown at them. They lack the ability to question and understand. This ability is evident in truthful history, which allows for reasoning and thinking. If we get history right, we are more likely to move forward in the right direction.